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

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Cades Cove and the Creation of the Great Smoky Mountain National Park Grade Level 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; Texas Alliance for Geographic Education (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. Texas Alliance for Geographic Education 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. Cades Cove 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 North Carolina: 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 Texas Alliance for Geographic Education Jackson, W. H. (n.d.). Asheville, N.C. Retrieved from Library of Congress: http://www.loc.gov/pictures/item/det1994015044/PP/ Kephart, H. (1913). Our Southern Highlanders. 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 Great Smoky Mountains: http://www.nps.gov/grsm/historyculture/index.htm National Park Service Recreational Map of Tennessee. (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. Texas Alliance for Geographic Education 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
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