Youngstown City Schools Curriculum Project
ENGLISH / LANGUAGE ARTS - - Grade 9
Unit #8: CHANGING THE AMERICAN LANDSCAPE (6 weeks) 2013-14
SYNOPSIS: During this Unit, students will discuss and read non-fiction about the Great Depression and “The Dust Bowl” as a
particularly harsh symbol of prosperity gone haywire. Comparisons will be made to Hurricane Sandy, the mid-western storms, and
other natural disasters that victimize innocent citizens. Students will also read the novel Out of the Dust, a 2-year diary of a family
coping with the Dust Storms.
STANDARDS
RL 9.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
RL 9.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL 9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
RI 9.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they
are introduced and developed, and the connections that are drawn between them
W 9.9a
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in
a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
by Shakespeare]”).
W 9.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
SL 9.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify own views and understanding and make new connections in light of the evidence and reasoning presented.
L 9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L 9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
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Materials
FICTION
Out of the Dust, Karen Hesse
VIDEO / AUDIO
PBS Videos on “The Dust Bowl”
NON-FICTION
“Woody Guthrie” Depression Photography and Arts
“The Great Depression,” Jennifer Rosenberg (ask.com)
Key Terms
General
Vocabulary
Great Depression
Dust Bowl
migrant workers
Literary Skills
Writing Skills
figurative language
connotative meanings
tone
structure of a fiction text
order of events
parallel plots
flashbacks
foreshadowing
structure of a non-fiction text
order of events or ideas
introduction
development
interconnection
informative / explanatory
writing (vs narrative,
argumentative )
identify topic
devise research questions
adjust search as needed
gather information
quotes, diagrams
(print and digital)
figurative language
connotative meanings
organize information
develop ideas
transitions
mature vocabulary
maintain style and tone
conclusion
Speaking /Listening
and Language Skills
collaborative discussions
working to consensus
present alternate views
listening, questioning and
responding
nuances of language
standard English
mechanics
(grammar,
punctuation, spelling,
semi-colon, colon)
MOTIVATION
TEACHER NOTES
1. Teachers asks students what sorts of things we take for granted . . . [ if prompt needed, ask
them to think about Hurricane Sandy or Katrina, for example. What do students think the
victims will never again take for granted. ] What is it like to live through a disaster?
2. Teacher shows PBS video about the “Dust Bowl,” explaining this was part of the onset of the
Great Depression. Teacher stops the video every few minutes to check for understanding and
reflect on what it meant THEN . . . what it means TODAY.
3. Teacher also shows photographs of Youngstown during the Great Depression - - what their
own relatives would have experienced. If available, teacher shares recordings of Woodie
Guthrie about life in the Depression. Students Journal a trip via a time machine back to
Depression Youngstown to prepare a diary entry. (W 9.10)
4. Teacher asks students what aspects of the video and/or the Depression photos was most
shocking to them. What attitudes did they see in the victims’ faces? What do they wonder
about ? What connections do they see with Hurricane Sandy victims? Students Journal
about one of the following three prompts: (W 9.10)
a. What you have NOW that you might take for granted
b. How you might have fared had you been in Hurricane Sandy
c. What lessons we [ can, should ] learn from “disasters”
5.
Teacher previews the Unit, class work, traditional assessments and authentic assessment.
6. Students develop one academic and one personal goal which will be monitored as the Unit
progresses.
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TEACHING-LEARNING ACTIVITIES
1. Teacher walks back through the video / pictures with students to construct a chronology:
TEACHER NOTES
a. Beginning Optimism: “no-holds-barred” enthusiasm; Americans convinced it would continue;
there was no thought of a down-side
b. The impact of Technology: for farming, invention of tractor made it possible to go from plowing
3 acres a day with a horse to 50 acres a day with a tractor
c. Investors: suitcase farmers who bought land and paid farmers for working it (to get the yield)
d. Depleted the Land: without realizing the impact of all that farming, the land was stripped of its
nutrients and the grasses that held it in place. See Attachment #1- - “Quick Facts About the
Dust Bowl”
e. Lack of Research: had no way to know impact on breathing, the bacteria that would spread,
the dead livestock carcasses and how to dispose of them; the fact that the dust would carry
north to Chicago, east to New York, etc. )
f. Social Implications: men had to have a job; women were keepers at home; there were no prepackaged foods, no appliances, no refrigeration, etc.
g. Migrations: people had to evacuate (RI 9.3)
[ Out of the Dust, Karen Hesse ]
NOTE: Teacher may want to preview novelinks.org ( Out of the Dust )
2. Teacher sets the stage for the novel - - a 2-year narrative of 5th graders in the Dust Bowl; the book
is presented in “seasons.”
3. Students and the teacher read the text in sections (e.g., snippets of time / seasons ). Students
record key vocabulary in context, structural details, and historic events using Attachment #2.
Teacher may need to review figurative language and connotative meanings. (RL 9.4; RL 9.5; RI
9.3; L 9.5)
4. In discussing each segment, students work in groups of 3 or 4 to ask and answer questions about
events in the novel. Teacher may get this underway, then gradually turn it over to the groups. (SL
9.1 a – d)
5. At the conclusion of the book, students write (a) a poem; (b) a Journal entry; (c) a letter to someone
that describes an incident from their own lives that came to mind as they read the book. The piece
must include figurative language to enhance the student’s message. Additionally, it must be use
correct grammar, spelling, and punctuation. (W 9.10; L 9.4; L 9.5)
6. Students bring in pictures from family members about the Great Depression to create a class
collage, with annotations. Teacher includes pictures of Youngstown during the Great Depression.
[ “The Great Depression” - - Essay ]
7. Teacher explains the time period between 1929 and the early 1940s was known as The Great
Depression. Teacher shows students pictures of the Great Depression (google or bing.com); asks
students to make interpretive statements.
8. Students read Attachment #3 in segments, starring the most important ideas in the margin and
highlighting the most important phrases. Teacher asks students comprehension questions about
how the author unfolds the “story” and makes connections among the details. Teacher may “model”
using a diagram. (RI 9.3)
[ cont’d ]
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TRADITIONAL ASSESSMENT
9. Students work in 2s or 3s to devise literal, interpretive, and evaluative questions from the
pictures and the piece; these are exchanged and answered by another team.
TEACHER NOTES
TRADITIONAL ASSESSMENT
Unit Test ( NOTE: be sure to include standards: RL 9.4; RL 9.5; RI 9.3; L 9.2; L 9.5)
TEACHER NOTES
Teacher-developed content tests or quizzes
Journals
AUTHENITC OR PERFORMANCE ASSESSMENT
Each student will
1. Evaluate his and her progress on Unit Goals
TEACHER NOTES
2. Use events and ideas from the novel, perceptions from the pictures, and details from the “Great
Depression” essay to create a diary entry of a week in the life of a 9th grader in a Youngstown High
School in 1935. The Social Studies class is taking a trip to an area impacted by the Dust Bowl to
provide some help and assistance. Record details about (a) making the plans for what to take and
why; (b) arriving at the destination and describing the scene; (c) distributing materials and services
to one or more families; and (d) important, life-changing lessons learned from the experience.
(W 9.9 a; W 9.10; L 9.2)
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Attachment #1
A Few Quick Facts - - The Dust Bowl
The Dust Bowl, or the Dirty Thirties, was a period of severe dust storms causing major ecological
and agricultural damage to American and Canadian prairie lands in the 1930s. The phenomenon
was caused by severe drought combined with a failure to apply dryland farming methods to
prevent wind erosion. Extensive deep plowing of the virgin topsoil of the Great Plains in the
preceding decade had displaced the natural deep-rooted grasses that normally kept the soil in
place and trapped moisture even during periods of drought and high winds. Rapid
mechanization of farm implements, especially small gasoline tractors and widespread use of the
combine harvester, were significant in the decisions to convert arid grassland (much of which
received no more than 10 inches (250 mm) of precipitation per year) to cultivated cropland.
During the drought of the 1930s, without natural anchors to keep the soil in place, it dried,
turned to dust, and blew away with the prevailing winds. At times, the clouds blackened the sky,
reaching all the way to East Coast cities such as New York City and Washington, D.C.. These
immense dust storms – given names such as "black blizzards" and "black rollers" – often reduced
visibility to a few feet (a meter) or less. The "Black Sunday" black blizzards of April 14, 1935,
were witnessed by Associated Press reporter Robert E. Geiger who happened to be in Boise City,
Oklahoma that day; the term Dust Bowl was coined by Edward Stanley, Kansas City news editor
of the Associated Press, while rewriting Geiger's news story.
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Attachment #2
Out of the Dust - - Recording Sheet
As you read Out of the Dust, record key vocabulary, key structural details, and historic events that appear in the story.
VOCABULARY (RL 9.4; L 9.5)
Page
Key Word or Phrase
Predicted Meaning from
Context
Figurative meaning? If
so, What?
Connotative Meaning? If
so, What?
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Attachment #2, p. 2
STRUCTURE and HISTORY (RL 9.5)
Create a timeline of events depicted in the novel, including the “effects” the author creates by the phrasing and
language she uses.
Sequence of Events
(who did what)
Style or Structure Details that
Create an Effect or Tone
Historic Details (although
described fictionally)
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Attachment #3
The Great Depression
By Jennifer Rosenberg, About.com Guide
Historical Importance of the Great Depression: The Great Depression, an immense tragedy that
placed millions of Americans out of work, was the beginning of government involvement in the
economy and in society as a whole.
Overview of the Great Depression: Dates
1929 -- early 1940s
The Stock Market Crash
After nearly a decade of optimism and prosperity, the United States was thrown into despair on Black
Tuesday, October 29, 1929, the day the stock market crashed and the official beginning of the Great
Depression. As stock prices plummeted with no hope of recovery, panic struck. Masses and masses of
people tried to sell their stock, but no one was buying. The stock market, which had appeared to be
the surest way to become rich, quickly became the path to bankruptcy.
And yet, the Stock Market Crash was just the beginning. Since many banks had also invested large
portions of their clients' savings in the stock market, these banks were forced to close when the stock
market crashed. Seeing a few banks close caused another panic across the country. Afraid they would
lose their own savings, people rushed to banks that were still open to withdraw their money. This
massive withdrawal of cash caused additional banks to close. Since there was no way for a bank's
clients to recover any of their savings once the bank had closed, those who didn't reach the bank in
time also became bankrupt.
Businesses and industry were also affected. Having lost much of their own capital in either the Stock
Market Crash or the bank closures, many businesses started cutting back their workers' hours or
wages. In turn, consumers began to curb their spending, refraining from purchasing such things as
luxury goods. This lack of consumer spending caused additional businesses to cut back wages or,
more drastically, to lay off some of their workers. Some businesses couldn't stay open even with these
cuts and soon closed their doors, leaving all their workers unemployed.
The Dust Bowl
In previous depressions, farmers were usually safe from the severe effects of a depression because they
could at least feed themselves. Unfortunately, during the Great Depression, the Great Plains were hit
hard with both a drought and horrendous dust storms, creating what became known as the Dust Bowl.
Years and years of overgrazing combined with the effects of a drought caused the grass to disappear.
With just topsoil exposed, high winds picked up the loose dirt and whirled it for miles. The dust storms
destroyed everything in their paths, leaving farmers without their crops.
Small farmers were hit especially hard. Even before the dust storms hit, the invention of the tractor
drastically cut the need for manpower on farms. These small farmers were usually already in debt,
borrowing money for seed and paying it back when their crops came in. When the dust storms
damaged the crops, not only could the small farmer not feed himself and his family, he could not pay
back his debt. Banks would then foreclose on the small farms and the farmer's family would be both
homeless and unemployed.
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Attachment #3, p. 2
Riding the Rails
During the Great Depression, millions of people were out of work across the United States. Unable to find
another job locally, many unemployed people hit the road, traveling from place to place, hoping to find
some work. A few of these people had cars, but most hitchhiked or "rode the rails."
A large portion of the people who rode the rails were teenagers, but there were also older men, women,
and entire families who traveled in this manner. They would board freight trains and crisscross the
country, hoping to find a job in one of the towns along the way.
When there was a job opening, there were often literally a thousand people applying for the same job.
Those who weren't lucky enough to get the job would perhaps stay in a shantytown (known as
"Hoovervilles") outside of town. Housing in the shantytown was built out of any material that could be
found freely, like driftwood, cardboard, or even newspapers.
The farmers who had lost their homes and land usually headed west to California, where they heard
rumors of agricultural jobs. Unfortunately, although there was some seasonal work, the conditions for
these families were transient and hostile. Since many of these farmers came from Oklahoma and
Arkansas, they were called the derogatory names of "Okies" and "Arkies." (The stories of these migrants
to California were immortalized in the fictional book, The Grapes of Wrath by John Steinbeck.)
Roosevelt and the New Deal
The U.S. economy broke down and entered the Great Depression during the presidency of Herbert
Hoover. Although President Hoover repeatedly spoke of optimism, the people blamed him for the Great
Depression. Just as the shantytowns were named Hoovervilles after him, newspapers became known as
"Hoover blankets," pockets of pants turned inside out (to show they were empty) were called "Hoover
flags," and broken-down cars pulled by horses were known as "Hoover wagons."
During the 1932 presidential election, Hoover did not stand a chance at reelection and Franklin D.
Roosevelt won in a landslide. People of the United States had high hopes that President Roosevelt would
be able to solve all their woes. As soon as Roosevelt took office, he closed all the banks and only let them
reopen once they were stabilized. Next, Roosevelt began to establish programs that became known as
the New Deal.
These New Deal programs were most commonly known by their initials, which reminded some people of
alphabet soup. Some of these programs were aimed at helping farmers, like the AAA (Agricultural
Adjustment Administration). While other programs, such as the CCC (Civilian Conservation Corps) and
the WPA (Works Progress Administration), attempted to help curb unemployment by hiring people for
various projects.
The End of the Great Depression
To many at the time, President Roosevelt was a hero. They believed that he cared deeply for the common
man and that he was doing his best to end the Great Depression. Looking back, however, it is uncertain as
to how much Roosevelt's New Deal programs helped to end the Great Depression. By all accounts, the
New Deal programs eased the hardships of the Great Depression; however, the U.S. economy was still
extremely bad by the end of the 1930s.
The major turn-around for the U.S. economy occurred after the bombing of Pearl Harbor and the entrance
of the United States into World War II. Once the U.S. was involved in the war, both people and industry
became essential to the war effort. Weapons, artillery, ships, and airplanes were needed quickly. Men
were trained to become soldiers and the women were kept on the homefront to keep the factories going.
Food needed to be grown for both the homefront and to send overseas.
It was ultimately the entrance of the U.S. into World War II that ended the Great Depression in the United
States.
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