Dust Bowl Days to Victory Days: 1930s to 1945
The years after the First World War (then called the "Great War") were vivacious, fun and full of prosperity. But when the stock market crashed in October 1929, America entered a period of heartache, poverty and low morale. This month, MarcoPolo is featuring lessons and activities about the events that occurred during the Great Depression and continued through the end of the Second World War. Use the warm-up activities below to examine how the United States pulled together to overcome difficulties and hardship to emerge a prosperous nation once again. Then, scroll down for links to more lessons and resources about this important period in American history.

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Photo by Dorothea Lange courtesy of Library of Congress, Prints and Photographs Division.		1. When the winds started to howl over the Great Plains in the early 1930s, no one thought they would face years of widespread erosion and famine. But, with the combination of over-farming and lack of rain, the winds carried away up to three inches of valuable topsoil, leaving the land barren and desolate. By the time the rains came in 1940, more than two million people had escaped the Dust Bowl, creating the largest mass exodus in U.S. history. What states were considered part of the Dust Bowl? Why did many families pack up their belongings and leave? Why do you think other families decided to stay in the Dust Bowl? Ask students to imagine they are living during the Dust Bowl days, and must pack up their belongings and leave their home in search of food and employment. They can take only items that they can use during their journey, or can trade along the way for food or money. Suggest items that would have been owned by families during the Dust Bowl days, such as farming tools, cooking utensils and furniture. What items will the students take with them? What items will they leave behind? Why are some items more important than others? Examine the causes and effects of the Dust Bowl in: "Dust Bowl Days" (3-5) from EDSITEment, National Endowment for the Humanities
		"Migrant Workers Through the Lens of Dorothea Lange" (5-8) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts
© MCI Foundation		2. Although the stock market crash in October 1929 put a damper on the Harlem Renaissance -- a cultural movement among African Americans that centered in New York City -- a musical style called jazz kept everyone singing and dancing before, during and after World War II. What are some characteristics of jazz music? Can you name some famous jazz musicians? Do you like the music? Why do you think jazz remains popular today? Select and play some recordings by jazz musicians. Ask students if they can identify the instruments used in each piece. Then, play some other types of music, such as big band, ragtime, bebop and blues, and ask students to discuss the similarities and differences. Students can create a timeline of the jazz movement, from its beginnings in tribal African music to its recent influences in pop music. Include world events and release dates of famous compositions to gain a broader perspective on the jazz movement. Learn about the Harlem Renaissance and its effect on music, art and culture in: "Harlem" (3-4) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts
		"Jazz and World War II: A Rally to Resistance, A Catalyst for Victory" (9-12) from EDSITEment, National Endowment for the Humanities
		3. World War II is one of the most widely studied conflicts in American history. Today, people can use the Internet to access an abundance of primary materials from the time period, including Anne Frank's diary about her experiences in Nazi-occupied Amsterdam, radio transmissions made by the Japanese during their attack on Pearl Harbor, and samples of propaganda posters and ration cards used on the home front to support the war. Oral histories from persons living in the '30s and '40s also provide valuable insight to the real events that captured the world's attention. How do you prefer to get your daily news -- via radio, TV, newspaper or the Internet? Or, do you prefer to learn about new events through conversations with friends, teachers and parents? Do you ever feel you've received incorrect information? Where do you go to find the truth? Distribute reprints of historical articles with pieces of information that you've altered or deleted. Using a graphic organizer, students should guess fact or fiction for the dubious elements, and insert what they believe to be correct information. Then, students should use Internet or library resources to locate the factual information from credible sources. Use first-hand accounts to learn about WWII events in: "Dynamic Duo Text Talks: Examining the Content of Internet Sites" (6-8) from ReadWriteThink, International Reading Association and the National Council of Teachers of English
		"Getting Involved in War" (6-8) from Xpeditions, National Geographic Society
		"Splitting the Atom" (9-12) from Science NetLinks, American Association for the Advancement of Science
		"The Holocaust: Studying Lessons of the Past" (6-8) from ReadWriteThink, International Reading Association and the National Council of Teachers of English
		"Was the United States Ready for Pearl Harbor?" (9-12) from Xpeditions, National Geographic Society
		4. During World War II, people on the home front supported the war effort by donating scrap metal to help produce weapons and vehicles. In July 1942, President Roosevelt created the Transportation Corps to coordinate the use of war vehicles, including tanks, submarines, airplanes and the Higgins boat -- a new kind of amphibious vehicle that carried light tanks, troops and artillery from ship to shore. What types of vehicles were used on the front lines during WWII? How did rationing gas, rubber tires and metal on the home front help the war effort overseas? Assign each student (or groups of students) a specific type of vehicle that was used on the front lines in WWII. Ask them to write a one-page report on the vehicle, including dimensions, construction materials, crew and function. Download and print maps of Europe, Africa and the Pacific from Xpeditions, and ask students to chart locations where their vehicle was likely used during the war. Explore the function of different vehicles used in World War II in: "Buoyant Boats" (3-5) from Science NetLinks, American Association for the Advancement of Science
		"Economic Spotter: Resources During World War II" (3-5) from EconEdLink, National Council on Economic Education
		"Long Distance Airplanes" (3-5) from Illuminations, The National Council of Teachers of Mathematics
		"Rescue Mission Game" (3-5) from Illuminations, The National Council of Teachers of Mathematics
		"Submarines: The Classroom Fleet" (K-2) from Xpeditions, National Geographic Society

Partner-Reviewed Web Sites Use these Partner-reviewed and approved resources to increase comprehension about this month's topic. African-American Artists Reviewed by ARTSEDGE http://www.marcopolo-education.org/mg/website46.aspx American Memory: America from the Great Depression to WWII Reviewed by EDSITEment http://www.marcopolo-education.org/mg/website40.aspx Anne Frank Center USA Reviewed by ReadWriteThink http://www.marcopolo-education.org/mg/website41.aspx Flight Path Reviewed by Illuminations http://www.marcopolo-education.org/mg/website42.aspx PBS: Surviving the Dustbowl Reviewed by EconEdLink http://www.marcopolo-education.org/mg/website43.aspx Remembering Pearl Harbor Reviewed by Xpeditions http://www.marcopolo-education.org/mg/website44.aspx See Inside a Diamond Reviewed by Science NetLinks http://www.marcopolo-education.org/mg/website45.aspx Search for more lessons and resources MarcoPolo Resources Use this resource from the MarcoPolo Partnership to improve teaching and learning skills about this month's topic.   Drop Me Off in Harlem is a new Web-based resource from ARTSEDGE. This mini-site explores the themes and works that emerged when creative and intellectual voices intersected during the Harlem Renaissance. Each section contains a wealth of primary sources to read, listen to and watch. Visitors can experience the sights and sounds of the Harlem Renaissance through various multimedia presentations. Drop Me Off in Harlem provides a wealth of enriching learning opportunities for middle school and high school students.     Drop Me Off in Harlem http://www.marcopolo-education.org/mg/resource8.aspx This is your newsletter. What topics or resources would you like to see highlighted in a future MarcoGram? How do you use the MarcoGram in your classroom? Let us know! Contact the MarcoPolo Staff.		Catch up with the MarcoGram June 2003: Breaking the Language Barrier May 2003: Biography: The Story of a Life April 2003: All the World's a Stage Read more back issues Find more MarcoPolo lessons Explore the current list of new Partner lessons by visiting the Teacher Resources section of the MarcoPolo Web site. Find New Partner Lessons Use the MarcoPolo Search Engine to search for lessons by topic, keyword, grade level or Partner. Search MarcoPolo Get trained to use MarcoPolo The MarcoPolo Program has provided professional development to more than 176,000 educators to date. Find out how to bring MarcoPolo training to your school or district by visiting the Professional Development section of the MarcoPolo Web site. Sign up for MarcoPolo Professional Development The MarcoGram is produced by MarcoPolo: Internet Content for the Classroom SUBSCRIBE If you would like to receive the monthly MarcoGram by e-mail, go to http://www.mped.org/mg/subscribe.aspx to subscribe. UNSUBSCRIBE Please go to http://www.mped.org/mg/unsubscribe.aspx if you no longer want to receive the MarcoGram. SHARE THE WEALTH The MarcoPolo Partnership grants permission to reprint and distribute this MarcoGram for use in a training session or classroom, or on Web sites devoted to the field of education or professional development. All Web addresses and links must be maintained in their original form as used in the published MarcoGram.
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