Exploring the Natural Resources of Skyline

7/30/2019 Exploring the Natural Resources of Skyline

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SKYLINE FARMS: The New Deal in the Heart of Dixie

Lesson Activity: Exploring Natural Resources of

Skyline Farms, Alabama

Recommended Grade Level: 3rd, 4th grade

Overview: Students will explore the natural resources available to the residents in Skyline Farms and howthey used these resources by observing photographs of Skyline Farms in the FSA-OWA collection and his-

toric resource maps of Alabama. They will also contemplate how the areas natural resources contributed tothe communitys economic development.

Tennessee Standards

3rd grade

Social Studies

3.2.spi.1. distinguish the difference between a natural resource and finished product.3.2.spi.2. interpret a map showing agricultural and industrial areas.

ScienceGLE 0307.7.3 Distinguish between natural and man-made objects.

GLE 0307.7.4 Design a simple investigation to demonstrate how earth materials can be conserved orrecycled.

SPI 0307.7.3 Identify an object as natural or man-made.

4th gradeSocial Studies

4.tpi.1. draw a product map of Tennessee or a United States region.

ScienceGLE 0407.7.2 Evaluate how some earth materials can be used to solve human problems and enhance the

quality of life.0407.7.3 List factors that determine the appropriate use of an earth material.90407.7.4 Use data from a variety of informational texts to analyze and evaluate mans impact on non-

renewable resources.

Alabama Standards

3rd grade

Social StudiesObjective 3.4.1: Describe ways people are impacted by geographic, economic, and historic changes

Objective 3.7.1: Describe ways people throughout the world are impacted by their geographic environments.

ScienceObjective 13.) Describe ways to sustain natural resources, including recycling, reusing, conserving, and pro-tecting the environment.

4th grade

Social StudiesObjective 4.16.2: Discuss how Alabamas natural resources attracted economic advancement during the twen-

tieth century


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Materials

Copies of photographs from the FSA/OWA collection (see image list), reproductions of historic Alabama re-source maps, primary source analysis worksheet, pencil, poster paper, colored pencils

Common Core Standards

English Language Arts

3rd4thGrade

CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectfulways, listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understand-ing in light of the discussion.

5th Grade

CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g.,

graphics, sound) and visual displays in presentations when appropriateto enhance the development of main ideas or themes.

Procedure

Day One

1. Introduce natural resources the class. There are many websites with introductory material including: Brain

Pop Jr.,Alabama Cooperative Extension ServicesNatural Resources, and Alabama Dept. of Conserva-tion and Natural Resources(Outdoor Alabama).

2. Have a class discussion about the importance of natural resources. What are natural resources? What aresome examples of natural resources? Why are they important? How are they used? Why would these be

important for creating a new community?

3. Show students the historic maps of Alabama, specifically the Alabama Products and Resources, FERAprojects and activities, and Soil Province Map of Alabama. *Technical note: The map is not easily

printed and is best to project the map for the entire class to view. You may click on specific points on the

map to zoom in for a closer view.

4. Have the students locate Jackson County. Discuss with the class: What natural resources were available inJackson County? How can these resources be used? What do we use in present day that are made form

this resources? Can you find anything in this room that is made from these resources?5. Project one photograph from the image list for the entire class to view. Analyze the photograph as a class,

using the photography analysis worksheet as a guide. This will model the process of analyzing photo-graphs to the class.

6. Divide class into small groups of 2 or 3 students per group. Provide each group one photograph of the

Skyline community (see image list). Each group will have a different photograph. Have each group fillout a photography analysis worksheet.

7. After the worksheet is complete, have a class discussion about the students findings.

Farmers resettled on Skyline Farms, Alabama, atwork in sand quarry under supervision of project

manager.Rothstein, Arthur. 1935.
http://alabamamaps.ua.edu/historicalmaps/alabama/index2_1931-1940.htmhttp://alabamamaps.ua.edu/historicalmaps/alabama/index2_1931-1940.htmhttp://alabamamaps.ua.edu/historicalmaps/alabama/index2_1931-1940.htmhttp://www.brainpopjr.com/science/conservation/naturalresources/grownups.wemlhttp://www.brainpopjr.com/science/conservation/naturalresources/grownups.wemlhttp://www.brainpopjr.com/science/conservation/naturalresources/grownups.wemlhttp://www.aces.edu/forestry/anrc/aboutus.phphttp://www.aces.edu/forestry/anrc/aboutus.phphttp://www.aces.edu/forestry/anrc/aboutus.phphttp://www.aces.edu/forestry/anrc/aboutus.phphttp://www.outdooralabama.com/education/http://www.outdooralabama.com/education/http://www.outdooralabama.com/education/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.outdooralabama.com/education/http://www.outdooralabama.com/education/http://www.aces.edu/forestry/anrc/aboutus.phphttp://www.brainpopjr.com/science/conservation/naturalresources/grownups.wemlhttp://www.brainpopjr.com/science/conservation/naturalresources/grownups.wemlhttp://alabamamaps.ua.edu/historicalmaps/alabama/index2_1931-1940.htmhttp://alabamamaps.ua.edu/historicalmaps/alabama/index2_1931-1940.htm


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Day Two1. Using the evidence found in the photographs and historic maps, have the students work in small groups to

create posters showing the natural resources in the Skyline Farms community and what finished , man-made

products were made from these resources. Each group should focus on one specific resource. (Example: onegroup could focus on trees/lumber. What is lumber used for? What manmade product can me made from lum-

ber?)

2. When making the posters, tell the children to consider the following questions: Do you think the naturalresources of this area influenced the decision to establish the community at this location? What finished prod-

uct can be made out of these natural resources? How did these product benefit/affect the people of Skyline

Farms? How important our these resources in our daily lives?

3. When the students are finished, each group will display their work. Children may walk around and evaluate

each others posters.

4. Were the children surprised by the man-made items? Were the surprised by the resources available in the

area?

EvaluationStudents may be graded for participation in class discussions, completion of photography analysis work-

sheets, and/or for the completion of a group poster.

Lesson ExtensionTo spend more time on the subject, have students research modern uses of land in Jackson County. The Out-

door Alabama website provides an interactive map of the state.


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Suggested images from the Library of CongressUS Farm Security Administration/Office of War In-

formation Collection

Stone quarry, Skyline Farms, Alabama Ben Shahn, 1937

Farmers resettled on Skyline Farms, Alabama and at

work in sand quarry under supervision of the manager

Arthur Rothstein, 1935

Sawmill, Skyline Farms, Alabama. Arthur Rothstein,

1935

Scene at Skyline Farms, Alabama. Carl Mydans,

1936.

New House, Skyline Farms, Alabama. Arthur Rothstein,

1935

Vegetables Grown by a Resettled Farmer Arthur

Rothstein, 1935
http://www.loc.gov/pictures/item/fsa1997017201/PP/http://www.loc.gov/pictures/item/fsa1997017201/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1997007236/PP/http://www.loc.gov/pictures/item/fsa1997007236/PP/http://www.loc.gov/pictures/item/fsa1997007236/PP/http://www.loc.gov/pictures/item/fsa1998020269/PP/http://www.loc.gov/pictures/item/fsa1998020269/PP/http://www.loc.gov/pictures/item/fsa1998020269/PP/http://www.loc.gov/pictures/item/fsa1998017622/PP/http://www.loc.gov/pictures/item/fsa1998017622/PP/http://www.loc.gov/pictures/item/fsa1998017622/PP/http://www.loc.gov/pictures/item/fsa1997007225/PP/http://www.loc.gov/pictures/item/fsa1997007225/PP/http://www.loc.gov/pictures/item/fsa1997007225/PP/http://www.loc.gov/pictures/item/fsa1997007225/PP/http://www.loc.gov/pictures/item/fsa1997007225/PP/http://www.loc.gov/pictures/item/fsa1998017622/PP/http://www.loc.gov/pictures/item/fsa1998017622/PP/http://www.loc.gov/pictures/item/fsa1998020269/PP/http://www.loc.gov/pictures/item/fsa1998020269/PP/http://www.loc.gov/pictures/item/fsa1997007236/PP/http://www.loc.gov/pictures/item/fsa1997007236/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1998017652/PP/http://www.loc.gov/pictures/item/fsa1997017201/PP/


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Exploring the Natural Resources of Skyline

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