Online Lesson Plan
Migration from the Dust
This lesson plan combines oral histories from the Wessels Living History Farm site, a popular children's book and an historic china pattern into an imaginative synthesis. Students are asked to trace their own family’s migrations and history.
Lesson Plan by Suzanne Ratzlaff,
Fourth Grade Heartland Community Schools, Henderson, Nebraska.
Objectives
Suggested Grade Level – 3rd-5th.The student will: 
As a learner
- interview a family member about stories of the Depression.
- identify factors that influenced people to migrate.
- design and illustrate two visual representations (map
and plate) of an ancestor’s migration from the 1930s
until now.
- discover stories of the “Dirty Thirties” by
reading, writing, speaking, and listening.
- understand that there are different ways of learning and
communicating.
As a reader
- utilize effective comprehension strategies from multiple
text structures.
- relate stories and informational texts to personal experiences
and background knowledge in order to enhance comprehension.
As a writer
- write and draw to make sense of what they see, hear, do,
think, and know.
- retell migration stories through the writing process of
creating, revising, editing, and publishing.
As a speaker
- engage in a rich verbal interaction while conducting an
interview.
- effectively speak while sharing information learned about
the Depression and migration stories.
As a listener
- listen attentively, appreciatively, and critically while
conducting an interview.
Introduction
"Bell Ringer"
Take the class on a walk around the area and stop by a willow
tree. Observe the tree and discuss the branches and how they
flow towards the ground. Have the children compare and contrast
this tree to others. While sitting under the Willow, show
them a Blue Willow plate. Then become a storyteller and tell
them the love story depicted in the design on the plate.
Next, hold up the book Blue Willow by Doris Gates. Point
out that the plate on the cover is the same basic design as the plate you
are holding. Explain that this story takes place during the
1930s (Dirty Thirties) and tells about a migrant family
who has left Texas in hopes of finding work in the San Joaquin
Valley of California. Inform the students that you will be
reading this book aloud to them. Decide on a date to begin
reading and a time during the day that would be good for relaxing
and listening to the story. After arriving back in the classroom,
have the students choose a place to display the Blue Willow
plate and book for all to see.
The Resources
Materials needed –
- Book – Doris Gates’s Blue Willow (Penguin USA: Product
#0140309241) This Newbery Honor Book explores the migration
of a family during the 1930s. They leave their farm
in Texas and follow the harvests, migrating to find work. Their
daughter, Janey Larkin, is a nine year old girl who has
been on the move as long as she can remember and longs to
find a permanent home and real friends in the San Joaquin
Valley of Central California.
- Extra copies of the book
- Blue Willow plate/dish
- Large outlined copies of Nebraska, U.S. and World maps
- White paper plates
- Supplies for coloring/drawing
- computers with Internet capabilities
- computers for word processing
Links from within the Wessels Living History Farm site. [Note
that clicking on these links will open a new browser window.
Just close it and you'll be back to this page.] Direct the
students to these pages to learn about what school was like
in Nebraska during the 1930s.
Weather affected every aspect of farm life during the 1930s,
especially the migration of families. Have your students read
and discuss this information.
Your student can visit these Wessels links to learn more
about what people in Nebraska did for fun during the 1930s.
- Having Fun
[http://www.livinghistoryfarm.org/farminginthe30s/life_14.html]
- Fun at the Movies
[http://www.livinghistoryfarm.org/farminginthe30s/life_16.html]
- Fun with Jazz
[http://www.livinghistoryfarm.org/farminginthe30s/life_17.html]
- Fun with Radio
[http://www.livinghistoryfarm.org/farminginthe30s/life_15.html]
Since this story takes place during the Depression, have
your students visit these sections on the Wessels site to
learn more about school days in the 1930s.
To learn more about the migration of Okies and others from
the Great Plains have the students read and discuss the information
from these sites:
- Migration Out
[http://www.livinghistoryfarm.org/farminginthe30s/life_29.html]
- Riding the Rails
[http://www.livinghistoryfarm.org/farminginthe30s/life_31.html]
- Immigration In
[http://www.livinghistoryfarm.org/farminginthe30s/life_30.html]
Other links:
The legend of the Willow pattern originated in China and has
been told and passed down through many generations.
Parents/Guardians will need to assist their child with the
research aspect of the Migration Map project. Here is a sample letter to send home explaining the project, its expectations
and timeline.
Students need to be a part of brainstorming and then creating
an interview form.
Since the Larkin family lived near the San Joaquin River,
the children might enjoy learning more about the river. The
children will discover that the river water comes from melted
snow high above in the Sierra Nevada Mountains around the
area of Yosemite National Park. To learn more about Yosemite
National Park and experience a virtual tour, students can
visit this internet site. [http://yosemite.org].
The Process 
Before reading the book Blue Willow . . .
Pass out copies of a map of the San Joaquin Valley in Central
California. This can be a reference for the class when certain
towns, rivers, and counties are mentioned in the book.
Give each child a copy of the Blue Willow plate pattern so
they can study the visual designs representing the love story.
Also, in the first chapter, titled “The Shack,”
Janey Larkin tells the story of the Blue Willow legend, and
the students can follow along by looking at the design.
Pass out a large sheet of construction paper to each student
and have them fold it in half to make a folder for these materials.
As the book is being read, the children can draw and color
covers on their Blue Willow folders.
Over the next two weeks, read the book Blue Willow aloud
to the class. Some children might want to draw pictures of
the story while listening, and these drawing can be displayed
near the Blue Willow plate. Others may wish to have a copy
of the book and follow the print with their eyes as you read
aloud. While reading each chapter, you will find many aspects
of the Depression that will need to be studied and discussed.
Here are some examples:
In the middle of the first chapter, Janey remembers, “not
since the drought and dust storm had driven them out of Texas
had the blue plate ever been used as a dish or for any other
purpose.” Have your students read and discuss this information
from the Wessels site.
In Chapter #3, Janey‘s new friend, Lupe, invites her
to go to the Fresno County Fair. During the Depression, people
had to overcome their worries by making sure they had some
fun. Your student can visit these Wessels links to learn more
about what people in Nebraska did for fun during the 1930s.
- Having Fun
[http://www.livinghistoryfarm.org/farminginthe30s/life_14.html]
- Fun at the Movies
[http://www.livinghistoryfarm.org/farminginthe30s/life_16.html]
- Fun with Jazz
[http://www.livinghistoryfarm.org/farminginthe30s/life_17.html]
- Fun with Radio
[http://www.livinghistoryfarm.org/farminginthe30s/life_15.html]
The chapter titled “Camp Miller School” tells
a touching story of a child wishing so much to be a permanent
member of a classroom of learners with real friends. Since
this story takes place during the Depression, have your students
visit these sections on the Wessels site to learn more about
school days in the 1930s.
In the chapter titled “More Trouble” Mr. Larkin
and Janey begin to reminisce about their farm life back in
Texas. Janey’s family farm was in the panhandle of Texas,
which borders Oklahoma. To learn more about the migration
of Okies and others from the Great Plains have the students
read and discuss the information from these sites:
- Migration Out
[http://www.livinghistoryfarm.org/farminginthe30s/life_29.html]
- Riding the Rails
[http://www.livinghistoryfarm.org/farminginthe30s/life_31.html]
- Immigration In
[http://www.livinghistoryfarm.org/farminginthe30s/life_30.html]
Once the children have some background information and an
understanding of the Great Depression, ask them questions
about where their ancestors lived during those years. Discuss
the idea to conduct a research project to learn about their
own families and how the Depression affected where their families
moved or lived.
Migration From the Dust
Map Research Project
- Create a letter with the students – or adapt this sample letter – to explain the Migration Map Research Project, the expectations and timeline.
- Brainstorm information needed and questions to be asked
during interviews, and create an interview handout something like this one.
- Send home the parent letter and the interview handout with a permission forms.
- Once research is complete, students bring their interview
notes, photographs, and any other information to school.
- At school, each child will complete their migration map
by creating labels with names, dates, and locations. They
will represent the movement by drawing lines showing where
their ancestors lived and moved. They will also add photographs
and titles needed. Some students may need a map of Nebraska,
while others might need a United States or World map.
- Once the family mapping has been completed, display them
in the classroom.
- Have a sharing time where each child can talk through
all that they have discovered.
After the children have learned the migration pattern of
their families, discuss the idea to have pictures tell the
story of their ancestors by designing a plate pattern.
Stories From a Plate Project
- Review the Blue Willow story and the drawing depicting
the story.
- Have the students draw a sketch of their plate design.
As they create their pattern designs of their family’s migration
story, they might want to add names and words to their plate.
- To create a plate, students can draw on a regular paper
plate. If there is an art specialist at your school, it
would be exciting to create a pottery plate and paint the
design right onto the plate. There are also plate-painting
kits that can be bought at craft stores.
- Once the plates are finished, display them along with
the migration maps.
- Next, have the students write short narratives describing
the plate story designs. Then they keyboard, proof, edit,
print and frame their writings to be displayed beside their
plates and maps.
Learning Advice
Timeline – The initial introduction will take one class
period, and the book can be read to the students within a
couple weeks. Then set aside two weeks to allow students time
to complete their interviews. The creation of the map, plate
design, and narrative will take approximately six class periods.
Some families have moved so much and lost family records
that they might have difficulty tracing the migration of their
ancestors since the 1930s. Be satisfied with whatever
the child discovers, even if it is only the migration of his/her
immediate family. The child can map out where the family has
lived and then create a plate design about his/her own life.
All children learn differently. Some are able to process
information much better if they can see and hear at the same
time. Have extra copies of the book for the children to look
at and follow the print with their eyes as you read aloud.
Also, let students take a book home to read the information
already heard or let them read ahead. Some children love to
know what is coming!!! It’s a real motivator.
Conclusion
As a celebration, plan a “Stories from a Plate”
open house for family, relatives and friends. At the open
house, the children could talk through their migration maps
and share their plate designs with the visitors. To add a
personal touch, snacks could be served on Blue Willow plates
or tea could be served in Blue Willow cups. As a final closure
to this experience, have an afternoon with your class under
the Willow tree. It could be a time for snacks, reading, writing,
drawing, or just telling stories of what has been learned.
Assessment Activity
Students can be assessed on their interview note taking skills
related to Nebraska Writing State Standard 4.2.5 (questions,
note taking and summarizing).
Migration Maps can be assessed for accurate information.
Students’ short narratives describing the plate story
could be assessed on standard English conventions (Nebraska
Writing Standard 4.2.1).
If the class has studied map skills during this project (see
general notes section) the students could be given a copy
of an unlabeled Nebraska map and then have them label all
the main rivers and lakes. Local rivers, small streams, or
lakes could also be labeled, connecting them to the place
they call home.
General Notes
Migrant Families – The idea of migration and being a
migrant family may be a new concept to the children. Migrant
is defined as one who migrates, such as an itinerant worker
or as a bird or animal. Relate this concept to the migration
of the sandhill cranes through Nebraska. Many of their issues
for migration are also related to weather.
San Joaquin River – Since the Larkin family lived near
the San Joaquin River, the children might enjoy learning more
about the river. In the book, Mrs. Larkin says “Rivers
of water in a dry place.” Once a desolate desert, this
valley is now full of lush produce thanks to irrigation. Study
a valley map and trace where the San Joaquin River originates.
The children will discover that the river water comes from
melted snow high above in the Sierra Nevada Mountains. Notice
that the river begins in the area of Yosemite National Park.
Just think, some of that water flowing in the San Joaquin
River could have come from melted snow off Yosemite’s
Half Dome. To learn more about Yosemite National Park and
experience a virtual tour, students can visit the internet
site http://yosemite.org.
Rivers of Nebraska – Compare and contrast the rivers
in the San Joaquin Valley to rivers in Nebraska. Locate where
they originate and follow their flow. Where does Nebraska’s
water come from? Where does it go? Also, study and label local
rivers, small streams and lakes.
Pen Pals – Have the class study a map of the San Joaquin
Valley and look for town names in and around the Fresno area.
Choose a town and write a letter inviting a class to become
pen pals. Address the envelope to a specific grade such as:
Fourth Grade Class
Town, State and zip code.
Hopefully an accommodating postmaster will make sure it is
delivered. One thing the children will discover is that this
area has migrant workers today, and some children still move
with their families from town to town to follow the crops.
Fruit Boxes – Much of the produce sold in the United
States is grown in the San Joaquin Valley. Take a walk to
the local grocery store and read the labels on the boxes of
fruit. You will discover names of towns such as: Dinuba, Reedley,
Sanger, Kingsburg, Fresno, Clovis, etc. Don’t forget
to check out the raisin boxes.
The World‘s Fruit Basket – Reedley, California,
is known as the “World‘s Fruit Basket.”
Every year there is a celebration in spring where tourists
follow the Blossom Trail. These visitors can experience the
breathtaking view of the fruit orchards in full bloom. To
learn more about this area, have your students visit the Reedley
Chamber of Commerce web site and click on “Tourism”
to see a map of the Blossom Trail. [http://www.reedley.com]
Who was Doris Gates? – Did you know that Blue Willow
has a copyright of 1940? Could Doris Gates have written this
story based on her own life experiences? Are there other books
written by Ms. Gates? This would be a fun mystery for the
students to solve. Remind your students that this book was
written over 60 years ago, and is still read and loved by
children today.
Books from the 1930s – In the Wessels section
titled “1930s Life,” your students can
discover information about books that were published during
the 1930s. Did you know the first Dr. Seuss book was
published then? Have your class research and discover other
books published at that time. Parts of a book such as title
page, publisher’s name, date of publications, etc. will
become very important to the students.
Get Published. You can also submit your own lesson plan based on this Web site to us by clicking the button at left. We will review the plan and publish it for you.
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