American Gypsies In West Virginia

American Gypsies In West Virginia

FRANKLIN ROOSEVELT’S ALPHABET SOUPStudent groups will research President Fraphabet Soup” of relief programs, choosing from: the REA, CCC, WPA,to explain how their chosen program worked to meet the needs created by the Dust Bowl, for example, soil erosion, unemployment, displacement, etc.In a minimum of one page, each student group will prepare a written document explaining the relief program they researched, and this document will be part of their The students will use critical thinking skills to examine and analyze an artifact.The students will come to conclusions based on their hypotheses about the The students will use proper grammar, sentence structure, and spelling in Given an artifact from the Artifact Box on thstudents will analyze What is it? What is it composed or made of? What was it used for? bout the time period it was from? Is there anything similar to it today and if so, how has it changed? The items that are contained in the artifact box are: Iron waffle maker Iron muffin mold Pan used for making fudge Milk canister Hills Brothers Coffee Can Each student will then write a short story (one page minimum) from that artifact’s perspective.

They will, in affect, become that object and describe a life in the day of the udents need to use their imagination, write in complete sentences, and use correct paragrWilliam Durbin, The Journal of C.J.JacksJames N.Gregory, California, New York: Oxford University Press, 1989, Pp.338., Norman: University of Oklahoma Press, Katelan Janke, Lawrence, Svobida, Farming the Dust Bowl: A First-Hand Account From site contains excerpts from the “DusOklahoma during the 1930s Dust Bowl.Burma-Shave Signs This is an almost complete listing of the Burma-Shave signs that used to be found along the main highways during the hey-day of Americanme of the Burma-Shave signs that were once a valuable part of that company’s virtually every major highway, and were very much a part of the landscape on Route 66, the main travel route of the migrants headed to California.Student groups will read through some of the Burma-Shave signs, and then as a competitive challenge, each family group will pickone of their own.

The new Burma-Shave signs will be voted on by the class, and the group that has the winning Burma-Shave sign will receive a reward.

California Border Crisis, http://www.newdeal.feri.orgThese articles from the New Deal Network provide an eyewitness account from Many deal with what Californians called the “Migrant Problem,” and call for something to be done with the migrants that are flooding the California economy.

Cary McWilliams, “But migrant families do not gather…” This article contains descriptions of migrant families, containing the stark realities of a migrant family during the Great Depression.Drought in the Dust Bowl Years, is a comprehensive site from the U.S.

Drought Monitor Interim National Drought descriptions of why the soil became so easily moved by the wind, and what lessons were site provides a description of the migration to California from those that left the Dust Bowl area, as are the affects of the migration to articles, photography, Bowl.

This is not a complete list by any means, but it will get the researcher or educator started on what to look for when Farm Life and the Dust Bowl, of the Dust Bowl on farm life in the 1930s.

It provides interesting descriptions of what were to be called Black Blizzards, and the attempts made by the federal government to stop the erosion description of what the migration to California was like.This project is on the migration of those theate a documentary to show throlessons are based around the documenprovide background information for the lessonsdocuments and photographs that are provided, as well as from the documentary.

The resources used to create the documentary came from a variety of sources, included among them the Library of Congress American Memory Collection, secondary and primary sources, and an oral interview with Norma Rednour, a harvest gypsy in the Pacific Northwest.

All of the primary documents came from specific searches on the Roosevelt Presidential Library.

Truly the documentary is the key to the project, as it will st Bowl era.

To create my artifact box, ppropriate items found in the daily lives of the

The ways that these resources and the documentary have been linked to the teaching-learning activities in this project are in the ways that I present them to the most of the teacher-centric activities, the documentary has been created, one that links the factual information with the images, artifacts, voices, and maps that are included in the complete the activity.

The artifacts are also tied to the lessons, and have been taken from ary and secondary documents.

All of the documents and images in the project are similarly connected to what

There are a number of things that I am proud of in this project; however the documentary stands out as the most significant.

The documentary is something that I really never thought I would do however there really is a lathat focus solely on the plight of the migrant worker.

I amom the vast amount of information I gave them.

I am also indebted to Norma Rednour for granting me an interview and Brittney e that through the message of “never give up” stands out in the documentary, activities (especially the migrant worker simulation), the artifact box, and the primary documents, and students will gain an them the people they are today.John Steinbeck, “The Harvest Gypsies”, 1936, excerpts from The New Deal Network, ohn Steinbeck, author of The students will place on a blank outline map of the United States the following items, and will also need to provide a map key for this map, and place it in their scrapbook: Imperial Valley Outline of the Great Plains Weedpatch Camp location (Arvin, CA) locations for CA, OR, WA, and ID Where cotton and wheat were gr Los City

Visalia, CA

Salem, OR Entiat, WA

Wenatchee, WA

Yakima, WA “Pea Pickers’ Child” from the New Deal Network, happened to children in the squatter camps of California, as the death of children was commonplace.PEOPLE ON THE MOVE COMPARISONObjectives:

At the end of this lesson, the students will have: Chosen a group of people to compare with the Dust Bowl migrants that have been studied They will have examined the background information about this group The will have developed an essential question comparing the physical geographic and economic factors related to the groups’ movements.

Geography: 1.1.2b, 3.2.2a Economics: 1.1.2a Reading:

2.1, 2.2, 2.3., 2.4., 3.1 Writing: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4., 3.5 The student groups will choose from the following list of groups that have migrated for their comparison with the Dust Bowl Migrants: African-Americans moving north to Canada via the Underground Railroad The people that moved west over the Oregon Trail People that moved to California during the 1849 Gold Rush Immigrants from Europe or Asia Native Americans forcibly moved to reservations Japanese-Americans forcibly moved to internment camps during World War II The student groups will: Compare each group’s reasons for moving in terms of: Economic factors Support your position on what factors cause people to move, with examples taken from your comparison of the two groups, in a short essay (1-2 pages) Create two maps, one for each group, illustrating each group’s reasons for moving, including: Geographic features affecting the route Causal factors related to the movement The students are encouraged to use photographs, music, primary documents, and other historical records of migration to compare the two groups, all of which will be placed in the group’s Each individual student will write a personal account from one of the following points of view, based on their role in the simulation.

These accounts should take the form of a letter written to someone outside the Dustaccounts should be at least one page in length, and the students will be encouraged to use their imagination as well as the information A farmer that can’t hold on anymore and decides to move West with his family A mother nursing a child sick with dust pneumonia or typhoid try to cope with their situation PICTURE AND DOCUMENT STUDYObjectives:

At the conclusion of this unit, students will be able to: Examine primary source materials to

understand the human aspect of the Dust Bowl Relate primary source materials from the Library of Congress American Memory Out of the DustKaren Hesse as well as primary documents.information.Activities: will examine images taken from the America from the Great Depression to World War II:

Black and white Photographs from the FSA and OWI, ca.1936-1945 (these images can be locaLC-USF34-002506-E DLC (kingofthedrift.jpg) LC-USZ62-11491-E DLC (farmernsons.jpg) LC-USF34-004031-E DLC (farmmachinery.jpg) Using these images, the student groups will answer in complete sentences the following: Speculate as to when these photographs may have been taken Which image “speaks” to you and why?

story do these photographs convey? What questions do these images evoke? Students will read excerpts from Community life Government assistance Experiences of migrant workers Using their reading journal, student groups will generate keywords and concepts for searching America from the Great Depression to World War II: Photographs from the FSA and OWI, ca.

1935-1945 collection from the Library of Congress for images that

and the primary documents.

After selecting the images, student groups will compile the images in their scrapbook, to with the accompanying passage from the text
american gypsies in west virginia
.All pictures from the Library of Congress, Prints and Photographs Division, FSA-OWI [reproduction number, LC-USZ62-11491 DLC] &#x/M00; 00; 00;&#x/M00; 00; 00; &#x/M00; 00; 00;&#x/M00; 00; 00;Arthur Rothstein, Results of a Dust Storm, Cimarron County, OK, 1936, [reproduction number, LC-USF34-00472-E DLC] , 1936, [reproduction number, LC-USF34-004031-E DLC] Severe Wind Erosion Made This Farm Uninhabitable, Cimarron &#x/M00; 00;&#x/M00; 00; &#x/M00; 00;&#x/M00; 00;Arthur Rothstein, The Plow That Broke the Plains, Look at it now, OK[reproduction number, LC-USF34-004094-E DLC] , 1936, [reproduction number, LC-USF34-002505-E DLC] large soil drifts which threaten to , 1936, [reproduction number, LC-USF34-002506-E DLC] , 1936, [reproduction number[reproduction numberSaturday night dance, Tulare migrant camp, Visalia, California[reproduction numberView of Kern migrant camp, California, 1936, [reproduction number, LC-USF34-009888-C DLC] , 1939, [reproduction number, LC-USF33-003273-M4 DLC] , 1936, [reproduction number, LC-USF34-004914-D DLC] Picking cherries, Yakima, Washington, 1936, [reproduction number, LC-USF34-004800-D DLC] number, LC-USF34-004870-D DLC] number, LC-USF34-004916-D DLC] kers who have squatted for the summer in the Yakima Valley, Washington, 1936, [reproduction number, LC-USF34-004804-D DLC] ers, Yakima Valley, Washington[reproduction numberChinese Laborer in the potato field, Yakimanumber, LC-USF34-004874-D DLC] , 1936, [reproduction number, LC-USF34- , 1936, [reproduction number, LC-, 1939, [reproduction number, LC-USF33-[reproduction numberUSF34-T01-001826-C DLC] &#x/M00; 00;&#x/M00; 00; &#x/M00; 00;&#x/M00; 00;Dorothea Lange, Motherless Migrant Children.

They Work in the Cotton[reproduction numberMigrant Agricultural Workers’ Home.Californianumber, LC-USF34-016463-E DLC] [reproduction number, 1936, [reproduction number, LC-USF34-009036-C DLC] In One of the Largest Pea Camps in Californianumber, LC-USF34-T01-001784-C DLC] [reproduction number, Ditch Bank Camp for Migrant Agricultural Workers, California[reproduction number, LC-USF34-0016115-E DLC] Migratory Agricultural Worker Family Along California Highway, US , 1937, [reproduction numberTypical of Thousands of Migrating Agricultural Laborers, California1937, [reproduction number, LC-USF34-016301-E DLC] Oklahoma Sharecropper Entering California Stalled on the Desert with , 1937, [reproduction numberTo Serve the Crops of California, Thousands of Families Live on Wheels, near Bakersfield, CA, 1936, [reproduction number, LC-USF34-009867-C DLC] Migrant Family Outfit on US 99 Between Bakersfield, CA and The , 1939, [reproduction number, LC-USF34-019361-E DLC] , 1938, [reproduction number, LC-USF34-018221-E DLC] for Work in the Peas, California, 1936, [reproduction number, LC-USF34-002462-E DLC] , 1937, [reproduction number, LC-USF34-this sort which forced farmers to , 1935, [reproduction number, LC-DIG-fsa-8b27355 DLC] Filipinos Cutting Lettuce, Salinas, CA, 1935, [reproduction number, LC-USZ62-19804 DLC] , 1937, [reproduction number, LC-USZ62-number, LC-USF34-016303-E DLC] US 99, Kern County, California.

Migrants travel seasonally back and number, LC-USF34-109362-E DLC] Independence, Kansas, on US 99.

Started out from Fresno that morning for work cotton , 1939, [reproduction number, LC-USF34-019647-C DLC] Arkansas family in California, 1936, [reproduction number, LC-USF34-Loading cotton, San Joaquin Valley, Californianumber, LC-USF34-009973-C DLC] number, LC-USF34-009951-C DLC] Cotton picker, San Joaquin Valley, Californianumber, LC-USF34-009949-C DLC] , 1938, [reproduction number, LC-USF34-018168-C DLC] Pea pickers near Calipatria, California, 1938, [reproduction number, LC-USF34-019215-C DLC] [reproduction numberPea pickers near Calipatria, California, 1939, [reproduction number, LC-USF34-019149-C DLC] Contra Costa County, California, 1939, [reproduction number, LC-USF34-020915-C DLC] Three migratory families in “Ramblers Park” Washington, Yakima , 1939, [reproduction number, LC-USF34-020376-C DLC] Carrot digger, Imperial Valley, California, 1939, [reproduction number, LC-USF34-019352-C DLC] Drought refugees in California migrant campnumber, LC-USF34-016110-E DLC] California, 1936, [reproduction number, LC-USF34-016106-C DLC] Section of Kern migrant camp, California, 1936, [reproduction number, LC-USF34-009883-C DLC] number, LC-USF34-009884-E DLC] Pleasant Hill Orchard, Washington, Yakima Valleynumber, LC-USF34-020868-E DLC] newly planted to peas, California, 1939, [reproduction number, LC-USF34-019210-C DLC] Migratory workers harvesting peas near Nipoma, California[reproduction number, [reproduction number, LC-USF34-020789-E DLC]

10, helped carry ladder from tree to tree.

E DLC] &#x/M00; 00;&#x/M00; 00; &#x/M00; 00;&#x/M00; 00;Dorothea Lange, This is a younger brother who also picks hops, Washington near Toppenish, Yakima Valley, 1939, [reproduction numberOregon, Marion County, near West Stayton, migrant pickers harvesting , 1939, [reproduction number, LC-USF34-Eleven year old boy and his grandmother, migratory, pick hops side by 020651-E DLC] &#x/M00; 00; 00;&#x/M00; 00; 00; &#x/M00; 00; 00;&#x/M00; 00; 00;Russell Lee, &#x/M00; 00; 00;&#x/M00; 00; 00; &#x/M00; 00; 00;&#x/M00; 00; 00;Russell Lee, Barbed wire fence covered with tumble, [reproduction number, LC-USF34-034167-D DLC] Cattle in pens, Pickaway Livestock Cooperative Association, Central, Ohio1938, [reproduction number, LC-USF33-006550-M3 DLC] [reproduction number, Through the simulation the students will gain an understanding of what it was like to be a migratory worker, the joys, the sorrows, and the frustrations of the time period.

Students unication skills throughout the simulation.The students will be divided into family groups of four.

The groups will choose roles based on the following:

Father, mother, children (2), and if they choose, names e time period that they will be a part appropriate family name and using state maps of Oklahoma, Kansas, and Texas, will choose the city or town, and state that their “family” Each group member will keep a daily diary describing the events of each day relating to will be using the information from the documentary as well as the group’s research to accurate.

These daily diary entries will be part of the students’ daily grade, and will be included in the group’s scrapbook project.

Students will be encouraged to use their imagination, as well as proper sentence Everyday the groups will choose a fate from out of a coffee can, and that will be what they need to write about in their daily diaries.

When the groups all reach California, they will be given Monopoly money to signify what they have earned at their jobs.Each group will have daily tasks that when completed will be worth the money that each “family” group receives for that day, and the assignments will need todocumentation of their scrapbook project.A different scene in the documentary will be shown daily, providing the students with diaries, and complete the other tasks As an end product to the simulation, each group will turn in a scrapbook containing: Assignments (daily tasks) Diary Entries Copies of primary documents Letters Samples of popular culture Group comments presentations The groups will present their scrapbooks to the class through whatever medium they feel is appropriate.

The scrapbooks are to demonstrate a period in American history depicting of photographic and print documents will demonstrate what the students have learned through the simulation.

The demand for wheat is high due to World War I.

You are able to purchase a new tractor, combine, disc harrow, and 30 more head of cattle, and have purchased another You had to borrow money from the bank and mortgage your home to buy the land, animals, and farm machinery.

But this is okay you think, because times are good.You have a bumper crop of wheat or corn.

The price of wheat drops to an all time low.t get enough for it to pay your monthly bills for the tractor and farm machinery, or the monthly mortgage payment.

There hasn’t been any rain for the last three months and temperatures have soared into ound forty miles per hour all day long.

With the wind came blowing dust, so much thatbarn during the dust storm, and had to wait until it passed to get back to the house.

After the dust storm there are drifts everywhere.Another dust storm, this time it blYou tried to drive home in the dust storm but storm passes.The temperatures have hit an all time high the past five months and there has also been letely blown into your neighbor’s field two miles away.

ough from the dust and you lost two cows today from the dust.Your parents have contracted dust pneumonia and die.You have to go on government relief or

cattle herd in order to keep your home, but w, and that doesn’t cover the mortgage payment.Camping out, but there is no food.

You have to unload your car of heavy items because you can’t make it up the Kingman nk camp, squatter camp, or in your car.Go ask the grower (teacher) for a job Go ask the grower (teacher) for a job The child dies Go ask the grower (teacher) for a job Go ask the grower (teacher) for a job Finally a job Finally a job rity Administration Camp r, or in a squatter camp Go ask the grower (teacher) for a job Documentary Transcript Pictures Used in the Documentary Dust Bowl Migration Timeline Artifact Box Picture and Document Study Web Quest Burma-Shave Articles and Primary Documents Farm Life in the Dust Bowl California Border Crisis Articles “But Migrant Families Do Not Gather…” by Cary McWilliams Pea Pickers’ Child Burma-
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