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Explore PA History
Your Land is My Land: A Look at Bootleg Coal Mining During the Depression
Equipment & Supplies
  • Note cards with character assignments (1 per student) Overhead projector Screen
Procedures

Steps:

Preparation: Before class prepare note cards with character assignments. Using Student Handout 1-Your Character, duplicate the handout to create as many cards as needed to have one per student. (There are seven cards per sheet.) Cut each sheet into seven individual note cards.

Day One

1. Use a current events situation to open a discussion which forces students to consider their personal moral compass in relation to private ownership and stealing. An example would be, "Were Hurricane Katrina victims ‘stealing" when they took food from grocery stores? Why or why not? What did the police do? How do you think this affected store owners and their families? Was it stealing when victims looted stores for appliances? Why or why not? Is there a time when stealing is acceptable? If so, under what circumstances?

2. Read the literal definitions of "stealing and "property. According to the Merriam-Webster Online Dictionary, here are the definitions:

Steal: (verb)

intransitive senses
1 : to take the property of another wrongfully and especially as an habitual or regular practice
2 : to come or go secretly, unobtrusively, gradually, or unexpectedly
3 : to steal or attempt to steal a base
transitive senses
1 a : to take or appropriate without right or leave and with intent to keep or make use of wrongfully (stole a car) b : to take away by force or unjust means (they've stolen our liberty) c : to take surreptitiously or without permission (steal a kiss) d : to appropriate to oneself or beyond one's proper share : make oneself the focus of (steal the show)
2 a : to move, convey, or introduce secretly : SMUGGLE b : to accomplish in a concealed or unobserved manner

Property: (Noun)

1 a : a quality or trait belonging and especially peculiar to an individual or thing b : an effect that an object has on another object or on the senses c : VIRTUE 3 d : an attribute common to all members of a class
2 a : something owned or possessed; specifically : a piece of real estate b : the exclusive right to possess, enjoy, and dispose of a thing : OWNERSHIP c : something to which a person or business has a legal title d : one (as a performer) under contract whose work is especially valuable.

3. Explain to students that they are going to explore a situation during the Great Depression which will test their ethical beliefs regarding these two words. Briefly review the circumstances of the Great Depression using Student Handout 2-Great Depression-Causes and Effects

4. Now that students have an understanding of the effects of the Great Depression on the United States in general, let's look at the effect it had on a specific group of workers in Pennsylvania–miners. Explain how one of Pennsylvania's main industries was coal mining which was a dangerous job and hard living even in the best of times. The 1920s, however, presented their difficulties even before the stock market crashed. Miners in the anthracite fields had been through two strikes and had to contend with the continuing trend of strip mining and replacement of workers with mechanization. During the Great Depression, Schuylkill County, a region in Pennsylvania known for its anthracite coal, just under half of the population was unemployed. 16,000 of these men were miners. In order to survive, men would resort to mining illegally on the property of a mine owner. This is called bootleg coal mining.

5. Show images pertaining to Bootleg Coal Mining: (You can present these images by overhead or pass them out to each student.)

Loading Bootleg Coal
Bootleg Coal Mine
Bootleg Coal Mine Accident in Shenandoah
Lykens Bootleg Mine
Meeting Of Mine Owners

Ask students to analyze pictures using Student Worksheet 1- Image Analysis. To complete the worksheet students will use clues in location, clothing, equipment, and subject matter to make logical deductions from looking at the pictures. They will then talk about the reasons for undertaking operations at such considerable physical risk. For an assessment guide to this worksheet see Teacher Guide to Student Worksheet 1-Image Analysis

6. Disseminate to students note cards with their role. Cards should be disbursed as evenly as possible to insure that at least three/four people have the same role. If there are extra students, divide them into the established groups. Explain to students that tomorrow we are going to hold a "Federal Commission Hearing. Each group will be responsible for researching and sharing their character's perspective on bootleg coal mining.

7. Students will work in their groups to research their role. Pass out to each group of students:

Student Handout 3- "The Great ‘Bootleg" Coal Industry by Louis Adamac

Also pass out to each student Student Worksheet 3-Character Preparation. Students will use this worksheet to decide on their position (pro- or anti-bootlegging) and write down arguments supporting that position. Students will support their opinions with information and quotes from the provided source and note direct and indirect allusions to their role. Walk around to each group checking on their progress. You may wish to use Teacher Guide to Student Worksheet 3-Character Preparation to help with this activity assessment.

Day Two

8. Continue the character preparation into Day Two. When the groups are finished researching, ask each group to select a spokesperson and pass out Student Worksheet 2-Stenographer Notes to each person in the group. Explain that this worksheet is to take notes during the hearing.
9. Set the scene. Tell students that it is 1936. A Federal Commission has been set up to investigate the effects of bootleg coal mining during the Great Depression. Your character has been called to testify. For the hearing, ask each spokesperson from his/her group to present his or her point of view and the arguments supporting that assertion. The spokesperson should be given time to present the group's information. As the judge, facilitate this process by asking questions. Suggested script:

The courts call "Group A forward.
Please state your name and occupation.
Do you swear to tell the truth, the whole truth, and nothing but the truth, so help you God?
You may sit.
In order to provide background information for the commissioners, please answer the following:
What is your position on bootlegging? (pro- or anti-)
What is your main priority in life?
What is your main concern?
If you made a compromise in your position, what would it be?
Now, please explain your stance on bootleg coal mining and why it is you feel that way. The court would appreciate the introduction of facts from your reference material.

10. After each spokesperson is given the opportunity to present his or her case, thank everyone for appearing. Ask students if they have any questions about the different perspectives which were given and encourage discussion of their notes. The Teacher Guide to Student Worksheet 2-Stenographer Notes is provided to help with both class discussion and assessment.

11. As a final activity, guide students to use their notes to write a Commission Report explaining the effects (positive and negative) of bootleg coal mining during the Great Depression. An assessment rubric is provided for this writing assignment (see assessment).

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