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Dark Days on the Prairie

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Dark Days on the Prairie Dark Days on the Prairie Objective Students will read about the Dust Bowl, create time lines of the events leading up the the Dust Bowl, identify cause and effect and use dominos to demonstrate. Students will view photos from the Dust Bowl period and write descriptions of them. Students will create legends to explain maps of the region affected by the Dust Bowl. Students will research to learn about climatic conditions in the Dust Bowl region. Background Oklahoma Academic The Dust Bowl covered 100 million acres in the Oklahoma and Standards Texas Panhandles, southeastern Colorado, northeastern New Mexico and southwestern Kansas. The worst of the dust storms swept over southwestern GRADE 3 Kansas. Yet many people think only of Oklahoma when they think of the Social Studies PALS—1. Dust Bowl. In fact, only a small part of Oklahoma—the Panhandle—was A1,3,B4,5,C7,8; 2.A2,6,7,D10; affected by the Dust Bowl. In southeastern Oklahoma during the early 3.A1,2,3,B4,5 1930s, rainfall actually increased. Social Studies Content— The Oklahoma Panhandle is the driest part of Oklahoma. The average 2.1,2,3,3.1A,B,C,E,2C; 4.1,2,9 rainfall is about 20 inches per year, although in some years it gets as little Science Process—1.2; 3.1,2; as 12 inches. The average rainfall in the state is 34 inches, with an average 4.3 of 50 inches in the southeastern part of the state. Farming in the Panhandle Earth Science—3.2 is only possible under irrigation and by using fallow farming and residue COMMON CORE management systems. The soil is sandy, and high winds are common. Language Arts—3. The entire Southern Plains region has always been subject to periodic RI.1,3,4,5,7,8,10; 3.RF.4a; drought. As long as the land was covered with short sod-forming native 3.W.2,6,7,10; 3.SL.1,3,4,5 grasses, the dry spells did little damage. The first European settlers didn’t even try to farm the Southern Plains. They ran cattle on the native grasses GRADE 4 that held the fragile soil in place. Social Studies PALS—1. In 1889, the Oklahoma territory was opened for homesteading, and the A1,3,B5; 2.A2,B6,7,9, C10; number of settlers increased from a few thousand to 60,000. Thousands of 3.A1,2, B4,5 acres of protective grass were plowed under for farmland. This took place Social Studies Content— during a period of abundant rainfall, and by 1900 the rich fertile soils of 1.1A,2E,3,4,5 Oklahoma supported 390,000 persons. In 1910 a dry spell occurred, but by Science Process—1.2; 3.1,2,3; 1914 the soils were, once again, back in full production. 4.3 In 1924 there was a prolonged drought. World War I had just ended Earth Science—4.1 a few years before and had disrupted agricultural production in Europe. COMMON CORE To make up for food shortages caused by the war, the US government Language Arts—4. encouraged farmers all over the United States to plant crops “from fence to RI.1,3,4,5,7,10; 4.RF.4a; fence.” The shortages also caused the price of wheat to go up, so planting 4.W.2,6,7,10; 4.SL.1,2,4,5 wheat became a very profitable business. Landowners in the Oklahoma Panhandle and all over the Southern Plains plowed up the ground cover and planted winter wheat. With large areas of plowed land having no grassroot system to anchor it, the topsoil of the Oklahoma Panhandle simply blew away. The dust storms and sand storms buried roads and houses. Clouds of www.agclassroom.org/ok dust reached as far east as Washington, DC. Farmers in the US learned valuable lessons about soil conservation Vocabulary from the Dust Bowl. One of the most important lessons was that sandy, fragile soils must be covered with some kind of vegetation. In some areas Black Sunday—April 14, 1935, landowners keep some kind of ground cover on their land at all times. In the day that is associated with the other areas farmers use plowing techniques that prevent the soils from beginning of the Dust Bowl years blowing away. Some farmers keep the native grass cover on their land and Civilian Conservation Corps—a simply allow cattle to graze there rather than remove the ground cover for government program established planting. in 1933 to combat unemployment In response to the Dust Bowl the US government created agencies during the Depression of the like the Civilian Conservation Corps to replant grasses, plant trees and 1930s. Unemployed, unmarried teach farmers scientific techniques for protecting the soil. These agencies young men were enlisted to work were the forerunners of today’s Natural Resources Conservation Service. on conservation and resource- Through the efforts of these agencies, farmers over the years have learned development projects such as to respect the special characteristics of the former Dust Bowl lands and to soil conservation, flood control, work with them to keep the land productive. and protection of forests and wildlife. Enrollees were provided Language Arts with food, lodging, and other 1. Read and discuss background and vocabulary. necessities, and were given a 2. Hand out copies of the Reading Page. small monthly salary. The CCC —Students will read independently. was abolished in 1942. —Students will answer the questions at the bottom of the page, based drought—a long period of on their reading. abnormally low rainfall, especially 3. Students will draw a time line of factors leading up to the Dust Bowl, one that adversely affects growing using information found in paragraphs four and five of the Reading or living conditions Page. Dust Bowl—part of the Great 4. Provide students with copies of the photographs included with this Plains region of the US which is lesson. subject to severe droughts —Each student will write a descriptive paragraph based on the fallow farming—leaving photograph. cropland idle, unplowed and 5. Cut the photographs and descriptions apart and mix up the pictures and unplanted to restore productivity the descriptions. through accumulation of moisture —Students will read the descriptions and match them with the correct irrigation—the application of pictures. water to soil for the purpose of 6. Cause and Effect Dominoes: Cut post-it notes in half vertically and increasing plant production write the following statements on them. native grasses—grass plants • Early settlers allowed cattle to graze too much. which occur naturally in an area • There were not enough grass roots to hold the soil. and do not have to be planted • The strong winds blew the soil away. residue management—a method • Large dust storms began. of managing crop residues without • Dust storms buried roads and houses. plowing • The federal government created the Soil Erosion Service and the Soil Erosion Service—emergency Civilian Conservation Corps. agency of the US government • People learned how to better care for the land. created in 1933. Became Soil —Students work in groups, with one set of dominoes and post-it notes Conservation Service in 1935 for each group. and the Natural Resources —Stick the notes on dominoes. Conservation Service in 1993. www.agclassroom.org/ok —Students line up the dominoes in the order of events. —To help students understand how one event causes the next to happen, one Materials student pushes the first domino, which will cause all the others to fall over. map pencils or crayons Social Studies 1. Hand out copies of the Dust Bowl map. post-it notes —Students will label the Oklahoma counties and surrounding states that were part of the Dust Bowl of the 1930s. dominoes —Each students will create a legend in the box provided that explains the information found on the map. 2 sprinkler cans —Students will use map pencils or color lightly with crayons the three Dust Bowl regions shown on the map. water 2. Students will use online or library resources to research weather patterns, soil types, vegetation and agriculture in the Oklahoma counties and the region of garden soil each state affected by the Dust Bowl. —Students will present their findings using electronic media, posters or other 8- or 10-inch aluminum pans teacher-approved means. 3. Bring in topographical maps and elevation maps of the Plains region so assorted natural materials students can see how this area is different from the surrounding areas. (grass clippings, sticks, dried —Lead a class discussion in which students suggest reasons why this area or green leaves) was so hard hit by the Dust Bowl. Students will draw on their research to identify what all parts of this region have in common? (Light soils covered by short grasses, high winds, extreme temperatures, low average annual rainfall, and agriculture that includes cattle and irrigated crops like wheat, corn and sorghum.) 4. Invite a local person who lived during Dust Bowl times or a historian who can provide information about that time period in Oklahoma history. —Students will prepare questions ahead of time and record the interview to share with future students. Science 1. Divide the class into two groups, and provide each group with one pint of water in a sprinkler can and 12 cups of soil in an 8- or 10-inch aluminum pan. —Students in the first group will construct a hill that slopes gently from one end of the pan to the other. —The second group will do the same but mix natural materials with the soil.
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