WINDS OF CHANGE: THE GALVESTON HURRICANE OF 1900 (Using Primary Sources)
Overview
The Galveston hurricane of 1900 and its effects on Texas' political, economic, and social development will be discussed in this lesson. With many immigrant families still in the greater Galveston/Houston area, they don’t realize how something like this can impact those that are new to an area or don’t have the financial stability as others.
Educator Activity Plan - Grades 6-8
Crossroads of History
Activity Plan – Monica Crane
| Program Title:How do the hopes of one group become the fears of another? | Instructional LevelMiddle School | Target AudienceGrade 7 | |||
| TPS Western Region Location | Galveston, Texas |
| Resources UsedSocial Justice Standards | JU.6-8.12 I can recognize and describe unfairnessand injustice in many forms includingattitudes, speech, behaviors, practicesand laws. |
| Facing History and Ourselves | |
| Library of Congress Teacher Resources C3 Teachers: Inquiry Design ModelAdditional sources: | Parts of the Primary Source Analysis ToolLibrary of Congress Primary resources (see links below)D2.Geo.5.6-8. Analyze the combinations of cultural and environmental characteristics that make places both like and different from otherplaces. Texas Essential Knowledge & Standards, Grade 77.9.C analyze the effects of physical and human factorssuch as climate, weather, landforms, irrigation,transportation, and communication on majorevents in Texas7.10.B Students will be able to explain ways in which geographic factors such as the Galveston Hurricane affected the political, economic and socialdevelopment of Texas.ISTE Standards for Students 1.3 Knowledge Constructor – 1.3a Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaning connections or conclusions. |
| Introductory Text/ Program justification | The Galveston hurricane of 1900 and its effects on Texas' political, economic, and social development will be discussed in this lesson. With many immigrant families still in the greater Galveston/Houston area, they don’t realize how something like this can impact those that are new to an area or don’t have the financial stability as others. |
| Materials needed: | Video created by Thomas Edison about The Great Storm, Images and then full-length news story, |
| Technology | Laptop, Internet Connection, Projector |
| LOC Primary Source links | American Stereoscopic Company. Shelter for the homeless, Galveston's awful disaster. New York, U.S.A.: American Stereoscopic Co. Photograph. Retrieved from the Library of Congress, <www.loc.gov/item/00651085/>.Bain News Service, Publisher. Galveston- Gathering Dead. Photograph. Retrieved from the Library of Congress, <www.loc.gov/item/2014699676/>.Galveston Disaster, Texas: beginning life anew after the storm. Oct. 15. Photograph. Retrieved from the Library of Congress, <www.loc.gov/item/2004680422/>.Vitagraph Company Of America, Inc Thomas A. Edison, and Paper Print Collection. Searching ruins on Broadway, Galveston, for dead bodies. prod by Smith, Albert E. , Uction, Camera United States: Edison Manufacturing Co, 1900. Video. Retrieved from the Library of Congress, <www.loc.gov/item/00694301/>.Vitagraph Company Of America, Inc Thomas A. Edison, and Paper Print Collection. Panorama of Orphans' Home, Galveston. prod by Smith, Albert E. , Uction, Camera United States: Edison Manufacturing Co, 1900. Video. Retrieved from the Library of Congress, <www.loc.gov/item/00694269/>.Zahner, M. H. Galveston disaster, I'm glad Ise living. Niagara Falls, N.Y.: M.H. Zahner, publisher. Photograph. Retrieved from the Library of Congress, <www.loc.gov/item/00651010/>. |
| Entry Activity/Task | Discussion starter: What natural disasters can you think of that you have learned about or studied? Students can use a map or globe to point out where they think these disasters occur more often. How can these natural disasters affect the people that live in that area and how different does it look when there is no advance notice? |
| Focused Activity/Task | |
| Conclusion Activity/Task | Students will watch the video “Galveston Hurricane of 1900 - Panorama of Galveston Power House”. This is a primary source video clip created by Thomas Edison after the Great Storm. This film captures scenes of the building that once supplied electricity for the city of Galveston, destroyed by the Hurricane of 1900- shot in September 1900. Students will jot down their thoughts on the following question as they watch the video clip – “What questions would you ask a survivor of the Great Storm who lost their home or place of work?” In groups of 3, have students will review the images provided that show different stages of the storm and different areas of Galveston and write a short news story about how individuals or families who have lost their home would receive help for food and shelter. Finally, students will watch a full-length news story called “Story of a Hurricane (1961)”. They will review the original question as well as the news story they created and think about how they would change their thoughts on their original answers and add on to how it would affect the social and economic situation of these individuals/families. |
| Assessment of Student Learning | Teacher observation and evaluation during student discussion. Answers to how students reacted to the video and images they viewed using a variety of questions. |
| Student Learning Accommodations & Modifications | Use a Padlet or a shared PowerPoint to post each learner’s thoughts; put students out into digital breakout rooms for small group discussion. Use Post-It notes on a board/construction paper for students to post their thoughts; put students into table groups to discuss with a small group before sharing their thoughts with the whole class afterward. |
| Multicultural Considerations | Use Immersive Reader to translate conversations for students who need such an accommodation. Also, awareness of those students who may be the in a lower poverty situation or have experienced a loss due to disaster who may have strong feelings about this subject. |
All Resources:
Adapted from template by Creator: Morgen Larsen for NCCE.org
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