Woody Guthrie and The Dust Bowl

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Woody Guthrie and The Dust Bowl

• A Social Studies Lesson using Folk Music as a
  Teaching Tool

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Folk Music in the Elementary Social Studies
Classroom

• Presents subject matter in a more relevant,
  intimate and emotional manner
• Varies the lesson approach and classroom
  environment
• Accommodates students musical intelligence
• Helps infuse social studies with music, bringing
  it back into the curriculum

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Woody Guthrie
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Dust Bowl Maps
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The Lesson

• Introductory Lesson
• Focuses on key vocabulary terms (terms are in
  yellow during playing of song)
• Collaborative AND independent work
• May also employ primary sources and photographs
• Music in the classroom

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On the fourteenth day of April, of 1935,there
struck the worst of dust storms that ever filled
the sky.
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You could see that dust storm coming, the clouds
looked deathlike black,and through our mighty
nation, it left a dreadful track.
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From Oklahoma City, to the Arizona line,Dakota
and Nebraska to the lazy Rio Grande
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It fell across our cities, like a curtain of
black rolled down!We thought it was our
judgment, we thought it was our doom!
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The radio reported, we listened with alarm,the
wild and windy actions of this great mysterious
storm.
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From Albuquerque and Clovis, and all New
Mexico,they said it was the blackest that ever
they had saw.
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From ol Dodge City, Kansas, the dust had rung
their knell, and a few more comrades sleeping,
on top of ol Boot Hill.
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From Denver, Colorado, they said it blew so
strong,they thought that they could hold out,
but they didnt know how long!
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Our relatives were huddled, into their oil boom
shacks,and the children they was cryin as it
whistled through the cracks!
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And the family it was crowded, into their little
room,they thought it was their judgment, they
thought it was their doom.
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The storm took place at sundown, it lasted
through the night.When we looked out next
morning, we saw a terrible sight!
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We saw outside our window, where wheat-fields
they had grown,was now a rippling ocean of dust
the wind had blown.
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It covered up our fences, it covered up our
barns.It covered up our tractors in this wild
and dusty storm.
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We loaded our jalopies, and piled our families
in.We rattled down that highway, to never come
back again.
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California Standards

• California Content Standards for History/Social
  Science
• 4.4 Students explain how California became an
  agricultural and industrial power,
• tracing the transformation of the California
  economy and its political and cultural
• development since the 1850s.
• 4. Describe rapid American immigration,
  internal migration, settlement, and the growth of
  towns and cities (e.g., Los Angeles).
• 5. Discuss the effects of the Great Depression,
  the Dust Bowl, and World War II on California.
• 6. Describe the development and locations of
  new industries since the nineteenth century, such
  as the aerospace industry, electronics industry,
  large-scale commercial agriculture and irrigation
  projects, the oil and automobile industries,
  communications and defense industries, and
  important trade links with the Pacific Basin.

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National Standards

• National Center for History in the Schools
  Standards in History for Grades K-4
• Standard 5 The causes and nature of various
  movements of large groups of people 
• into and within the United States, now, and
  long ago. 
• Sub-standard 5-A Identify reasons why groups
  such as freed African Americans,
• Mexican and Puerto Rican migrant workers,
  and Dust Bowl farm families migrated to
• various parts of the country. Consider
  multiple perspectives
• National Council for Social Studies Curriculum
  and Content Area Standards
• Thematic Strand III. People, Places, and
  Environments (Early Grades)
• Social studies programs should include
  experiences that provide for the study of people,
  
• places and environments, so that the learner can
• examine the interaction of human beings and their
  physical environment,
• the use of land, building of cities, and
  ecosystem changes in selected locales and
  regions
• observe and speculate about social and economic
  effects of environmental changes and crises
  resulting from phenomena such as floods, storms,
  and drought.

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