Depression Era Industry & the Environment on Long Island
Suggested Teaching Instructions
You can have your students work through this lesson on Consider the Source, or utilize the slide deck
Optional Slide Deck Activity: https://docs.google.com/presentation/d/112b_mzPQzOA9wpNiEA18U46xOb4MijNb6WtEXhc6-yc/edit?usp=sharing
Title: Depression Era Industry & the Environment on LI
Overview: Using historical documents and newspaper publications, students will analyze the conflicting interests of different groups in the debate over whether to shut down the sand mining industry in Northport, New York during the Depression.
Context: Sand mining became common along the shores of Long Island. Many materials could be collected in sand mining and used in manufacturing processes. Sand mining is an example of how growing industry can be great for the economy, but has a negative impact on the environment and those around it.
Goal: Students will write a letter to then NYS Governor Roosevelt as a stakeholder in the debate over whether to shut down the sand mining industry in Northport, NY during the Depression.
Objectives:
-
Students will be able to identify the conflicting interests of varying stakeholders in the debate over the Thompson bill.
-
Students will synthesize their understanding of these interests in a persuasive letter to then NYS Governor Roosevelt.
Investigative (Compelling) Question:
How did conflicting environmental and economic interests shape the debate over whether or not to pass the Thompson bill, a bill that would have ended the sand mining industry in Northport, NY during the Great Depression?
Time Required
-
2 40-minute class periods
-
Class Period 1:
-
Introduction of sand mining in Northport (5 minutes)
-
Close Read of “Civics Urge Roosevelt to Sign Thompson Bill Banning Dredging” (10 minutes)
-
Group work - close reading of three separate texts (15 minutes)
-
Group presentations (10 minutes)
-
-
Class Period 2:
-
Construct list of stakeholders in issue (5 minutes)
-
Introduction of open letters published in newspapers (5 minutes)
-
Close read of Schraeder’s letter published in the Northport Observer (10 minutes)
-
Draft letter from perspective of assigned or chosen stakeholder (15 minutes)
-
Reflection (5 minutes)
-
-
Recommended Grade Range
-
8
Subject: Social Studies
Standards:
8.5b The Great Depression and the Dust Bowl affected American businesses and families.
-
Students will examine the effects of the Great Depression on American families in terms of the loss of jobs, wealth, and homes, noting varying effects based on class, race, and gender. Students will explore the conditions in New York City and other communities within New York State during the Great Depression.
-
Students will explore the man-made and environmental conditions that led to the Dust Bowl, the economic as well as cultural consequences of the Dust Bowl, and federal government efforts to address the problem
8.F.4 Identify, describe, and contrast the role of the individual in opportunities for social and political participation as an agent of historical change in different societies and communities, as well as at different times, in the United States.
Credits: Anne Lotito-Schuh
PREPARATION
Materials Used: Google Slides Presentation, which contains images, links, and slides where students can directly type their answers.
Resources Used:
(1930, April 18) Civics Urge Roosevelt to Sign Thompson Bill Banning Dredging. Northport Observer. https://nyshistoricnewspapers.org/lccn/sn84031195/1930-04-18/ed-1/seq-1/
(1930, May 2) Sand and Gravel Bill Vetoed by Roosevelt; Action Was Expected. Northport Observer. https://nyshistoricnewspapers.org/lccn/sn84031195/1930-05-02/ed-1/seq-1/
(1960). [Picture of sand mining operation at Eaton’s Neck] [Photograph] Northport Historical Society, Northport, NY.
Google. (2022) [Google Map of Eaton's Neck.] Retrieved August 30, 2022 https://www.google.com/maps/@40.9371888,-73.3930758,13.5z.
Northport Join Civic Council. (1952). Because of Steers–. Northport Historical Society. Northport, NY, United States.
Northport Civic Association. (1930, April 14) [Letter to the Public] Northport Historical Society. Northport, NY, United States
Schraeder, Albert. (1930, April 21) [Letter to Gov. Franklin D. Roosevelt] Northport Observer. https://nyshistoricnewspapers.org/lccn/sn84031195/1930-05-02/ed-1/seq-15/
PROCEDURE
Description of Procedure:
-
Connect:
-
1. Setting the Stage: Introduce a brief history of the sand mining industry in Northport, NY and how it significantly changed the environment. Contextualize the introduction of the Thompson bill within the moment of the Great Depression.
-
(1960). [Picture of sand mining operation at Eaton’s Neck] [Photograph] Northport Historical Society, Northport, NY.
Google. (2022) [Google Map of Eaton's Neck.] Retrieved August 30, 2022 https://www.google.com/maps/@40.9371888,-73.3930758,13.5z.
-
Wonder:
-
2. As a whole class, do a close reading of “Civics Urge Roosevelt to Sign Thompson Bill Banning Dredging”
-
(1930, April 18) Civics Urge Roosevelt to Sign Thompson Bill Banning Dredging. Northport Observer. https://nyshistoricnewspapers.org/lccn/sn84031195/1930-04-18/ed-1/seq-1/
-
Investigate:
-
3. Assign groups to do a close reading of either the “Because of Steers—”, “Sand And Gravel Bill Vetoed by Roosevelt,” or the “Northport Civic Association Letter” and to answer the questions that accompany each text.
-
(1930, May 2) Sand and Gravel Bill Vetoed by Roosevelt; Action Was Expected. Northport Observer. https://nyshistoricnewspapers.org/lccn/sn84031195/1930-05-02/ed-1/seq-1/
Northport Join Civic Council. (1952). Because of Steers–. Northport Historical Society. Northport, NY, United States
Northport Civic Association. (1930, April 14) [Letter to the Public] Northport Historical Society. Northport, NY, United States
-
4. Have the groups share their responses with the class.
-
Construct:
-
5. Ask the students to go back to the compelling question and create a list of people that may have an interest in whether or not the Thompson bill passes. Examples include:
-
the owner of the sand mining company,
-
an investor in the sand mining company,
-
an employee of the sand mining company,
-
people that live along the shoreline,
-
the owner of vacation business on the shore,
-
families with small children in the community,
-
fishermen that rely on their catch to feed their families and sell.
-
-
-
Express:
-
5. As a whole group, do a close reading of the sample letter published in the Northport Observer and identify its key components.
-
Schraeder, Albert. (1930, April 21) [Letter to Gov. Franklin D. Roosevelt] Northport Observer. https://nyshistoricnewspapers.org/lccn/sn84031195/1930-05-02/ed-1/seq-15/
-
6. Students will choose to take on the role of someone impacted by the passage or vetoing of the Thompson bill (from the list constructed earlier in the lesson) and write their own open letter to Governor Franklin D. Roosevelt that takes into account the economic climate of the time.
-
Reflect:
-
Students will reflect on their letters by sharing their own personal opinion on whether or not the bill should have been passed or vetoed by Governor Roosevelt. A class vote can be taken and discussion held.
-
Extensions Investigate current environmental legislation opposed by economic interests locally and globally.
EVALUATION
Evaluation: Students will record their responses on the Google Slide deck where they will write their letters to Governor Roosevelt using the documents evaluated.