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 how
they 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 area’s natural resources contributed to
the community’s 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.
Science
GLE 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 or
recycled.
SPI 0307.7.3 Identify an object as natural or man-made.

4th grade
Social Studies
4.tpi.1. draw a product map of Tennessee or a United States region.
Science
GLE 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 man’s impact on non-
renewable resources.

Alabama Standards

3rd grade
Social Studies
Objective 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.
Science
Objective 13.) Describe ways to sustain natural resources, including recycling, reusing, conserving, and pro-
tecting the environment.
4th grade
Social Studies
Objective 4.16.2: Discuss how Alabama’s natural resources attracted economic advancement during the twen-
tieth century
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

3rd—4thGrade
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, 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 appropriate
to enhance the development of main ideas or themes.

Farmers resettled on Skyline Farms, Alabama, at

work in sand quarry under supervision of project
manager.
Rothstein, Arthur. 1935.

Procedure

Day One
1. Introduce natural resources the class. There are many websites with introductory material including: Brain
Pop Jr., Alabama Cooperative Extension Services—Natural 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 are
some 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, FERA
projects 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 in
Jackson 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 fill
out a photography analysis worksheet.
7. After the worksheet is complete, have a class discussion about the students’ findings.
Day Two
1. 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: one
group 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 natural
resources 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?

Evaluation
Students may be graded for participation in class discussions, completion of photography analysis work-
sheets, and/or for the completion of a group poster.

Lesson Extension
To 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.
Suggested images from the Library of Congress—US Farm Security Administration/Office of War In-
formation Collection

“Farmers resettled on Skyline Farms, Alabama and at “Sawmill, Skyline Farms, Alabama.” Arthur Rothstein,
work in sand quarry under supervision of the manager” 1935
Arthur Rothstein, 1935

“Stone quarry, Skyline Farms, Alabama” Ben Shahn, 1937 “Scene at Skyline Farms, Alabama.” Carl Mydans,
1936.

“New House, Skyline Farms, Alabama.” Arthur Rothstein, “Vegetables Grown by a Resettled Farmer” Arthur
1935 Rothstein, 1935