[ Lesson Toolkit ]
[ Lesson Toolkit ]
Step One: Accessing Prior Knowledge, Initial Reactions
As an introductory activity students will be presented with the following images from the FSA-OWI collection.
Image One
Image
Two
Image Three
Using Student Resource Sheet A (Link Later), students will note:
-
What they can learn about the Dust Bowl from viewing these three images.
- Personal reactions to photographs
- What questions do they now have about the Dust Bowl
Step Two: History Through Fiction
Read Out of the Dust by Karen Hesse, noting Billie Jo's experiences of the Dust Bowl.
Students should keep a guided journal noting specific passages relating to:
school life
community life
family life
governement assistance
agriculure
(This is Student Resource Sheet B - to be linked later)
After reading the novel, examine the cover of Out of the Dust noting the photograph of Lucille Burroughs which was used to visually depict Hesse's character Billie Jo.Using the same method as the introductory activity, have the students discuss the possible origins of the photograph. Why was this photograph used? After this brainstorming session, students will view the original picture of Lucille Burroughs and its bibliographical record.
Step Three: Depicting the Text
Students will brainstorm a list of key concepts from the novel. These key concepts will be used to teach keyword searching. Student Resource C ( to be linked later) will contain a lesson in how to do keyword searches.
Student Resource D (to be linked later) asks students to search the FSA and OWI collection to find their own depictions of characters such as Billie Jo, her father, and Mad Dog Craddock as well as images that portray passages chosen during Student Resource B. Students may select to view photos of Oklahoma only or can be guided through the entire FSA/OWI collection by utilizing the key word search.
After image selection, students will compile a presentation (poster,
collage, notebook, multimedia presentation, etc.) to be shared with others.
Students will write an essay answering the question "Was there a
benefit to viewing visual images after having read the text?" Why
or why not? Defend your answer.
Extension activities...later
