The CCC Contribution
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Virginia’s State Parks . Your Backyard Classrooms The CCC Contribution tudents will observe and investi- The main purpose of the CCC was Grade Levels: K-12 gate early 20th century history by to preserve the country’s natural and his- examining Civilian Conservation toric resources while employing millions Objectives SCorps (CCC) structures and features. of men and providing income for their Students will investigate the history Students will critically discuss histori- families. From 1933 until 1942, when of the CCC and its contributions to cal methods and examine strengths and many of these same men were needed for Virginia’s park system by: weaknesses of documentary evidence, another emergency, World War II, the • Observing buildings built by CCC material evidence (e.g., structures, arti- CCC employed more than 3 million in- workers. facts) and oral histories. dividuals. In its span, CCC workers built • Examining and using other CCC-built assets, such as trails, roadways and park- more than 40,000 bridges, planted 2 bil- ing lots. Background lion trees, restored nearly 4,000 historic • Comparing CCC construction meth- In the spring of 1933, more than sites and structures, improved thousands ods to those used today. 13 million people were unemployed of beaches, roads and shorelines, and cre- • Comparing lifestyles of workers in the in the United States. The country was ated 800 state parks, six of which are in CCC camps to workers today. in the midst of the Great Depression. Virginia. These projects were not sim- Jobs could not be found, people could ply “busy work” created to keep young Materials not afford to feed themselves or their men employed. Projects such as building • pens and paper for taking notes • tape recorder if appropriate for loved ones, and every day more families bridges, roads, dams and public build- interview(s) lost their homes and livelihoods. Presi- ings were important to the transporta- dent Franklin D. Roosevelt responded tion and administrative infrastructure Where by establishing a series of programs, all of our country. Projects such as restoring Bear Creek Lake, Douthat, Fairy Stone, of which were part of a larger initiative historic buildings and excavating impor- First Landing, Holliday Lake, Hungry called the New Deal. tant archaeological sites were important Mother, Pocahontas, Staunton River, Among other goals, the New Deal to preserving and interpreting cultural Twin Lakes and Westmoreland state parks was meant to use governmental support and historical resources. Finally, projects and resources to put people to work and such as building trails, parking lots, lakes When pull the nation out of a socioeconomic and buildings in our state and national All year. emergency. The CCC was a New Deal parks were important to preserving and program. It was established by the sign- interpreting our natural resources. Credits ing of the Emergency Conservation The young men who volunteered Information about the CCC experience Work Act on March 31, 1933. for the CCC were between 8 and 25, was gathered from a variety of sources unmarried, unemployed and came from including literature provided by the CCC Museum at Pocahontas State Park. Virginia State Parks Your Backyard Classrooms | 1 The CCC Contribution families on government relief. A portion Procedure Resources of their pay, which averaged $25 to $30 Before the Visit: Civilian Conservation Corps Alumni: per month, was sent back to their fami- 1. Have students visit websites about http://www.cccalumni.org lies. This program, after all, was formu- the CCC. The Center for Research Libraries. lated to support families and communi- 2. Check with individual parks for Allows a search through CRL’s Civilian ties, not just individuals. Conservation Corps’ Camp Papers scavenger hunt items and CCC database. The men in the CCC lived in camps related resources. near their project areas. The camps var- Contact your school or local public 3. Explain the history of the CCC and library to request resources through in- ied in size and scale. They provided food relate it to the economic conditions terlibrary loan at http://www. crl.edu. and shelter, recreational activities, work in the United States at that time. “Memories of Virginia Civilian Con- training and vocational education. The Have students discuss how current servation Corps Camps” booklet avail- purpose of the wide range of activities economic conditions are similar to able at the CCC Museum, Pocahontas was stated by the Office of Emergency or different from those during State Park. Conservation Work in 1933, when it was the Great Depression. Ask them New Deal Network: Read President said, “The purpose of the work is both to how they would help support their Roosevelt’s greeting and congratula- build men and to build trees.” Visiting families if jobs could not be found. tions to the Civilian Conservation Corps from 1933. and interpreting CCC projects can tell What are some of the ways they could The History of Virginia’s State Parks: us a great deal about our past and how help provide food and shelter? How the nation responds in times of crisis. http://www.onlyinyourstate.com/vir- would taking care of these essential ginia/great-depression-va/ The Virginia State Park System owes needs impact other aspects of their much to the hard work and excellent lives? How would it affect their edu- What would be some of the reasons craftsmanship that became the hallmark cation? Their social lives? that would make them willing to sign of the CCC. Workers built roads, trails, 4. Discuss camp life with students. up for a program like the CCC? What buildings, dams and bridges. A new sys- Have they ever gone to an overnight types of projects would they have liked tem of state parks, including Douthat, camp? How long did they stay? How to have been involved in? Hungry Mother, Seashore (renamed elaborate were the facilities? What 6. Call the park prior to the visit, talk to First Landing), Fairy Stone, Staunton were some of the more difficult aspects park personnel, and make a list of the River and Westmoreland State Parks, of camp life? park’s accessible CCC structures and was dedicated on June 15, 1936. All six 5. Talk with students about life in the features. Become familiar with the were built by the CCC. CCC camps. Have them imagine park map and important landmarks. Pocahontas also was built by the staying at a camp for from six months Remember that students will need to CCC but was initially managed by the to two years (the range of CCC travel to different areas of the park. National Park Service as a recreation participation). What would be some Depending on the students and avail- demonstration area. It became a state of the challenges? What would be able time, a bus may be necessary. park in 1946. some of the benefits? Would they have 7. Have the students examine the map been willing to sign up for the CCC? of Virginia. Locate the counties where the first state parks were built and discuss the different regions of Virginia. Discuss the differ- ent watersheds where the parks are located. Ask the students what Virginia has 36 state parks. Six natural resources were available at the were built by the CCC. different sites. Have students describe recreational opportunities they think the first parks might have offered. 2 | Your Backyard Classroom Virginia State Parks The CCC Contribution At the Park: students thought they would find that from the interviews that you could 1. Introduce students to the nature they didn’t? Which structures do the not have learned from documentary of CCC involvement at the par- students think were made on-site and research and by visiting the parks? ticular park they are visiting (i.e., which were purchased from outside Often, personal recollections are what they built, where they lived, sources? What does that reflect about contradictory to the historical re- dates they were at the park). Give the range of activities and skills that cord. Did you hear any information students a list of possible structures were represented in the camp? contradictory to what you discov- and features to be located (such as a ered at the park or in your research? stone wall, cabin, or picnic shelter), Follow Up: 2. Have the students discuss how an area within the park to search 1. Given their research and their park historians gather data. Given the and a time limit, then send them on visit, have students compile a list of students’ experience with the a scavenger hunt. Emphasize that questions they would like to ask a interviews, have them discuss how objects are “collected” visually and CCC participant. Contact a local current interpretations of the past not actually removed. chapter of the CCC alumni orga- might differ if we include partici- 2. After the hunt, compile the total list nization. Invite a CCC participant pant interviews. of located structures and features. to the classroom or have students in 3. If CCC alumni aren’t readily avail- Ask students to brainstorm why the small groups visit CCC alumni for able, have students research and particular structures or features were interviews. What did you learn from write a paper on a particular aspect there. Were there any features the the interviews? What did you learn of the CCC. Interior of a cabin built by the CCC at Staunton River State Park SOLS: History and Social Science: K.1, K.2, K.3, K.5, K.6, K.9, 1.1, 1.5, 1.8, 1.9, 2.1,2.8,VS1, VS2,USII.6, CE.2, WHII.11, VUS.1, VUS.10, YBCTHEC-CCCO/2016 Virginia State Parks Your Backyard Classrooms | 3.