The life of the children of the dust bowl era in terms of work

Name
Course
Institution
Date
The life of the children of the dust bowl era in terms of work, living conditions and education
The origin of the dust bowl started in early 1930s to a continuous era of severe drought in the United States for several years. The citizens in the country and the most affected cities like Texas suffered economic losses in agriculture and labor from the scarcity existing in the markets. Consequently, the children belonging to such cities experienced various hardships including contact of air bone diseases from the bad weather conditions caused by the dust bowl. This condition prevailed for a long period, pushing most of the populations living in the affected areas to move to other places in the country. Since the citizens could not control the situation, they called for government intervention to enhance the welfare of their families and especially kids. This dust bowl affected many children in the United States through incidences like delay in their education leading to withdrawal in their emotional wellbeing, and they could no longer show the joyous moods revealed in their lives before the occurrence of the plague.
First, most children had to stop schooling since they could not endure the drastic change from a cool to a hot environment while moving from one place to another. One of the numerous parents in the country stated about the changes in a letter, “Our recent transition from rain-soaked eastern Kansas with its green pastures, luxuriant foliage, abundance of flowers, and promise of a generous harvest, to the dust-covered desolation of No Man's Land was a difficult change to crowd into one short day's travel (Henderson).” These people could not endure travelling for a single day, not to mention the futility of their tender children who had never experienced such kind of a surrounding. The children had to pose their studies during that period. On the other hand, all families stayed enclosed at home trying to prevent the entry of dust particles into their houses (Henderson). The postponing of studying affected the normal living of the children and later grownups since they could not complete their studies in time.
On the other, the education gained after the end of the dustbowls did not find the children ready to acquire the desirable levels of knowledge. Could they have lost interest in their studies after the unannounced break? A study conducted by (Harris et al) reveals that most of the kids in high school did not want to use primary sources like songs and the environment during their studies. The dustbowl tragedy created a series of emotions in the kids and they could never trust their surroundings. The students thought that their families had experienced a lot from the environment and all they could trust for their studies was historical documents. How did the teachers handle situations like field researchers? Physical actions have a close relationship with the emotional wellbeing of a person and the children could never be forced to do anything against their will. In this case, the learning process involved ideas form historical sources lowered the levels of knowledge the children could have gained. The learners thought that the primary sources are opinion based while the secondary sources contain facts that could give them more knowledge. This idea altered the instructions in the education curriculum but the teachers had only one option of understanding them because they knew the dust bowl had impacted the mentality of most kids in the country negatively. All the teachers could do was narrations about the witty encounters with the children impacted by the period of disruption in their country (Casey). This perception affected the children’s education negatively and they could not achieve desirable knowledge.
The life after school did not bear beneficial outcomes. The kids could not secure employments in the region even after attaining the required levels of education. The dustbowl had swept all the resources that could have created gaps for employment opportunities. “Recently I talked with a young university graduate of very superior attainments. He took the ground that in such a case sentiment could and should be disregarded. He may be right (Henderson).” According the graduate, the opinion and thoughts by many people that education was supposed to make life better did not make sense. In addition, the view about American being a land of opportunities where anyone with the required levels of education can get a job deserved ignorance as well. The kids viewed such statements as empty exaggerations that could barely benefit them. The scarcity in employment opportunities resulted to low living standards irrespective of the kids’ high level of education and knowledge. In this case, the learnt youth in the region did not reap the anticipated benefits from the sowed efforts of education.
Although some people writing the letters to reveal their condition had some feelings of disloyalty to the west region, they could not keep the information to continue watching their children suffer from the lack of basic needs. One of the mothers exclaims how some regions like California held the solidarity of keeping the incidence of earthquakes to themselves (Henderson). On the other hand, she thinks about how the condition has affected her children. Agricu...