Using Children’s Literature to Teach the Dust Bowl

1. Using Children’s Literature to Teach the Dust Bowl DeviaCearlock District Social Studies Specialist Amarillo ISD devia.cearlock@amaisd.org http://www.loc.gov/rr/print/res/071_fsab.html)

2. http://www.loc.gov/rr/print/res/071_fsab.html)

3. Every Book is a Social Studies Book: How to Meet Standards with Picture Books,K-6 Andrea S. Libresco, Jeannette Balantic, and Jonie C. Kipling

4. Integration may be the only option given the shrinking time allotted to social studies

5. Advantages of Integrating Literary works may provide students with a more complete grasp of a wide range of topics than do traditional social studies text. McGowan et al.1996

6. Picture books offer young readers visual images that make social studies concepts more concrete. Literature based accounts presenting from multiple perspectives allow students to extend their understanding of the personalities and events that shaped our world McGowan 1996

7. 4th Grade (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to: (A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II; (http://www.loc.gov/rr/print/res/071_fsab.html)

8. 4th TEKS continued (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams; (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and (C) compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality. http://www.loc.gov/rr/print/res/071_fsab.html)

9. 3rd Grade (4) Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to: describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards; (B) identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains; http://www.loc.gov/rr/print/res/071_fsab.html)

10. 7th grade (10) Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to: • identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications; (B) explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas. http://www.loc.gov/rr/print/res/071_fsab.html)

11. Essential Questions To what extend do geography and climate shape the way people live? How do people shape their environment Whose responsibility is the environment? How does where we come from shape who we are? (http://www.loc.gov/rr/print/res/071_fsab.html)

12. Credits All black and white photographs are from the Library of Congress Farm Securities Administration All color photos are from Microsoft Office