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North Carolina History Lesson Plans from the Southern Appalachian Archives
- North Carolina History Lesson Plans: Precolonial
- North Carolina Era 2 – Colonial 1600 - 1763: Migration Push/Pull Lesson
- North Carolina Era 3 – Revolution 1763 - 1789: Regulator Songs Lesson Plan
- North Carolina Era 4: Early National – 1789-1836: Family Histories Lesson Plan
- North Carolina Era 5: Antebellum - 1836 - 1860: Rip Van Winkle in contemporary writing lesson plan
- North Carolina Era 6: Civil War and Reconstruction - 1860 - 1876: Views of the Civil War Lesson Plan
- North Carolina Era 7: New South – 1876 - 1900: Subscription Schools in Western North Carolina Lesson Plan
- North Carolina Era 8: Early 20th Century – 1900 - 1929 Lesson Plans
- North Carolina Era 9: Depression and War (1929-1945)
- North Carolina Era 10: Postwar (1945-1975): Post-War Political Cartoons Lesson Plan
- North Carolina Era 11: Recent (1975-2010) Lesson Plans
- Land Use in Western North Carolina Lesson Plans from the Southern Appalachian Archives
- North Carolina History Lesson Plans from the Southern Appalachian Archives
- "Feast and Farmin': A Celebration of Western North Carolina Agricultural History"
North Carolina Era 9: Depression and War (1929-1945)
Great Depression Donations Lesson
LESSON: Great Depression Donations
UNIT: North Carolina Era 9: Depression and War (1929-1945)
- Students will understand how affluent people in Western North Carolina perceived the Great Depression.
- Students will understand that economic activity continued even during the height of the Great Depression.
- Students will work cooperatively.
- Students will engage in critical thinking.
- LEARNING TARGET: “I can analyze primary sources, such as letters, to understand how people felt about the conditions of the time period.”
- Time Needed: 15 Minutes
- Materials/Equipment: Copies of donation letters to Mars Hill College during the mid 1930s.
- Ask students “how do you think people felt about giving away money during the Great Depression?” “Did the Great Depression affect all people, rich or poor, the
- Divide students into groups (no more than four).
- Students will work together in groups to examine various donations letters sent to Mars Hill College during the mid-1930s.
- Students should consider what would motivate people to donate money during times of financial hardships, what economic class these donaters belonged to and
how severe the Great Depression was for people in Western North Carolina.
- Class should reconvene together to discuss their hypotheses and share what they think of the donation letters, the motivations behind them, and the Great
Depression in general.
- Review the effects of the Great Depression for North Carolina, particularly the western part of the state. Emphasize how economic activity did not simply stop.
- Informal assessment based upon group and class discussion.
NORTH CAROLINA CURRICULUM ALIGNMENT:
- 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.2
- North Carolina Era 9: Depression and War (1929-1945): Great Depression Donations: Mars Hill Donation Letters can be found here.
Postcards from Mars Hill
LESSON: Postcards from Mars Hill
UNIT: Era 9 – Depression and War – 1929 - 1945
- The learner will analyze postcards of a college
- The learner will evaluate what the postcards are attempting to portray
- Time needed: 15 minutes
- Materials/Equipment: prepare packets of the postcards for groups (of 4 or 5) –these should be in color
- Ask students what postcards are for. [Most will indicate that they are to write short notes to friends and family from a travel destination.]
- Explain that these ‘linen postcards’ and were often used as souvenirs or to ‘show’ a place to a person who was not likely to visit. Photography was not the same as it
is today, with everyone having a camera in their phones. [Linen postcards were produced in great quantity from 1931 to 1959. Despite the name, linen postcards
were not produced on a linen fabric, but used newer printing processes that used an inexpensive card stock with a high rag content, and were then finished with a
pattern which resembled linen. The face of the cards is distinguished by a textured cloth appearance which makes them easily recognizable. The reverse of the card
is smooth, like earlier postcards. The rag content in the card stock allowed a much more colorful and vibrant image to be printed than the earlier "white border" style. Due to the inexpensive production and bright realistic images they became popular…Even though the images on linen cards were based on photographs, they contained much handwork of the artists who brought them into production. There is of course nothing new in this; what it notable is that they were to be the last postcards to show any touch of the human hand on them.]
- Pass out the packets of postcards from the Justin Wells and Noland collections.
- Ask the students to examine them and determine what they were trying to portrayand each group is to list five.
- Go over as a group.
- Ask students how we determined the approximate date for these cards. [Edna Moore was completed in 1937. One of the cards has ‘Edna Moore New Dormitory.’]
- Would these postcards be successful today? Why or why not?
- Ask students to compare the postcards with the campus today. What would they photograph to emphasize Mars Hill University today?
- Collect the lists from each group.
- Student discussion and participation.
- This could easily be teamed with a lesson on advertising and how places attract
- Justin Wells Postcard Collection can be found below
- "WF Robinson Memorial Infirmary" Postcard
- "Wall Science Building" Postcard
- "Robinson Memorial Infirmary" Postcard
- "Night-time View from Mars Hill College Campus" Postcard
- "Montague Library without addition" Postcard
- "McConnell Gymnasium" Postcard
- "McConnell Gymnasium from side" Postcard
- "Front of Edna Moore Dormitory" Postcard
- Nollan Postcard Collection can be found below