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From the Dust Bowl to Sunny California

From the Dust Bowl to Sunny California. Gale Ekiss Arizona Geographic Alliance Grade 7 3 class periods. National Geography ELEMENT Four . Human Systems 9. The characteristics, distribution, and migration of human populations on Earth’s surface. Arizona Geography Concept 4 Human Systems

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From the Dust Bowl to Sunny California

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  1. From the Dust Bowl to Sunny California Gale Ekiss Arizona Geographic Alliance Grade 7 3 class periods

  2. National Geography ELEMENT Four. Human Systems 9. The characteristics, distribution, and migration of human populations on Earth’s surface Arizona Geography Concept 4 Human Systems 7th Grade PO 2. Describe the push and pull factors (e.g., need for raw materials, enslavement, employment opportunities, impact of war, religious freedom, political freedom) that cause human migrations. PO 4 Analyze how social (e.g., family), physical (e.g., good climate, farmland, water, minerals), and economic (e.g., jobs) resources influence where human populations choose to live. Standards

  3. Strand 1 American History Concept 8 Great Depression and WWII PO 2 Determine the impact of natural and manmade crisis of the Great Depression ELA Common Core Standards Reading Standards for 6-8 for Literacy in History/Social Studies Key Ideas and Details 6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources. Integration of Knowledge and Ideas 6-8.RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Standards

  4. Writing Standards for 6-8 for Literacy in History/Social Studies, Science, and Technical Subjects Production and Distribution of Writing 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. a. Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, captions, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 6-8.WHST.9 Draw evidence from informational texts to support analysis reflection, and research. Standards

  5. Overview Where people chose to live is an important factor in understanding the distribution of resources. Many factors can contribute to the decisions for human migration. Push factors can make an area undesirable and pull factors can make another area desirable. Crisis such as the Great Depression can be a catalyst promoting populations to consider these push/pull factors that can lead to human migrations.

  6. Purpose In this lesson students will gain a better understanding of how a lack of economic resources in one region during the Great Depression influenced human migration. And the availability of natural resources in another area created opportunity for employment and economic gain.

  7. Materials • Sunny California song lyrics • Background to Sunny California song • Photo Analysis Worksheet • Setting the Scene Power Point • Xerox copies of each of the slides in the Setting the Scene Power Point • Life in California Power Point • Push and Pull Factors of Migration handout • Map of the Dust Bowl (See Sources) • Push and Pull Factors in Lyrics to Sunny California worksheet • Letter Writing Assignment • Route 66 and the Dust Bowl Migration power point (optional)

  8. Objectives The student will be able to: 1. describe push and pull factors in terms of the Dust Bowl era 2. analyze how social, political, and economic reasons impact where people choose to live

  9. Procedures Prerequisite Skills: Students should have read the information on the Dust Bowl in their textbooks. The included power point on background to the Dust Bowl can also be used to supplement the textbook for further understanding of this event.

  10. Procedures SESSION ONE 1. Anticipatory Set: Show the Setting the Scene Power Point. Just have the students look at the photos and not interact in any way. 16 slides

  11. Procedures 2. Distribute the Photo Analysis Worksheet. Explain the directions on how to complete the sheet. Have the students work with a partner. Show the Power Point again and as each pair of students selects a photo to analyze, give them a Xerox copy of the photo. Partners should complete the worksheet for one of the photos. 3. Take a few minutes to discuss some of the analyses done by the pairs.

  12. Procedures 4. Closure: Have the students look at a map of the region named the Dust Bowl. Have them name the states that were affected on the back of their photo analysis worksheets. http://media.maps.com/magellan/Images/okhist4.gif

  13. PUSH AND PULL FACTORS OF MIGRATION Push Factors Economic factors: Lack of employment or low paying employment Mechanization of workplace (machines doing the work) Natural disasters (earthquakes, floods, droughts, etc.) Social Factors: Lack of health care or sanitary conditions Lack of equal education Loss of family or friends Political Factors: Unfair court system Not being able to vote Fear of one’s safety No voice in decision making Pull Factors Economic Factors: Hope for better paying jobs Work is not as physically demanding More variety in job opportunities Fewer natural disasters Social Factors: Better health care or living conditions Better opportunities for an education Gain of family or friends Political Factors: To gain civil rights and voting rights Desire to feel safe Having a voice in decision making SESSION TWO 1. Anticipatory Set: Ask the students who has ever moved to a new city or new state. Ask the students why did they move. List the reasons on the whiteboard. 2. Pass out the Push and Pull Factors of Migration handout. Discuss the 3 types of factors. Now look at the list on the whiteboard and see where each of the class’s contributions would fall (economic, social, or political).

  14. Procedures 3. Read the background to the Sunny California song and play the audio if possible. Hand out the Sunny California song lyrics. Have the students read aloud the lyrics and discuss any vocabulary that might be unfamiliar. http://www.loc.gov/teachers/lyrical/songs/california.html

  15. Lyrics to Sunny California I left Texas one beautiful day I made up my mind that I would not stay No longer in Texas the place that I love Though it was like giving up Heaven above. My old dad was growing old His body was bent from hard work and toll. My mother was sleeping in a gay little town Where friends and her loved ones had seen her laid down. My sisters and brothers they hated so bad To see me go West like someone gone mad To leave all my loved ones and kiss them goodbye Just hoping I’d meet them in the sweet by-and-by. I thought at first that I would not go No further West than New Mexico But the work it was scarce and the weather was bad I felt like I’d left all the friends that I had. We landed at Peori’ one sad, lonely day No place for a shelter but a rag house to stay I felt like Arizona was too much for me I cried ‘til my heart ached and I scarcely could see. Our next stop was California where the sun always shines I know that is a saying [but?] I’ll tell you my [mind?] In the little town of Colton hemmed up on a knoll

  16. Lyrics to Sunny California And the black water splashing ‘til the hearts had grown cold. Now I know you all heard of this awful fate So many were drownded in this awful state The state of California where the sun always shines How I did wish for Texas that old state of mine. The black water rolled and the homeless were brought To this little knoll at Colton for shelter they sought The radios broadcastin’ begging people to stay Off of the streets and off the highways. The rain finally ceased and the sun shined out bright How I prayed to Heaven and thanked God that night. For our lives had been spared and all was made right But I did wish for Texas and the old folks that night. Further on in California over mountains and plains. To the San Joaquin Valley we drew up our reins For four years today we’ve lived it just fine In the state of California where the sun always shines. Now in the state of California I guess you all know The President built homes for people to go Who were homeless and broke and just travelin’ around Tryin’ to find work and a place to settle down. Now this little camp it stands here today The little rag homes for people to stay From there they find work and it really isn’t bad Although it is different from the lives they have had.

  17. Procedures • Distribute the Push and Pull Factors in Lyrics to Sunny California worksheet. Have the students complete the sheet. 5. Closure: Discuss the push and pull factors according to this song.

  18. Procedures Session 3 1. Anticipatory Set: Review with the students what are primary sources. Share with them that the photos from the earlier power point and the one they will be seeing shortly were taken by Dorothea Lange. These primary sources are a wonderful way to capture the emotion of the time period. 2. Show the Life in California Power Point. After each photos have the students comment on the “pulls” for living in California or “pushes” that would make the traveler regret going to California.

  19. 3. Distribute the Letter Writing Assignment and discuss the directions for the assessment. 4. Closure: Have students who finish early draw illustrations for their letters or work on one of the extensions listed below.

  20. Assessment • The Photo Analysis Worksheet can be graded for completeness. • The Push and Pull Factors in Lyrics to Sunny California worksheet can be graded using the answer key. • The friendly letter can be graded on the scoring guide given at the bottom of the Letter Writing Assignment. • Mastery on each of the assignments will be considered 80% or higher.

  21. Extensions 1.Have the students locate Route 66 from the Dust Bowl areas to California on a US map. Have them research how this migration of people changed towns along the route. 2.Have the students look for other primary source photos that evoke emotion in regards to another time period. Do the photo analysis worksheet again with these photos. 3.Students could create a handbill promoting or deterring migration to California during the Dust Bowl times. A handbill advertising for cotton pickers to migrate to Arizona could be used as a sample. http://lcweb2.loc.gov/cgi-bin/ampage?collId=afcts&fileName=sb001/sb001.db&recNum=20

  22. Sources • Oklahoma Historical Map: The Dust Bowl 1935-1940 can be found at http://media.maps.com/magellan/Images/okhist4.gif • Photos in both Power Points were taken by Dorothea Lange http://memory.loc.gov/ • Sunny California song and its background http://www.loc.gov/teachers/lyrical/songs/california.html • Background information from a primary source can be found at http://lcweb2.loc.gov/cgi-bin/ampage?collId=afcts&fileName=sb001/sb001.db&recNum=30 and http://lcweb2.loc.gov/cgi-bin/ampage?collId=afcts&fileName=sb001/sb001.db&recNum=31 This newspaper article comments on numbers of migrants and why farm laborers could not expect to find full-time employment in California fields.

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