HS – The Civilian Conservation Corps in Connecticut

by Edward Dorgan
Lewis S. Mills High School, Burlington


TEACHER'S SNAPSHOT
Topic
Environment, Work
Theme
The Role of Connecticut in U.S. History
Town
Statewide
Related Search Terms
Civilian Conservation Corps, Roosevelt’s Tree Army, Great Depression
Social Studies Frameworks
High School – United States History
D1: POTENTIAL COMPELLING QUESTION

How did the Civilian Conservation Corps (CCC) impact Connecticut?

D1: POTENTIAL SUPPORTING QUESTIONS
  • What was the purpose of the CCC?
  • Where were CCC camps built in Connecticut?
  • What types of work did the CCC workers do?
  • How did the CCC program change the lives of Connecticut’s “CCC boys”?
  • What are the lasting results (the legacy) from the CCC program in Connecticut?
D2: TOOL KIT

Things you will need to teach this lesson.

A map of CCC camps in Connecticut during the Great Depression. The color of the map pins denotes the year the camps were opened: Blue – 1933, Orange – 1935. Also, some of the pins include photographs showing the CCC boys and examples of the work they completed as part of this New Deal program.

pageIn addition, you can download a  list of all 20 of the CCC camps in Connecticut– their locations, when they were built, when they closed, and the names of the state parks or forests today.

connecticut-map

Physical map of Connecticut (includes locations of state’s major cities).

D3: INQUIRY ACTIVITY

The activity follows a study of FDR’s first 100 days in office and the passage of a number of New Deal programs by the U.S. Congress.

  1. Students study the map of the CCC camps in Connecticut established in the 1930s and examine a physical map of the state to determine the significance (if any) of the location of the camps.
  2. Next, students will examine photographs of some CCC camps in Connecticut and of “CCC boys” in the 1930s. For help guiding students in the examination of photographs, use the Library of Congress’s Teacher’s Guide for Analyzing Photographs & Prints.
  3. Using the maps, photographs, and additional primary and secondary materials available online (see suggestions below), students will answer supporting and compelling questions about the role and impact of the CCC program in Connecticut.
D4: COMMUNICATING CONCLUSIONS

Option 1: Students will create a CCC recruitment poster for young men in Connecticut at the time of the Great Depression.

Option 2: Students will compose a letter to their state representative reflecting on the accomplishments of the CCC programs in Connecticut and advocating for the creation of modern day CCC programs to reduce unemployment for today’s young adults in our state.

ADDITIONAL RESOURCES
Places to GO
Things to DO
Websites to VISIT