Cades Cove and the Creation of the Great Smoky Mountain National Park

Grade Level: 9-12

Created By TAGE Teacher Consultant: Michelle Crane

Time Frame: Two 50 minute class periods.

Curriculum Connection: This lesson is intended to be used as part of a unit on North America in a 9th grade World Regional Geography course.

Learning Outcomes: By the end of this lesson, the students should be able to: 1. Explain the geographic and economic impact of government restricting access to resources such as forests, 2. Explain the implications of creating boundaries of National Parks, 3. Identify different points of view which influence the decision-making process of creating National Parks and on restricting access to resources, 4. Explain how cultural beliefs and practices might impact point of view and decision- making, 5. Analyze primary and secondary sources, and 6. Use problem solving and decision-making processes to identify a problem and posit a solution.

TEKS Strand(s) Objective(s):

(12) Economics. The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to:

(B) evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water.

(14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:

(A) analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;

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(15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to:

(A) identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels; and

(B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps;

(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(B) generate summaries, generalizations, and thesis statements supported by evidence;

(C) use geographic terminology correctly;

(D) use standard grammar, spelling, sentence structure, and punctuation; and

(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

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Materials : For Student Use: Logger Source Pack One per group; Students will need to access the source pack electronically in order to be able to access all of the sources. Resident Source One per group; Students will need to access the source pack Pack electronically in order to be able to access all of the sources. Conservationist Source Pack One per group; Students will need to access the source pack electronically in order to be able to access all of the sources. Asheville Civic Booster Source One per group; Students will need to access the source pack Pack electronically in order to be able to access all of the sources. Computer lab with internet Each student will need to have access to his/her own access computer Document Analysis Handout One per student; this may be printed and handed out or distributed electronically For Teacher Use: Computer with internet connection and projection device Take a Stand Signs Write “Strongly Agree”, “Agree”, “Undecided”, “Disagree”, and “Strongly Disagree” on separate sheets of paper. Post at various places throughout the room PERSIAN Organizer To display; class will complete this as a group

References: American Environmental Photographs, 1891-1936. (n.d.). Retrieved from Library of Congress: http://memory.loc.gov/ammem/collections/ecology/index.html

Browning, J. a. (n.d.). Johnson's North and South Carolina. Retrieved July 29, 2013, from Library of Congress: http://www.loc.gov/resource/g3900.np000152/

Champion Paper, Politics and the Pigeon River Controversy. (n.d.). Retrieved from University of : http://www.unc.edu/~a100mark/Champion/story/pagetwo.html

Champion Papers History. (n.d.). Retrieved from Lane Libraries: http://www.lanepl.org/blount/jbcomp/documents/0225AED5BE0E74A9EAF16B32A3D18DE26B BA267C.html

Ee, P. M. (n.d.). Mapping the National Parks: Great Smoky Mountain National Park. Retrieved July 29, 2013, from Library of Congress: http://www.loc.gov/collections/national-parks-maps/special- presentation/maps-of-great-smoky-mountains-national-park/

Great Smoky Mountains National Park Correspondance. (n.d.). Retrieved from D.H. Ramsey Library Special Collections and University Archives: http://toto.lib.unca.edu/findingaids/mss/biltmore_industries/05_political/bi_05_great_smoky_ mtn_park/default_bi_05_great_smoky_mtn_park.htm

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Jackson, W. H. (n.d.). Asheville, N.C. Retrieved from Library of Congress: http://www.loc.gov/pictures/item/det1994015044/PP/

Kephart, H. (1913). . New York: Mew York Outing Publishing Company.

Little River Railroand and Lumber Compnay Museum. (n.d.). Home. Retrieved from Little River Railroand and Lumber Company Museum: http://www.littleriverrailroad.org/

Logging. (n.d.). Retrieved from Digital Heritage: http://digitalheritage.org/?s=logging

Lowerre, S. S. (1983, April). Mountaineers and Rangers: Ch 1. Conservation Movement Comes to the Southern Mountains. Retrieved July 29, 2013, from Forest History Society.

National Park Service. (2013, July 2). History & Culture. Retrieved July 17, 2013, from : http://www.nps.gov/grsm/historyculture/index.htm

National Park Service Recreational Map of . (n.d.). Retrieved from Library of Congress: http://www.loc.gov/item/99446161

PBS. (2009). Great Smoky Mountains. Retrieved July 17, 2013, from The National Parks: America's Best Idea: http://www.pbs.org/nationalparks/parks/great-smoky-mountains/

Railway, S. (1917). Land of the Sky. Retrieved from Library of Congress: http://www.loc.gov/item/99446148

Reixach, A. J. (1940). Great Smoky Mountains National Park Map. Retrieved from Library of Congress: http://www.loc.gov/item/99446159

Tedder, R. (n.d.). Inventory of the Russell Tedder Logging Photographs, 1890s-1997. Retrieved from Forest History Society: http://www.foresthistory.org/ead/Tedder_Russell.html

U.S. Forest Service, Southern Region. (1909). Forest Conditions of Western North Carolina. Retrieved from Library of Congress: http://www.loc.gov/item/99446147

U.S. National Park Service. (n.d.). Preliminary Boundaries, Great Smoky Mountains National Park. Retrieved from Library of Congress: http://www.loc.gov/item/99446157

Weals, V. (2013). Legends of Cades Cove and the Smokies Beyond. Kodak, TN: Olden Press.

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Strategies: Students will complete a PERSIAN graphic organizer and a document analysis activity to compare and contrast opinions surrounding the creation of the Great Smoky Mountain National Park. Students will also participate in a Take a Stand activity to facilitate discussion of the activity.

Procedures to conduct the lesson:

Starting the Lesson: 5 minutes

Display the PERSIAN graphic. Ask the students to brainstorm the causes and effects of creating a National Park. Have them copy the graphic organizer onto their own paper and list their ideas under each category. Then, have students share their answers with the class. You can list their ideas on the chart displayed in the front of the room. Have students write down any ideas they do not already have so that all students have the same list by the end of the activity.

Tell the students they will be studying an actual event in US history using primary source documents to understand the implications of creating The Great Smoky Mountain National Park, including the removal of several hundred people who had been living within the new park boundaries – creating several “ghost towns”. Upon completing the activity, students will answer the Guiding Questions for the lesson:

Asking Geographic Questions: Do the benefits of creating National Parks outweigh the sacrifices which must be made by citizens and businesses? Is it acceptable for government agencies to force citizens and businesses to make these sacrifices?

The Lesson:

Acquiring Geographic Information: 10 minutes

Show the Ken Burns’ National Parks video clip from Episode 4 on The Great Smoky Mountain National Park available on the website for the series. Click here to access site with clip. This brief clip will provide students with a summary of the park’s creation and will give them all a common knowledge base with which to begin the activity.

After the video, divide students into groups of 4. Each group member will be assigned one role/point of view. Students will be provided with primary and secondary sources on their handouts which reflect the role they have been assigned.

NOTE: By providing students with the sources, more time is allowed for discussion and analysis.

Organizing and Analyzing Geographic Information: Day One: 35 minutes, Day Two: 15 minutes

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Each student should receive a document analysis handout. They will each analyze the primary and secondary sources for their role. Once they have completed this step, each group member will share their information with their group. They will discuss their findings and the Guiding Question.

Answering Geographic Questions: Day Two: 30 minutes

Once all groups have completed their discussions, have the class as a whole complete the Take a Stand activity. For this activity, you will read one of the following discussion statements aloud. Give the students a minute to think about the question and then have them move to the appropriate sign in the room. If they strongly agree with the statement, they stand near the “Strongly agree” agree sign and so on. Give the groups a minute or two to discuss why they chose the answer they did. Then, have each group select one representative to provide the group answer to the class. After all 5 groups have finished, you may provide some time for limited debate and discussion (about 5 minutes or so depending upon time).

Note: You may find that some students will switch sides as the discussion progresses – this should be encouraged, BUT students must be able to support their reason to switch. Also, at times, you may not have any students under a particular position, you may choose to skip that position or ask for volunteers to argue this position. (If you desire, you can even ask all the students to switch sides and discuss the opposing position.)

Then proceed on to the next discussion statement. It is not imperative that all questions be discussed. Choose the number of questions time will allow. You may also limit or expand the discussion time as necessary, or even add questions as you wish.

Suggested Statements (Select a few from here or add your own)

o The government has a responsibility to protect natural resources for use by future generations. o The government has a responsibility to protect certain natural resources from any exploitation. o The government has the right to remove people from their homes to protect natural resources. o The government should protect the rights of businesses and people who rely upon natural resources for their income. o The government has a responsibility to raise the standard of living of its citizens, even at the expense of traditions and cultural beliefs. o Traditional cultures and beliefs are important resources and should be protected. o Economic progress and protecting jobs should be the highest priority of government.

Closing product: Day Two: 5 minutes After completing the Take A Stand activity, have students write a brief answer to the Guiding question for assessment. Have students include a statement on how the activity helped shape,

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guide or even change their answer. Finally, have them state if there are any sources of information they were not provided which they feel might have been helpful.

Questions: What role should the government play in protecting natural resources?

What sacrifices can the government require citizens and businesses to make in order to protect those resources?

Are cultures and traditions important resources to protect?

What ethical concerns might be raised by declaring that a group of people is not living up to modern standards, and should therefore be forced to move into mainstream society?

Evaluation/Assessment :

Not There Yet Satisfactory Clearly Outstanding Content 1 Point 2 Points 3 Points . Written answer merely . Written answer provides . Written answer restates question with a solid answer to guiding provides a well- little to no attempt at question. supported answer to providing a solid . Written answer correctly guiding question. answer. utilizes appropriate . Written answer . Written answer does vocabulary. demonstrates mastery not utilize appropriate . Written answer is of appropriate vocabulary. generally free from vocabulary. . Written answer is spelling or grammar . Written answer is difficult to read due to errors. largely free from spelling and/or . Primary source analysis spelling or grammar grammar errors. is complete and student errors. . Primary source analysis attempts a good analysis. . Primary source analysis is missing or is thorough. incomplete.

Participation 0.75 Points 1.25 Points 2 Points . Student was seldom on . Student was frequently . Student was always on task and did not on task and contributed task and contributions participate to group and class to groups and class discussion regularly. discussions were helpful and insightful.

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Asheville Civic Booster Source Pack

Document 1

Land of the Sky

Produced by Southern Railway, 1917

Document 2

Great Smoky Mountains National Park, 1940

Document 3

Asheville, N.C.

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Document 4

Mountains, American Environmental Photographs, 1891-1936

Document 5

National Park Service Recreational Map of Tennessee

Document 6

“When I went south into the mountains I was seeking a Back of Beyond. This for more reasons than one. With an inborn taste for the wild and romantic, I yearned for a strange land and a people that had the charm of originality. Again, I had a passion for early American history; and, in Far , it seemed that I might realize the past in the present, seeing with my own eyes what life must have been to my pioneer ancestors of a century or two ago. Besides, I wanted to enjoy a free life in the open air, the thrills of exploring new ground, the joys of the chase, and the man’s game of matching my woodcraft against the forces of nature, with no help from servants or hired guides.” , Our Southern Highlanders Ch. 2 pg. 9-10

Document 7

National Park Founder’s Certificate

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Document 8

“Do you want a National Park within easy reach, for you and your children, your neighbors and visiting friends?

The area of the Great Smoky Mountains which the federal Southern Appalachian Park Commission has selected for a National Park, is within a few miles of Asheville. The good roads of North Carolina will lead to its entrances. Government built highways will traverse the Park, making easily accessible all the scenic wonders, virgin giant forests, varied and abundant flora and remaining wild life of this chosen and now inaccessible mountain region…

Do you want to share in the inevitable benefits to be derived from a vast throng of tourists annually visiting the communities surrounding the Great Smoky Mountain National Park?

Within five hundred miles of these mountains fifty million people dwell. Within a thousand miles more than eighty million make their homes. North Carolina already entertains annually more than half a million tourists. The Great Smoky Mountains National Park will be as a rare diamond set in a wide bed of pearls; their loft peaks forming a fitting climax to the world famous scenic views of Western North Carolina. The Park, added to present attractions, will bring to this section such an increase of tourists as staggers the imagination. The easy approaches to the Park from all sides will invite tourists to journey into the park day after day, patronizing hotels, boarding houses and local merchants in the surrounding area, and becoming acquainted with the opportunities and attractions which these communities offer for permanent residence, so that many will seek here to make their homes.” Great Smoky Mountains National Park Purchase Fund Campaign Flyer

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Cade’s Cove Resident Source Pack

Document 1

Johnson’s North and South Carolina, 1861

Document 2

Preliminary Base Map, Great Smoky Mountains National Park

Produced by the US National Park Service, 1934

Document 3

Farmer, American Environmental Photographs, 1891-1936

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Document 4

Elkmont Post Office, American Environmental Photographs, 1891-1936

Document 5

Boy Hauling Supplies, American Environmental Photographs, 1891- 1936

Document 6

“John McCaulley and family and their Cades Cove neighbors were foraging 75 years ago and more along what they called the Bald Range, in and around the meadows of and Parsons Bald.

To those who knew when and where to harvest it, the mountain was an abundant provider…

...`there was lots of turkeys, lots of squirrels, and we had pretty plenty of deer…And we had plenty of fish…In the fall we’d separate into families and go to the mountain and tend to our hogs, move’m along from place to place where the chestnuts was plentiful.’

Almost everybody had apple orchards, and kept bees, and had more honey than the family could use. Beans grew wonderfully well in there. Most families raised plenty of corn for grinding into meal. Most families had enough milk cows that the springhouse was always plentifully stocked with sweet milk, butter milk, and home-churned butter.

‘We lived well. We didn’t want for anything. We were rich and didn’t know it.’ McCaulley said.” From “Life in the Smokies” December 27, 1976

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Document 7

“The John W. Oliver farm of nearly 400 acres was in the lower end of Cades Cove on the north side of . There was one farm between the Olivers and the gorge through which Abrams Creek leaves the Cove. Wayne Oliver says his parents did not oppose the creation of Great Smoky Mountains National Park in the late 1920s and early 1930s. He says they did, however, want very much to remain in Cades Cove.

‘The roots of a lifetime run very deep,’ Wayne says. ‘My father was born and raised there. His parents before him lived their lives in Cades Cove.’

Judge Oliver recalls for us some of his father’s legal steps in the first four years of the 1930s, first to try to keep his land, and then his successful lawsuit to be paid more money than the state first offered…

‘The first negotiators, people seeking to acquire the land, came into Cades Cove and told the people that they would not be disturbed if the park should be established, and would be permitted to stay there.

As it turned out, the people were not permitted to stay in the Cove after their land was acquired, with three or four exceptions. The misrepresentation annoyed a lot of people, including my father.’” From “Lifelong roots difficult to transplant” November 19, 1981

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Conservationist Source Pack

Document 1

Forest Conditions of Western North Carolina, 1909

Produced by the US Forest Service

Document 2

Farmer, American Environmental Photographs, 1891-1936

Document 3

Forest, American Environmental Photographs, 1891-1936

Document 4

Mountains, American Environmental Photographs, 1891-1936

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Document 5

Logging in the Smoky Mountains

Document 6

Stringtown, Forks of Fish logging camp in the Smoky Mountains

Document 7

“The foreground of such a landscape, in summer, is warm, soft, dreamy, caressing, habitable; beyond it are gentle and luring solitudes; the remote ranges are inexpressibly lonesome, isolated and mysterious; but everywhere the green forest mantle bespeaks a vital present; nowhere does cold, bare granite stand as the sepulcher of an immemorial past.

And yet these very mountains of Carolina are among the ancients of the earth. They were old, very old, before the Alps and the Andes, the Rockies and the Himalayas were molded into their primal shapes. Upon them, in after ages, were born the first hardwoods of America – perhaps those of Europe, too – and upon them today the last great hardwood forests of our country stand in primeval majesty, mutely awaiting their imminent doom.” Horace Kephart, Our Southern Highlanders, Ch. 3 pg 21-22

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Document 8

“Do you want to conserve these virgin forests, not only for posterity to see and enjoy, but as the only adequate means of preserving the water sources from which the fertile valleys, existing and proposed hydro-electric power, the avoidance of floods on the rainy season and drouth in the heat of summer can be secured?

The Forest Reserve permits the cutting of trees and reforests cut-over areas. It took a thousand years to grow some of the trees of the Great Smoky Mountains area. The Forest Reserve does not operate to provide recreational opportunity for the public. National Parks are created to preserve outstanding treasures of nature’s greatest beauty and marvel and to make them easily available for the enjoyment and benefit of the public…

Do you want to preserve the last remnants of the wild life of the native North Carolina forests? National Parks are game reserves. The Government protects desirable species of animals and fosters the propagation of animals and birds, to the delight of the nature lover and for the education of the young.”

Great Smoky Mountains National Park Purchase Fund Campaign Flyer

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Logging Company Source Pack

Document 1

Forest, American Environmental Photographs, 1891-1936

Document 2

Boy Hauling Supplies, American Environmental Photographs, 1891- 1936

Document 3

View of Fir covered mountains [with] smoky clouds drifting across from Mt. Le Conte, [Great Smoky Mountain National Park], Tennessee

Document 4

Logging in Appalachia

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Document 5

Sunday outing on W.M. Ritter Lumber Company's Linville River Railway, western North Carolina, circa 1902

Document 6

Little River Lumber Company

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Document 7

“In 1908, Champion Fibre Company opened its door in the town of Canton. Canton was selected based on its proximity to a vast supply of spruce timber, as well as its welcoming political and economic climate. Western North Carolina was an obvious choice for entrepreneurs looking to open up businesses. Above and beyond the advantage of opening a shop in an area with depressed economic conditions, state politicians were paving the way for growth of any kind. In fact, in 1901, the North Carolina General Assembly passed an "Act to encourage the building of pulp and paper mills and tanneries in the counties of Haywood and Swain." (Bartlett, pp.32)…

When the mill opened in 1908, Champion constructed over sixty dwellings to house much of their labor force. This area became known as "Fibreville". Before Champion Fibre Company arrived in 1900, according to the US Census, the town of Canton, North Carolina had 230 residents; by 1910, two years after the opening of the Champion Pulp Mill, Canton was home to 1,393 residents. By 1931, Canton had grown to an industrial town of over 6,000 residents. Champion provided stable employment for the citizens of Canton, and patronage of the local business community kept those not employed by Champion financially afloat as well. It was clear Champion Fibre Company was the lifeblood of Canton, North Carolina.” History of Champion’s Canton Mill

Document 8

Champion Fibre Company

In 1906, Peter Thompson arrived in Haywood County, North Carolina, looking for a source of pulp for his growing Ohio paper mill. He settled on a village on the Pigeon River. Within a year Champion Fiber Company employed over eight hundred people. Its history over the next ninety years was a complex one of persistence environmental problems and remarkable prosperity for the people of Haywood County. While much of Appalachia suffered from the effects of industrialization, the thousands of workers at Champion enjoyed wages above the state and national averages. The county benefited with schools, hospitals, and libraries.

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Document Analysis

Role: ______

Each person in your group has been assigned a role to investigate. Your task is to study the documents pertaining to your role and establish a point of view which reflects that role regarding the creation of the Great Smoky Mountains National Park. Use the organizer below to analyze each of your documents.

Document 1 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; map, photo, etc.) Point of view: Do you think it accurately reflects the opinion someone in your role would have had at the time? If so, explain.

Document 2 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; map, photo, etc.) Do you think it accurately reflects the opinion Point of view: someone in your role would have had at the time? If so, explain.

Document 3 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; map, photo, etc.) Do you think it accurately reflects the opinion Point of view: someone in your role would have had at the time? If so, explain.

Document 4 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; map, photo, etc.) Do you think it accurately reflects the opinion Point of view: someone in your role would have had at the time? If so, explain.

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Document 5 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; map, photo, etc.) Do you think it accurately reflects the opinion Point of view: someone in your role would have had at the time? If so, explain.

Document 6 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; map, photo, etc.) Do you think it accurately reflects the opinion Point of view: someone in your role would have had at the time? If so, explain.

Document 7 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; Do you think it accurately reflects the opinion map, photo, etc.) someone in your role would have had at the time? If Point of view: so, explain.

Document 8 Subject of document: Reflections: Title: How does this document affect your opinion of the creation of the park? Type of Document: Purpose of document: (primary/secondary; map, photo, etc.) Do you think it accurately reflects the opinion Point of view: someone in your role would have had at the time? If so, explain.

Are there any documents or roles/opinions you feel are missing? What do you think should be included in order to present a more accurate or well-rounded treatment of this issue?

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Causes Effects

Political

Economic

Religious

Social

Intellectual

Artistic

Natural Environment

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