Students will identify the social, economic, and technological factors that influenced the development and decline of rural industry, the development of agriculture, and the development of indigenous economic activities related to "working the cycle" in the Pinelands.
Worksheet: "Development of Industry and Community in the Pinelands"
PROCEDURE:
Discuss the terms industry, economic activity, settlement, rural, environment, natural resource, immigration, agriculture, and working the cycle. Discuss the concept of the interrelationship of the economy with natural resources, social factors, and new technology. Cita as an example the rise and fall of maritime industries in the Pinelands. Have students read "Pinelands People: The Human Response to the Natural Environment".
Discuss the relationship of the development of settlements and communities in the Pinelands to the development of Pinelands industries like the iron industry and cranberry agriculture. Discuss the relationship of the development of the iron industry to the proximity and abundance of natural resources like wood, water, and bog iron.
Give students the worksheet entitled "Development of Industry and Community in the Pinelands". Direct them to answer the questions, allowing them to refer back to the "Pinelands People" article previously mentioned. Discuss students' responses to the worksheet. Listen and evaluate their answer for accuracy. Make sure they understand the relationship between the development of industry and community to the availability of natural resources, technology, and social factors.
EVALUATION:
1. Distribute the quiz "Pinelands People and the Environment". Allow student to refer to the readings for their answers. Grade the quiz to determine student comprehension.
FOLLOW-UP:
1.Imagine you are the owner of an iron plantation in 1850. The iron industry if failing in the Pinelands. Describe in writing the economic options you have and how they are related to the availability of natural resources. List the natural resources needed for each option.
2. Imagine that you are a European settler of the Pinelands in 1650. Describe, in a letter to a friend in Europe, your lifestyle, your occupation, and what opportunities the Pinelands offer for work and recreation.
3. Research an industry or economic activity in your local community. Find out why it developed (availability of necessary natural resources, proximity to transportation routes, etc.). Talk to people who currently work or used to work in that industry or occupation. How important was the industry or occupation to the development of the community? Did it provide jobs for amny people? Was it or is it still family run? If it no longer exists, find out why and explain.
This lesson will introduce the students to the following vocabulary words:(click on the word to see its definition-use your browser's back button to return to this page)
6.5-All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the U.S., and the world.
6.6-All students will acquire historical understanding of the economic forces, ideas, and institutions throughout the history of New Jersey, the U.S., and the world.
6.8-All students will acquire geographical understanding by studying human systems in geography.
Language Arts standards:
3.4-All students will compose texts that are divers in content and form for different audiences and for real and varied purposes.
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