Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

Off to Camp We Go!
Lesson 3:
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Lesson
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Philanthropy Framework

Purpose:

The students will explore the work and impact of the Civilian Conservation Corps in their state. Michigan is used as an example, but this lesson is applicable in any state.

Duration:

Three Forty-Five Minute Class Periods

Objectives:

The learner will:
  • recall key details about the role of the Civilian Conservation Corps in his/her state.

  • compare/contrast his/her daily life to that of a C.C.C. participant.

  • construct a simulation of a C.C.C. camp in the classroom.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Students will read about and plan a presentation of one aspect of the Civilian Conservation Corps camp.

Materials:

  • Variety of paper:

  • Pencils, pens, markers and/or crayons

  • Tables and chairs

  • Life at the Civilian Conservation Corps (Attachment One)
Handout 1
Off to Camp We Go!

Instructional Procedure(s):

Anticipatory Set:

The classroom teacher enters the room wearing a plaid shirt, jeans, and work boots and carrying a shovel and a pail. The teacher asks the students what these tools might have to do with the Civilian Conservation Corp. How might have these tools been used and by whom?

Day One:

  • Discuss/review the following questions regarding the role of the C.C.C.
  • Who was responsible for the creation of the C.C.C.? (Franklin Delano Roosevelt)
  • What was the C.C.C. and how did it benefit the people of your state? (The Civilian Conservation Corps employed young men between the ages of 17-24. They worked on projects designed to restore or improve the environment. Although the most common project was reforestation, participants also worked to reduce flooding conditions, improve water quality, and increase the number of fisheries. http://www.u-s-history.com/pages/h1586.html See Bibliographical References for more sites.
  • What is stewardship and how was the C.C.C.'s work in reforestation an example of this? (Stewardship is the responsible care of another's mission, household, or the environment. Reforestation not only helped put young men to work but it decreased erosion, improved soil quality, created animal habitat, as well as increased forests for recreation and timber use-taking care of the environment for future generations.)
  • Duplicate for each student Life at the Civilian Conservation Corps (Attachment One). (Note: This article includes details about life at a C.C.C. camp in Michigan. Similar information may be available for your state.)
  • Divide the class into five teams. Assign each team one aspect of the C.C.C. life as outlined in Attachment One: Life at the Civilian Conservation Corps. Camp Routine, Diet, Jobs, Recreation, and the Selection Board. The teams will be responsible for communicating to the class key facts about their area of expertise.
  • Provide the students with the time to read and discuss the provided information about daily life in a C.C.C. camp.

Day Two:

  • Students plan how they will present the key facts of their assigned aspect of life in a C.C.C. camp. This may include a 3-D model, illustrations or other visual aids.
  • Debrief with the students on the process the teams used in working together to plan and come to consensus.

    • Define respect and discuss how they demonstrated it towards each other. Did they have any conflict and how did they resolve it?
    • Discuss with the class how the diverse C.C.C. camp participants might have demonstrated respect for each other. How might they have resolved conflict they experienced? 
  • Provide the students with the time to construct and set up in the classroom their aspect of daily life.

Day Three:

  • Invite parents or other classrooms to visit your classroom. Have each group explain their particular aspect of daily life in a C.C.C. camp to the visitors. (Note: For better management, divide the visitors into groups and start each group at a different aspect of daily life. This will create fewer traffic-flow problems and won't overwhelm any one team of students in your room.)
  • Debrief with the students. Do they feel they successfully implemented their plan of recreating an aspect of the daily life of a C.C.C. camp? What contributed to their success? Were there any challenges and how did they manage them?
  • Discuss with the students if they feel that the C.C.C. is still needed today. What are some reasons to support this position? What are some reasons opposing it?

Assessment:

  • The students will list at least six key details about the C.C.C. in general and specifically in their state. (Include: Who started the C.C.C.? What was its role? How did it benefit the people of your state? What is stewardship and how was reforestation an example of this?)

  • The students will complete a Venn diagram comparing/contrasting the daily life of a C.C.C. camp participant with their own life.

  • The teacher will observe the students' participation in the team project.

Extension:

Students will survey their families and neighbors to determine what other groups or organizations they belong to that serve the people of their state or have a positive impact on its environment.

Bibliographical References:

Lesson Developed and Piloted by:

David Hales
Farmington Public Schools
Hillside Elementary
Farmington Hills, MI 48335

Handouts:

Handout 1Print Handout 1

Off to Camp We Go!

Excerpt from: Roosevelt’s Tree Army, Michigan’s Civilian Conservation Corps
by Roger L. Rosentreter

The Camp Routine
An enrollee’s day began with reveille at 6:00 A.M. After calisthenics, the hungry workers ate breakfast. After breakfast, enrollees policed the grounds and barracks before roll call and inspection. By 7:45 A.M. the men were on their way to their work projects. Lunch was served in the field and lasted one hour. By 4:00 P.M. the men had returned to camp for an informal recreation period that lasted until dinner, which was served at 5:30. After dinner, enrollees either attended classes or sought entertainment in nearby communities. There were no restrictions about leaving camp in the evening as long as the men were back for lights-out at 10:00 P.M.

Diet
CCC food was plain, nourishing, and served in abundant quantities. CCC Director Fechner described camp food as "wholesome, palatable, and of the variety that sticks to the ribs." Their diet included foods high in starch and protein. Breads and meats of every form found their way to camp tables. Camp participants frequently feasted on local fish and game from the surrounding land and water. Coffee and tea were in abundance to wash them down. It was not uncommon for participants to gain weight during their enlistment!

Jobs
Since most of the Michigan CCC camps were in national and state forests, enrollees planted seedlings, fought forest fires, eradicated diseases--especially blister rust, which affects white pines--and built roads, trails, towers, and firebreaks to aid in the prevention of forest fires. During its first twenty-four months, the Michigan CCC constructed over 3,000 miles of truck trails, spent 54,000 man days fighting fires, assembled eight lookout towers, built 275 miles of firebreaks and reduced fire hazards on some 40,000 acres.

Reforestation also required the establishment of nurseries. By 1936, one million hardwood seedlings were ready for planting.

Once it became certain that the CCC would be more than a temporary agency, Michigan officials undertook more complicated projects. Enrollees built two bridges, one 103 feet long over the Muskegon River, and another 170 feet long over the Manistique River. They improved hundreds of miles of Michigan game-fish streams and built log structures called deflectors to maintain pools for trout. During the first three years of the CCC, over 75 million fish were reared in hatcheries and distributed in lakes and rivers.

CCC activities extended to the Michigan state park system. The seemingly endless list of improvements includes a bathhouse at Ludington State Park, a 40-by-80-foot limestone picnic shelter at Indian Lake State Park and a 29-by-43-foot fieldstone caretaker’s residence at Wilson State Park, which was equipped with running water, lights, and other "modern conveniences."

The Michigan CCC also conducted groundwater surveys on several million acres of Michigan land, prepared five hundred sample rock trays for distribution to Michigan schools, and--in cooperation with Michigan State College--prepared twenty farm woodlots to show farmers how to properly thin wooded areas.

Recreation
The CCC camps balanced work with recreation. Each camp had a "canteen" where enrollees could buy film, candy, razor blades, and soda pop. Profits from the canteens were used for such camp extras as billiard tables. Each camp also had a library with an average of a thousand books and magazines. In 1937, Camp Germfask’s library boasted over 4,000 volumes. Most camps published a camp newspaper. In 1935 the Mockingbird, the newspaper at Camp Steuben, was judged the best CCC camp newspaper in the nation.

Many camps fielded teams in basketball, baseball, six-man football, ice hockey, and boxing. Near St. Ignace, Company 3631 constructed facilities for tennis, volleyball, horseshoes and track and field. In 1936, Company 3032 at Camp Manistique won the Fort Brady District ice hockey and basketball championships. The baseball team also tied for the championship of the Central League, an independent league "which played high-class baseball." Boxing, too, was popular. Camp Walkerville in Bitely held Friday night fights that often drew crowds of up to 2,000 area residents. And Al Fehler of Company 3601, near Ironwood, fought his way to the Golden Gloves Tournament in Chicago. Others from Fehler’s camp skied in a local tournament with "several of the best jumpers in the world."

For more subdued recreation, enrollees at Camp Escanaba River had an orchestra that performed twenty-six times on radio station WBEO in Marquette. And in the summer of 1936 the nine-piece Camp St. Martins Drum and Bugle Corps played at St. Ignace, Newberry, and the U.P. State Fair in Escanaba. At the fair the corps won $25.00 and an invitation to the Michigan State Fair in Detroit. However, work projects forced them to decline this honor.

Trips into nearby towns for Saturday night dances were such an integral part of CCC recreation that ballroom dancing was taught at the camps. (Half of the enrollees entered the camps unable to dance.) Enrollee Bernard Bridges recalled that many of the men at Camp Big Bay, near Marquette, spent Saturday nights at the tavern in Hungry Hollow. There developed an antagonism between local lumbermen and CCC enrollees trying to impress the settlement’s dozen eligible women.

The Selection Board
The average Michigan CCC enrollee began his CCC experience by applying at a local selection board. "Junior" applicants, who composed 90 percent of the corps, had to be single males between seventeen and twenty-three years old, unemployed, in need, U.S. citizens, and not attending school. They had to be capable of physical labor, not too short (below 60 inches), not too tall (over 78 inches), nor too light (less than 107 pounds). Other conditions that might disqualify an applicant included varicose veins and a lack of at least "three serviceable natural masticating teeth above and below."

If chosen, a candidate enrolled for six months and agreed to send at least $22 of his $30 monthly wage home to his dependants. He underwent a physical examination and vaccinations, took the CCC oath, and received his clothing and supplies. His clothing allotment included shoes, socks, underwear, a blue denim work suit, and an old-army, olive-drab uniform for dress purposes. He also received a toilet kit, a towel, a mess kit, a steel cot, a cotton mattress, bedding, and a round metal disk with his service number inscribed on it.

Philanthropy Framework:

Comments

Karie, Teacher – Indianapolis, IN10/11/2007 9:49:22 PM

(The positive aspects of using this lesson were the) teamwork, communication and creativity.

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