Keynote Day 4 Dust Bowl Unemployment

LESSON PLAN
Name: Joshua Cibik Date: 2/9/23 Lesson Start and End Time:
Thursday
Academic Area: Grade Level: 10 Co-op initials with date:

International Studies I
Pre-Instruction Planning
Topic Keynote Day 4: Dust Bowl & Unemployment
PA Anchor/Standard or Standard - 8.1.9.A: Compare patterns of continuity and change
Eligible Content over time, applying context of events.
Standard - 8.3.9.C: Analyze how continuity and change have

impacted the United States.
 Belief systems and religions
 Commerce and industry
 Technology
 Politics and government
 Physical and human geography
 Social organizations
Lesson Objectives  Students will be able to learn about the Dust Bowl and
unemployment by completing questions on Keynote Day
4.
Materials  Keynote slides 29-40, Keynote Day 4 (Schoology),
clicker, laptop, student iPads, Dust Bowl video link:
https://www.youtube.com/watch?v=n-rBhbkvtm0
Planning for Learners Differentiation:
 I will differentiate the content by using a PowerPoint
to lecture with various pictures and playing a video
on the dust bowl.
 I will differentiate the process by having students

answer keynote day 4 questions related to the content
on which I will lecture.
Modifications/Accommodations:
 Modified grading will be done for students with an IEP.
Lesson Presentation
Introduction  Challenge students: To think about the things they take
for granted in their daily lives, such as food, clean air,
and stable weather. (Western PA generally has safer
weather)
 Introduce the concept of the Dust Bowl and explain how

it impacted the lives of thousands of people in the Great
Plains during the 1930s.
 Play the video on the Dust Bowl to introduce students to

the topic: https://www.youtube.com/watch?v=n-
rBhbkvtm0
 After the video, challenge students to think about what it

might have been like to live through this environmental
disaster and how they would have coped if they had been
there.
Sequence of activities  Start lecturing on the Dust Bowl

including assessments
 Explain that as the video mentioned, the dust bowl is a
result of overusing the land and a severe drought.
 Imagine seeing black dust clouds the height of a

skyscraper menacingly coming to tower over your home.
 These kinds of conditions made the land and area

uninhabitable for many people which caused massive
migration from the affected areas (from South Dakota to
northern Texas) to California. These migrants were
called “Okies”
 Why do you think these migrants were called “okies”
Dustbowl (continued)
 California was a popular destination for Okies and there

were even advertisements to lure them in.
 Lots of competition for jobs
 Okies set up mobile camps and wandered the coast for

jobs (like Gypsies)
 John Steinbeck wrote Grapes of Wrath which is about

okies migrating away from the dustbowl.
Unemployment
 With the Great Depression and the dust bowl comes
major unemployment throughout the nation.
 Companies cut jobs, wages, and slowed production
 African Americans women, and other minorities were

often first to lose their jobs.
 Unemployment peaked in 1932: 25%
 People did what they had to, to get by
 Explain the Unemployment Rate Line Graph
 Explain the Unemployment Rate Bar Graph
Hoovervilles
 In 1932: over 2 million people were homeless
 As a result: homeless people made make-shift shanty

towns/homemade houses
 They were shanty/crude and poor dwelling places that

became sarcastically known as Hoovervilles
 Hoovervilles consisted of many people banding together

to help each other through the tough times
 Show the three Hooverville photos
 Hoovervilles consisted of many people banding together

to help each other through the tough times
Families
 Ask students: “During the early 1900s, who was the

bread winner for the family and why?”
 Fathers lost their role as the money maker and

provider for their families.
 Caused depression and low self-esteem.

 Ask students: “Why do you think people today wait
until they get older to get married and possibly have
children?”
 Similar concerns occurred back then, young people had
more responsibility and needed to earn money to provide
for their family and well-being so they putt off marriage
and having kids.
 Do you feel like life is like this for you today?
Culture During Great Depression Photo
 Escapism
 Ask students: “What are some ways you like to escape

reality and your world because you are just sick of it
or things were just getting too hard?”
 During the Depression, many people did the same thing.
 People turned to movies and radio to escape the harsh

realities of the Great Depression
 Ask students: “Didn’t we do this during Covid?”
 “Talkies” or movies with sound became common and so

did color movies which only cost a dime
 New radio shows started to emerge to keep people

entertained since there was a demand for it
 Ask students: Does this feel like our culture today?
 This is when we start to see this consumerism of

entertainment in America that will grow exponentially in
the coming decades after the Great Depression
Lesson Wrap-up  With every problem comes somebody with a solution.
 Hoover was not the solution people were happy with

anymore. Hence Hoovervilles
 We will soon learn about Franklin Delano Roosevelt or
FDR who became the man to try and solve a nation’s
problems through his New Deal
 Tomorrow, you will be creating your own New Deal

poster plans and presenting them to the class.
 Remember to submit your Keynote Day 4 to Schoology
(Assessment Part)
Self-Evaluation This lesson taught me different things. First, one of my

weaknesses I have started to notice is that I talk too fast
sometimes. I will sometimes try to speak before I think and mess
up my words or have to slow down because I am getting into the
content a little too much and talking too fast. I need to work on
being mindful to talk at a slow pace and simply pause to think
before I speak. I also learned the power of a good question.
During the lecture, I asked students what would they eat if they
were poor, lost their jobs, and had a family like many people
during the Great Depression. I further asked them if they would
eat their dog. In all the classes I taught, everyone got wild and
loud. Some students said they would eat a human and another
said he would eat a rat kabob. This was an amazing and
surprising experience that I did not expect when I asked this
question which taught me the power of a good question.

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LESSON PLAN

Academic Area: Grade Level: 10 Co-op initials with date:

Standard - 8.3.9.C: Analyze how continuity and change have

 I will differentiate the process by having students

 Introduce the concept of the Dust Bowl and explain how

 Play the video on the Dust Bowl to introduce students to

 After the video, challenge students to think about what it

Sequence of activities  Start lecturing on the Dust Bowl

 Imagine seeing black dust clouds the height of a

 These kinds of conditions made the land and area

 Why do you think these migrants were called “okies”

 California was a popular destination for Okies and there

 Lots of competition for jobs

 Okies set up mobile camps and wandered the coast for

 John Steinbeck wrote Grapes of Wrath which is about

 Companies cut jobs, wages, and slowed production

 African Americans women, and other minorities were

 Unemployment peaked in 1932: 25%

 People did what they had to, to get by

 Explain the Unemployment Rate Line Graph

 Explain the Unemployment Rate Bar Graph

 In 1932: over 2 million people were homeless

 As a result: homeless people made make-shift shanty

 They were shanty/crude and poor dwelling places that

 Hoovervilles consisted of many people banding together

 Show the three Hooverville photos

 Hoovervilles consisted of many people banding together

 Ask students: “During the early 1900s, who was the

 Fathers lost their role as the money maker and

 Caused depression and low self-esteem.

 Do you feel like life is like this for you today?

Culture During Great Depression Photo

 Ask students: “What are some ways you like to escape

 During the Depression, many people did the same thing.

 People turned to movies and radio to escape the harsh

 Ask students: “Didn’t we do this during Covid?”

 “Talkies” or movies with sound became common and so

 New radio shows started to emerge to keep people

 Ask students: Does this feel like our culture today?

 This is when we start to see this consumerism of

Lesson Wrap-up  With every problem comes somebody with a solution.

 Hoover was not the solution people were happy with

 Tomorrow, you will be creating your own New Deal

Self-Evaluation This lesson taught me different things. First, one of my

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