From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

29
Dissertation Proposal From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities Rebecca Duke Middle Tennessee State University Public History Program Dr. Carroll Van West, Chair Dr. Stacey Graham Dr. Jan Leone Dr. Bren Martin

description

Dissertation proposal - Rebecca Duke

Transcript of From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Page 1: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Dissertation Proposal

From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Rebecca Duke

Middle Tennessee State UniversityPublic History Program

Dr. Carroll Van West, ChairDr. Stacey Graham

Dr. Jan LeoneDr. Bren Martin

Page 2: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Abstract: The Great Depression of the 1930s created some of the most difficult

economic times in the history of the United States, with the agricultural sector of the economy

taking an especially severe hit. President Franklin D. Roosevelt’s New Deal programs aimed to

help the rural poor, including those who were uprooted from the land as well as those who stayed

on their farms despite worsening conditions. The federal government created forty- three

cooperative, rural agricultural communities to assist destitute farming families. This dissertation

examines the influence of progressive education ideology on the creation and organization of

these resettlement communities, using the largest of these communities, Skyline Farms,

Alabama, as a case study. Additionally, this study contributes to the overall historiography of

progressive education and rural resettlement communities during the New Deal and provides a

model for interpretation for other sites.

2

Page 3: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Skyline Farms, located in Jackson County near Scottsboro, Alabama, is a New Deal

farming community established in 1934 by the Resettlement Administration. Federal officials

established this cooperative, agricultural colony atop a plateau on the Cumberland Mountain in

the Appalachian region of Northeast Alabama.1 They initially named the community the

Cumberland Farms Project, but changed the name to Skyline Farms in order to avoid confusion

with Cumberland Homesteads, a similar Resettlement Administration development in Tennessee.

Skyline was one of forty-three rural resettlement projects created to provide jobs for out-

of-work farmers during the Great Depression. The concept for the project developed from the

“back to the land movement” that gained popularity during the 1910s and 1920s.2 According to

the 1940 census, population in this area grew from 128 residents in 1930 to 1,495 in 1940.3

During this time, the landscape endured tremendous changes, including the clearing of land and

the construction of roads and structures throughout an 18,000 square-acre area.

My goals while completing my public history residency were to gain curatorial and

educational experience through research and hands-on projects that empower communities not

only to identify and interpret their past, but also preserve and exhibit that past in sustainable

ways. In order to reach these goals, I have assisted the Skyline Farms Heritage Association in

establishing their community museum and associated educational programs. During my

residency year, I have completed research on the Skyline Farms community and the Resettlement

Administration/Farm Security Administration. From my preliminary study, it is clear that 1 Wayne Flynt, Poor But Proud (Tuscaloosa, AL: University of Alabama Press, 1989), 307.

2 David Campbell, “Skyline Farms,” Encyclopedia of Alabama, http://encyclopediaofalabama.org/face/Article.jsp?id=h-1546 (accessed December 1, 2011).

3 Department of Commerce, Bureau of the Census. 1940 Census, http://1940census.archives.gov/viewer/show.asp?signature=08eb22ca14b6f900407fe801f3e08d9c&mode=normal (accessed April 16, 2012).

3

Page 4: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

education was the primary objective for establishing these resettlement communities. The

Resettlement Administration wanted to break the cycle of farming tenancy and provide these

destitute people with skills that would support them in the future. After learning skills in

resettlement communities, these residents would become educated, contributing members of

their community, and therefore benefit the overall democratic society of the United States.

The Great Depression of the 1930s created some of the most difficult economic times in

the history of the United States. Banks collapsed around the country, agriculture prices fell, and

jobs disappeared. However, due to expansion of acreage and crop output to compensate demands

from World War I, the agricultural sector of the economy experienced collapse as early as the

mid 1920s. According to historian William E. Leuchtenurg, between the years of 1919 and 1924,

13 million acres of land were virtually abandoned. 4 Farmers felt as though they were being left

behind during this period of urban prosperity. Once the farming economy started to drop, it

plummeted quickly, with farm prices falling 51 percent between 1929 and 1933.5

President Franklin Delano Roosevelt’s New Deal program aimed to help the rural poor

including those who were uprooted from the land as well as those who stayed on their farms

despite worsening conditions. In a Fireside Chat on June 26, 1934, Roosevelt proclaimed, “In

our administration of relief we follow two principles: first, that direct giving shall, wherever

possible, be supplemented by provision for useful and remunerative work and, second, that

where families in their existing surroundings will in all human probability never find an

4 Dickstein, Morris. Dancing in the Dark: The Cultural History of the Great Depression. (New York: W. W. Norton and Company, 2009), 93.

5 Samuelson, Robert J. “Great Depression.” The Concise Encyclopedia of Economics. Accessed June 21, 2013. http://www.econlib.org/library/Enc1/GreatDepression.html

4

Page 5: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

opportunity for full self-maintenance, happiness and enjoyment, we shall try to give them a new

chance in new surroundings.”6

When FDR spoke that summer night in 1934, a variety of federal relief programs had

been in operation in North Alabama for two years. First, the Reconstruction Finance

Corporation (RFC), then the Federal Emergency Relief Administration (FERA) provided work

and gave funding to programs such as rural rehabilitation, land-use planning and resettlement. It

also provided monies for the purchase of related farm implements and livestock for communities

in the rural South.7 New opportunities came after the President signed the Resettlement

Administration (RA), under Executive Order 7027, into existence on April 30, 1935, to give

financial aid and housing to farming families. The administration was created to organize

“harmonious plans for dealing with rural distress.”8 This established funding for the creation of

forty-three farming cooperative communities throughout the nation in an effort to offer

employment and social welfare to desperate families.9

Rexford Tugwell served as the RA’s first administrator and focused on extensive land

reform. While he was essential in the creation of many government built communities, his

primary concern centered on the importance of bettering farming practices in the Appalachian

hills and the cotton belt. Through education in these techniques, farmers in these areas could

“reclaim land leeched of its wealth by erosion and indifference to conservation.”10 The RA had

6 Roosevelt, Franklin D. “Fireside Chat – June 28, 1934.” The American Presidency Project. http:www.presidency.ucsb.edu/ws/index.php?pid_14703 (accessed February 6, 2012)

7 Biles, 47.

8 Robert G. Pasquill, Planting Hope on Worn-out Land. (Montgomery, AL: New South Books, 2008), 2.

9 Campbell, “Skyline Farms,”

10 Biles, 48.

5

Page 6: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

two primary divisions: one focused on suburban resettlement communities and another, the

Division of Rural Rehabilitation and Resettlement. RA programs worked to produce modern,

efficient communities that would promote the utmost opportunities for impoverished farming

families. These communities were known as “subsistence homesteads” because their members

were given land to farm, livestock to raise and a place to work. After two years of operation,

federal officials moved the Resettlement Administration into the Farm Securities Administration.

During its existence, the RA/FSA planned to relocate roughly one half million families, but only

managed to help 4, 441. Lack of funding for this project was the main reason the program did not

succeed in its ambitions of resettling hundreds of thousands of Americans.

Rural resettlement programs helped in two general ways. The first option placed families

throughout existing farming districts, supplying general equipment and livestock to aid in their

agricultural endeavors. The alternative involved creating new cooperative communities.

Individual families were given a plot of land where they could grow crops for home use. Any

excess was owned by the community cooperation. The Resettlement Administration would sell

the whole community to the cooperation to which all famers belonged and they alone would run

it.11

The largest of these rural cooperative communities was Skyline Farms in Jackson

County, Alabama.12 Project administrators chose families to live in the Cumberland Mountain

Farms project from the Jackson County relief rolls. Requirements for applications for living in

the colony were strict. Those living within Jackson County had priority. Men had to have

11 Farm Security Administration. Resettlement Administration. (Washington D.C.: US Government Print Office, 1936) 10-11.

12 The community was originally named Cumberland Mountain Farms, but the named was later changed due to confusion with a similarly named community in Tennessee.

6

Page 7: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

farming experience, and be in good physical health, between the ages of thirty and thirty-five.

Additionally, they were required to have good moral character, a clean criminal record and a

good credit rating prior to the start of the Depression. Sociologist David Campbell asserts that

men of this age were chosen for the colony because this group had the most difficulty finding

employment, but had work experience and maturity.13 Over 700 families applied to live in the

colony, but officials chose only 238. All chosen were Anglo-Saxon, with large families (the

average number being seven). Most of the adults had previously worked as tenant farmers with a

few having experience in textile mills. The majority of the residents were illiterate and had little

formal training of any kind.

There is a paucity of sources available on Skyline Farms outside of a thesis written

during the early 1980s by sociologist David Campbell, who now serves as the president of

Northeast Alabama Community College. Campbell claims that the organization and structure for

rural resettlement community programs stemmed from sociologist Carl Taylor’s views on social

programming. Taylor worked for the Rural Resettlement Division of the RA and Taylor believed

that programs should provide more social opportunities to offset isolation.14

In my dissertation, I argue that progressive education, specifically the ideas of John

Dewey, directly influenced the structure of rural resettlement communities, using Skyline Farms

as a case study. One of the principle goals of these communities was to break the cycle of

farming tenancy through educating its residents on various methods of farming and farm

13 David Campbell, “Skyline Farms: A Case Study of Community Development and Rural Rehabilitation,” unpublished manuscript located in the collection of David Campbell papers, accessed at the Commissary, Skyline, Alabama.

14 David Campbell, “The Skyline Farm Band Plays for President Mrs. Franklin Roosevelt”., draft of manuscript to be submitted to Tributaries, accessed from the Skyline Farms Heritage Museum on December 3, 2012.

7

Page 8: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

management, as well as other specialized skills. One of the tenets of progressive education is the

belief that humans are social animals who learn best in a communal environment. Dewey

claimed that for education to be beneficial to both the individual and society, it must be based on

experience.15 This concept of hands-on, experiential learning is the essence of resettlement

communities. There are four components associated with progressive education:

1. Broadening education to include concern for health, vocation and quality of life for family and community,

2. Applying new scientific research in psychology and social sciences to classroom pedagogy,

3. Creating individualized instruction to meet a vast variety of learning styles, and4. Upholding the ideals of a democratic republican society by addressing social problem

through social and political action.16

My dissertation will address each how of these components relates to life in the rural

resettlement communities.

I will begin my dissertation by providing a concise history of education in the United

States. Since the founding of our country, education has been a priority for its government

leaders, as well as its citizens. When people debate about education for the country’s children,

they are ultimately shaping the country’s future. The founding fathers stated that in order for the

republic to survive, it was imperative that the population was educated. I will describe the

schools from the 1600s to modern day, discussing educational trends, problems/controversies,

and various ways of learning. I will then outline progressive education ideology and its goals,

focusing on the work of John Dewey, “the father of progressive education.” In my preliminary

research, I have found a direct connection between John Dewey and resettlement communities.

He was on the school board in Arthurdale, West Virginia, the country’s first resettlement

15 Dewey, John. Education and Experience. (New York: Touchstone Publishing, 89).16 George Hein, Progressive Museum Practice: John Dewey and Democracy. Walnut Creek, CA: Left Coast Press, 2012), 11.

8

Page 9: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

community. Although Dewey’s board position seemed to be more honorary than hands-on, his

philosophies were brought to action by Arthurdale principal, Elsie Clapp, a former graduate

assistant of Dewey’s from Columbia University.17 It is presumed that Arthurdale’s educational

structure served as the model for future resettlement communities. I hope to explore Dewey and

Clapp’s design and management of the curriculum further in the coming months.

Later chapters will provide the historical context of the New Deal, as well as its solutions

for destitute families, including rural resettlement communities. Once the national historical

context is established, I will focus on New Deal efforts in Alabama, focusing specifically on

Skyline Farms, the largest rural resettlement community in the nation. Additionally, to address

the public history component of my dissertation, I will provide the documents I created to

provide a framework for establishing a sustainable heritage museum including an interpretive

plan, collections management policy and the Teaching with Primary Sources unit written about

Skyline Farms. The interpretive plan provides a clear strategy in order to promote the local,

regional, and national historical significance of this community by outlining the Museum’s

educational goals, exhibit design, visitor experiences, educational programming, marketing,

volunteer development, and long term goals. The collections management policy defines the

scope of the museum collection, access to the collection, and the roles and responsibility of those

responsible for the care and upkeep of the collection. The Teaching with Primary Sources unit

will provide lesson plans for children in grades three – five and eleventh that will provide context

for Skyline Farms in their overall curriculum, relating to state and Common Core Standards.

These lesson plans will be available for educators across the nation through the Teaching with

Primary Sources Across Tennessee website.

17 Wuenstel, Mary. “Participants in the Arthurdale Community Schools’ Experiment in Progressive Education from the Years 1934-1938 Recount Their Experiences.” Education. Vol 122 No. 4 (Summer 2002): 759-770.

9

Page 10: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

To aid my research for my dissertation, I plan to visit two resettlement communities aside

from Skyline Farms. The first of these sites is Gee’s Bend in Wilcox County, Alabama, an RA

community for African Americans that existed from 1935 to 1941. The community is similar in

scope to Skyline Farms and I would like to see how/if the experience was any different for

African American farming families during the New Deal. The second RA community I plan to

visit is Arthurdale, West Virginia, the first RA community established in the country. As

mentioned previously, it is known that John Dewey had a direct relationship to this community. I

would like to find more documentation about educational goals in Arthurdale and how they

related to Skyline Farms. I will do extensive research at the Atlanta branch of the National

Archives. After several false starts in attempt to locate unpublished government records for

Skyline, I have been in contact this summer with archivist Maureen Hill at the Atlanta branch,

who located two boxes (approximately 500 pages) containing ledgers and correspondence

regarding the Cumberland Farms/Skyline Farms Cooperative.

In my dissertation, I aim to contribute to the overall historiography of the affects of

progressive education on rural resettlement communities during the New Deal and provide a

model for interpretation for other sites. There are numerous sources that analyze progressive

education since the turn of the twentieth century and as many that examine the New Deal and

Great Depression, but I have not yet found significant research conducted on how progressive

education affected resettlement communities. This seems to be a significant opportunity for

investigation, especially since it appears to be the first time in history that the Federal

government had a direct hand in developing/implementing educational curriculum on the local

level.

10

Page 11: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Dissertation Outline

Working Title: From Dewey to Skyline Farms: How Progressive Education Shaped Resettlement Communities

11

Page 12: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

I. Chapter One – Introduction

Presentation of thesis statement – Progressive education ideology shaped all aspects of New Deal rural resettlement communities.

Discussion of themes – History of education, Progressive Education, New Deal, Resettlement communities, Skyline Farms

Methodology/Chapter descriptions

II. Chapter Two – Education in the United States

Overview of the history of education in the United States Major educational theories throughout its history Progressive Education historiography– characteristics, rise in popular educational theory John Dewey’s work – education through experiences/environment Progressive Education and Democracy

III. New Deal

What led to the Great Depression? Who was most affected? What was the purpose of the New Deal? Solutions for destitute families Rural resettlement communities Influence of progressive education in these communities Federal Government and educational curriculum Alabama’s experience during the Depression Alabama education during the 20th century

IV. Skyline Farms

Purpose of the community Choosing the site – Why Jackson County? Thorough description of the community The people

V. Progressive Education at Skyline Farms

Community School Teacher Education Social programs Vocational training

12

Page 13: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

VI. Interpretive plan for Skyline Farms Rock Store Museum

Orientation to the site Main interpretive themes Who is the audience? Visitor Experience Planning Research at the museum Educational programming Long term goals Teaching with Primary Sources unit on Skyline Farms

Timeline for Completion

(Nine dissertation hours needed – three hours completed during summer of 2010)

13

Page 14: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Fall 2013 – 3 dissertation hours

September 2013 – Chapter One draft completed (Intro); outline chapter two

October 2013 – Complete chapter two draft (education in the United States)

November 2013 – Complete chapter three draft (New Deal)

December 2013 – Complete chapter four (Skyline Farms)

Spring 2014 – 6 dissertation hours

January 2014 – Complete chapter five draft (Education at Skyline Farms)

February 2014 – Complete chapter six draft (Interpretive Plan)

March 2014 – Revision of all drafts to Chair

April 2014 – Full draft to committee; defense

May 2014 - Graduation

Working Bibliography

History of Education and Museum Education

Ackerson, Anne W. “The History Museum in New York State: A Growing Sector Built onScarcity Thinking.” The Public Historian vol. 33, no. 3 (summer 2011): 18-37.

14

Page 15: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Berry, Nancy and Susan Mayer, eds. Museum Education History, Theory and Practice. (Reston,VA: The National Art Education Association, 1989.)

Excellence and Equity: Education and the Public Dimension of Museums. A report from theAmerican Association of Museums. Washington D.C., 1992.

Dorn, Charles. American Education, Democracy, and the Second World War. New York:Palgrave Macmillan Publishing, 2007.

Eshach, Haim. “Briding In-school and Out-of-school Learning: Formal, Non-formal, andInformal Education.” Journal of Science Education and Technology 16 no. 2 (April2007): 171 – 190.

Gustafson, W. Norman. “Content Analysis in the History Class.” The Social Studies(January/February 1998): 39 – 44.

Grenier, Robin S. “Now This is What I Call Learning!’ A Case Study of Museum-InitiatedProfessional Development for Teachers.” Adult Education Quarterly 60 Issue 5(November 2010): 499-516.

Gregg, Madeleine and Gaea Leinhardt. “Learning from the Birmingham Civil Rights Institute:Documenting Teacher Development.” American Educational Research Journal 39no. 2 (Summer 2002): 553-587.

Hein, George. Progressive Museum Practice: John Dewey and Democracy. Walnut Creek, CA:Left Coast Press, 2012.

Hodder, Ian. “The Interpreation of Documents and Material Culture.” In Handbook ofQualitative Research, edited by Denzin, Norman and Yvonna S. Lincoln. ThousandOaks, CA: Sage Publications, Inc, 1994.

Houts, Mary D. and William J Murray. “From Workshop to Publication – Progressive EraIndustry and its Legacy.” The Social Studies. 93 no. 3 (May/June 2002): 121-123.

Hunner, John. “Historic Environment Education: Using Nearby History in Classrooms and Museums” in The Public Historian vol. 33, no. 1 (winter 2011): 33-43.

Kaiser, Christopher. “Redrawing the Boundaries: A Constructivist Approach to CombatingStudent Apathy in the Secondary History Classroom.” The History Teacher 43 no. 2February 2010): 223 – 232).

Marcus, Alan. “Representing the Past and Reflecting the Present: Museums, Memorials and theSecondary History Classroom.” Social Studies 98 Issue 3 (2007): 105-110.

Mondale, Sarah. School: The Story of American Public Education. Beacon Press, 2002.

15

Page 16: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Moreo, Dominic W. Schools in the Great Depression. New York: Garland Publishing, Inc, 1996.

Morgan, Denise N. and Timothy V. Rasinki. “The Power and Potential of Primary Sources.” TheReading Teacher vol. 65, issue 8 (2012): 584-594.

Pulliam, John D. History of Education in America. Columbus, OH: Charles E. MerrillPublishing, 1968.

Reese, William. “The Origins of Progressive Education.” History of Education Quarterly. 31 no.1 (2001): 1 – 24.

Reese, William J. The Origins of the American High School. (New Haven: Yale UniversityPress, 1995).

Ravitch, Diane. The Death and Life of the Great American School System. Basic Books, 2010.

Reese, William J. and John L Rury, eds. Rethinking the History of American Education.Palgrave Macmillian, 2007.

Ritchhart, Ron and David Perkins. “Making Thinking Visible.” Educational Leadership. vol. 65,no. 5 (February 2008): 57-61.

Shepherd, Hannah. "Inclusion and Museums: Developing Inclusive Practice." British Journal ofSpecial Education 36 no. 3 (2009): 140-145.

Stripling, Barbara. “Teaching Inquiry with Primary Sources” in Teaching with Primary Sources Quarterly vol. 2, no. 3 (summer 2009)

Tyack, David. The One Best System. (Cambridge, MA: Harvard University Press, 1974).

Tyack, David, ed. Turning Points in American Educational History. Waltham, MA: BlaisdellPublishing, 1967.

Tyack, David, Robert Lowe, and Elisabeth Hansot. Public Schools in Hard Times: The GreatDepression and Recent Years. Cambridge, MA: Harvard University Press, 1984.

VanSledright, Bruce A. The Challenge of Rethinking History Education: On Practices, Theories,and Policy. (New York: Routledge, 2011).

Wineburg, Sam. Historical Thinking and Other Unnatural Acts. (Philadelphia, PA: TempleUniversity Press, 2001).

Wuenstel, Mary. “Participants in the Arthurdale Community Schools’ Experiment in ProgressiveEducation from the Years 1934-1938 Recount Their Experiences.” Education. Vol. 122No. 4 (Summer 2002): 759-770.

16

Page 17: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

John Dewey and Progressive Education

Blewett, John, ed. John Dewey: His Thought and Influence. New York: Fordham UniversityPress, 1960.

Boisvert, Raymond D. John Dewey: Rethinking Our Time. Albany, NY: State University of NewYork Press, 1998.

Bowers, C.A. The Progressive Educator and the Depression: The Radical Years. New York:Random House, 1969.

Cochran, Molly, ed. The Cambridge Companion to Dewey. New York: Cambridge UniversityPress, 2010.

Dewey, John. Experience and Education. New York: Touchstone Publishing, 1938.

Hickman, Larry A. Reading Dewey. Bloomington, IN: Indiana University Press, 1998.

New Deal and the Resettlement Administration

Biles, Roger. The South and the New Deal. Lexington: University of Kentucky Press, 2006.

Campbell, David. “Skyline Farms,” Encyclopedia of Alabama,http://encyclopediaofalabama.org/face/Article.jsp?id=h-1546 (accessed December 1,2011).

Carlebach, Michael L. “Documentary and Propaganda: The Photographs of the Farm SecurityAdministration,” The Journal of Decorative and Propaganda Arts. Vol. 8, Spring 1988.

Carriker, Robert M. Urban Farming in the West: A New Deal Experiment in Subsistence Homesteads. University of Arizona Press, 2010.

Carton, David L. and Peter Coclanis, eds. Confronting Southern Poverty in the GreatDepression: The Report on Economic Condition of the South with Related Documents.Chapel Hill, NC: University of North Carolina, 1996.

Cohen, Stuart. The Likes of Us: America in the Eyes of the Farm Security Administration,Boston, MA: David R. Godine Publishers, Inc., 2008.

Dickstein, Morris. Dancing in the Dark: The Cultural History of the Great Depression. (NewYork: W. W. Norton and Company, 2009.

Flynt, Wayne. Alabama in the Twentieth Century. Tuscaloosa, AL: University of Alabama Press,2004.

17

Page 18: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Flynt, Wayne. Poor But Proud. Tuscaloosa, AL: University of Alabama Press, 1989.

Hurley, Jack F. Portrait of a Decade: Roy Stryker and the Development of DocumentaryPhotography in the Thirties. Baton Rouge: Louisiana State University Press, 1972.

Middle Tennessee State University - Center for Historic Preservation. Skyline Farms, JacksonCounty, Alabama: Heritage Development Plan. Murfreesboro, TN, May 2011.

Pasquill, Robert G., The Civilian Conservation Corps in Alabama, 1933-1942. Tuscaloosa, AL:University of Alabama, 2008.

Pasquill, Robert G. Planting Hope on Worn-out Land. (Montgomery, AL: New South Books,2008.

Tugwell, Rexford G. “The Resettlement Idea.” Agricultural History, Vol. 33, No. 4 (October1959), 159 – 164.

West, Carroll Van, Tennessee’s New Deal Landscape: A Guidebook. Knoxville: University ofTennessee Press, 2001.

Primary Sources

Activities and Organization of Federal Agencies Concerned with Housing. Washington D.C.:Central Housing Committee, 1936.

Cumberland Farms News. Vol. 1, No. 2, February 17, 1936.

Cummings, Homer S. Education, Science, and the New Deal. Washington D.C.: U.S.Government, 1938.

Department of Commerce, Bureau of the Census. 1940 Census,http://1940census.archives.gov/viewer/show.asp?signature=08eb22ca14b6f900407fe8013e08d9c&mode=normal (accessed April 16, 2012).

Dewey, John. “Authority and Freedom.” Survey Graphic. Vol. 25, No. 11, November 1936.

Alderman, L.R. “The Emergency Educational Program.” Journal of Negro Life Opportunity.National Urban League, January 1935.

“Extensive NYA Program at Cumberland Farms,” Jackson County Sentinel, November 5, 1936.

Farm Security Administration. Resettlement Administration. US Government Publishing, 1935.

18

Page 19: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Hand, Woodrow. “The Progress of Education in Alabama.” U.S. Work Projects Administration,Federal Writers' Project (Folklore Project, Life Histories, 1936-39); Manuscript Division,Library of Congress.

Hope Ridings Miller, “Cabinet Wives. Including Mmes. Morsenthau. Swanson, Wallace, Roperand Miss Perkins Assist First Lady as Hostesses,” The Washington Post, May 13, 1938.

“Jackson Gets Big WPA Allocation on Local Projects,” Jackson County Sentinel, October 31,1935.

Kirkpatrick, Ellis Lore. Needed Standards for Living for Rural Resettlement. Madison, WI:Wisconsin Rural Rehabilitation Division, Resettlement Administration, May 1926.

Neurath, Otto. “Visual Education: A New Language.” Survey Graphic, Vol. 26, No. 1, January1937: 25.

The Program of the Resettlement Administration in the State of Alabama – Wyoming.Washington D.C.: Farm Security Administration, 1936.

Roosevelt, Eleanor. “Facing the Problems of Youth.” National Parent-Teacher Magazine,(February 1935): 30.

Roosevelt, Franklin D. “Fireside Chat – June 28, 1934.” The American Presidency Project.http:www.presidency.ucsb.edu/ws/index.php?pid_14703 (accessed February 6, 2012)

“Skyline Farms Community Fair,” Jackson County Sentinel, October 5, 1937.

Stryker, Roy Emerson. Interview conducted by Richard Doud for the Archives of American Art,at the artist's home in Montrose, CO. 1963-1965.http://www.aaa.si.edu/collections/interviews/oral-history-interview-roy-emerson-stryker12480#transcript

Unpublished Sources

Campbell, David. “Early History of Skyline Elementary School,” unpublished manuscriptlocated in the Skyline Farms Rock Store Museum, Skyline, AL.

Campbell, David, “Skyline Farms: A Case Study of Community Development and RuralRehabilitation,” unpublished manuscript located in the Skyline Farms Rock StoreMuseum, Skyline, AL.

Pope IV, Alexander, "First Person Interaction: The Benefits of Field Trip Experiences to SocialStudies Education." Master’s thesis – Texas State University – San Marcos, 2009. 

19

Page 20: From Dewey to Skyline Farms: How Progressive Education Shaped Rural Resettlement Communities

Websites

Arthurdale Heritage Inc. - http://www.arthurdaleheritage.org/

The New Deal Network - http://newdeal.feri.org/texts/browse.cfm?MainCatID=98

The New Deal Program Web Guide – Library of Congress - http://www.loc.gov/rr/program/bib/newdeal/

National Park Service – Interpretive Planning http://www.nps.gov/hfc/services/interp/

20