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solution (criteria). Different proposals for solutions can be compared on the basis of how well
each one meets the specified criteria for success or how well each takes the constraints into
account.
National Council on Social Studies:
Thematic Standards:
II. TIME, CONTINUITY, AND CHANGE
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of Time, Continuity,
and Change.
III. PEOPLE, PLACES, AND ENVIRONMENTS
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of People, Places,
and Environments.
VII. PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study of how people
organize for the Production, Distribution, and Consumption of goods and services.
Disciplinary Standards:
1. HISTORY
Teachers who are licensed to teach history should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of
history.
Common Core ELA:
RI.2.3. Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute
to and clarify a text.
FS.2.4. Read with sufficient accuracy and fluency to support comprehension.a. Read gradelevel text with purpose and
understanding.
b. Read grade-level text orally with accuracy,
appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Materials/Resources/Technology:
Paper, Pencil, Charcoal (for extension), giant paper for newpaper
Implementation (USE FRAMEWORK BELOW):
Time
Opening of Lesson:
Start off this lesson explaining to the students that they are supposed to be
responsible and respectful of each of each other as well as the teacher. When
someone else is speaking it is important to be listening. Tell the students that
today our classroom is going to be a time machine. We are going to travel back in
time to a different era and live life as they did during the struggles of the dust bowl.
Procedures:
Have the students move to their spots at the carpet and use wait to make sure that
they are ready to listen when you start talking. Explain that there as a time in
history called the dust bowl where the soil became unusable and the plant cycle
was broken down. Remind them that in previous activities we talked about this and
the impacts that we can make on the plant cycle. Explain to the students that some
of the causes for the destruction of the cycle were human made and some of them
were created by nature. On the front white board draw a line down the center with
manmade on one side and natural causes on the other side. Tell the students that
you are going to list off the reasons and they have to talk together at their tables
then come up with a consensus as a class about which ones were man made and
which ones were natural. The natural causes are:
Drought
High winds
The human made causes include:
Overgrazing (Letting animals eat too much)
Over-plowing and removing of healthy soil
Destruction of natural prairie plants
Always planting the same crops
When the students have these sorted into the groups have them do a quick write
pretending like they are farmers during this time period. Bring a sheet of paper to
the front of the class called The Dust Bowl News and have the students write a
two sentence snippet about how the destruction of the plant cycle has affected
their families.
Critical Thinking Questions: The biggest question that I have to ask students is just
to explain their reasoning. They will have to come up with responses and how to
react to these tough situations but it is how they explain their reactions to these
tough situations that matters.
Questions:
How would living at this time period be different than your life today?
What possible solutions to this problem could you create?
Would you try to stick it out? If so why? If not would it be hard to leave your
lives behind?
Student Assessment:
For my assessment I am going to assess the students responses to the closing
activity to see how well they applied what they have learned and the perspective
taking to work as a table to survive as a family. The most important part about the
assessment is the reasoning the students use based on their previous knowledge
in this lesson and how well they work together as a table.