My Days In The CCC

Mendota Work Camp, Number 1, 1937.

CCC at Whitewater State Park, 1936.

Teaching the Lesson

Introduction

Begin by talking to students about their experiences away from home, at summer camp, or on class trips. What were the most important things they brought with them? Souvenirs acquired while there? Ask students to identify objects that were very important to them during their travels. Tell students “Today we’ll be learning about the Civilian Conservation Corps, which was a work camp for young men in the 1930s. We’ll have a chance to learn about the CCC, and look at some of the things that young men brought with them when they enlisted.”

Procedure

• Reading Review

Ask students to refer back to their reading homework the night before:
-What was the CCC?
-Why did people join?
-When was the CCC active?

• Paired Reading

Next, break students into pairs, and ask them to each read one of two “Stories from Life in Camp” on the website--either John Buskowiak or Alfred E. Nelson. Have students discuss their passages with a partner and (if they have time) try to create a schedule of activities that describe a typical day in the CCC. As a class, compare schedules, and check against the Daily Schedule Resource Doc.

• CCC Trunk

Ask students to imagine life in the CCC, and think back to the introductory class conversation. Direct students to the interactive CCC trunk. Students will need to click the mouse on the "Learn More" caption under the photograph of the trunk to launch the interactive flash movie. Show them that they can click on the trunk at any time during the audio to open it and explore its lid, drawer and base. Many of the items in each trunk section are also interactive. Encourage the students to listen to the audio, much of which is narration by John Buskowiak, the trunk’s owner. As the students explore the trunk, remind them of the guiding question, “What items would be most important to you away from home?”

• Writing Home

When students have had time to look over the contents of the trunk, ask each student to identify two items that s/he thinks would be especially meaningful if s/he were a CCC recruit. Distribute the letter writing template, and direct students to compose a letter home, referring to these items and explaining their significance. If they have trouble, you can show them the sample letters provided.

Evaluation

Collect students’ letters for grading. You can use the grading rubric, if desired.

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