ED 069 562

TITLE

INSTITUTION

SPONS AGENCYPUB DATENOTE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

SO 002 732

The South: Birmingham Case Study, and The South as aRegion. Grade Five (Unit IV). Resource Unit. ProjectSocial Studies.Minnesota Univ., Minneapolis. Project Social StudiesCurriculum Center.Office of Education (DHEW), Washington, D.C.6769p.

MF-$0.65 HC-$3:29*Area Studies; Case Studies;Cultural Studies; CurriculumGrades; Geographic Concepts;Geography Instruction; GradeInquiry Training; Map Skills;Sequential Programs; *SocialStudies

IDENTIFIERS *Project Social Studies

Concept Teaching; CrossGuides; Elementary*Geographic Regions;5; *Human Geography;Resource Units;

Studies Units; *Urban

ABSTRACTA case study on Birmingham is presented in the first

part of this resource unit on regional studies designed for fifthgraders. The objective of the sequent occupance unit is to illustratethe impact which the discovery and utilization of a large naturalresource, namely, iron ore, can have on the development of a city, inthe hope that students will then generalize to other areas andresources. In the latter half of the unit students examine the regionof the South as a whole, taking note of different characteristics indifferent parts of the South, and try to decide what criteria areused to set the South off from other regions of the country. Theteacher's guide ED 062 226 provides program descriptions, courseobjectives, teaching strategies, and an explanation of format. Otherrelated documents are ED 061 134, ED 062 227, and SO 002 732 throughSO 002 741. (Several pages may be illegible.) (Author/SJM)

Grade FiveUnit IV: The South

a. Birmingham Case Studyb. The South as a Region

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.OUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EOUCATION POSITION OR POLICY

RESOURCE UNIT

These materials were developed by the Project Social StudiesCenter of the University of Minnesota under a special grantfrom the U.S. Office of Education. (Project No. HS-045)

FILMED FROM BEST AVAILABLE COPY

1967

OBJECTIVES

This unit should make progress toward developing the following:

GENERALIZATIONS

1. Every place has three types of loca-tions; a position, a site, and asituation.

a. Location is a position which setsa phenomenon at a speicfic pointon the earth's surface usuallydesignated by an abstract grid anddescribed in terms of latitude andlongitude.

b. Site relates a phenomenon to the de-tailed setting of the area itoccupies.

c. Situation describes a phenomenon inareal relationship with other phe-nomena with which it is associated.

2. Precipitation is affected by .factorssuch as distance from bodies o;: warnwater, wind direction, temperature,ocean currents, and physical featureswhich force winds to rise.

3. Temperature and seasonal differencesare affected in part by distance fromthe equator; temperature ranges aresmaller near the equator than furtherawc,-- from it.

4. Places in the interior oto have greater extremesthan places' along the co

5. Nature changes the facethrough physical and bio

6. Soil in a particular plaby the type of basic rocthe climate; vegetation;glaciers, and rivers whiand how man treats the s

a. Erosion of the soilwater and wind; it Aareas where grass anremoved.

7. Forests can be used to oother timber products suturpentine, nuts, etc.,the kinds of trees in th

8. Some things can be produone place than in anotheclimate, resources, traproutes, access to resourmarkets, people's skills

3

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OBJECTIVES

This unit should make progress toward developing the following:

.+TIONS

place has three types of loca-. a position, a site, and a'ion.

)cation is a position which setsphenomenon at a speicfic point

1 the earth's surface usually:signated by an abstract grid and:scribed in terms of latitude and)ngitude.

ite relates a phenomenon to the de-'Med setting of the area it:cupies.

tuation describes a phenomenon inreal relationship with other phe-lmena with which it is associated.

)itation is affected by .factorsis distance from bodies ();: warn

. wind direction, temperature,currents, and physical featuresforce winds to rise.

ature and seasonal differencesffected in part by distance fromquator; temperature ranges arer near the equator than furtherrom it.

2

Places in the interior of continents tendto have greater extremes of temperaturesthan places'along the coast.

5. Nature changes the face of the earththrough physical and biotic processes.

Soil in a particular place is affectedby the type of basic rock in the region;the climate; vegetation; erosion; wind,glaciers, and rivers which move soil;and how man treats the soil.

a. Erosion of the soil results fromwater and windy it is more likely inareas where grass and trees have beenremoved.

7. Forests can be used to obtain lumber andother timber products such as paper,turpentine, nuts, etc., depending uponthe kinds of trees in the forest.

8. Some things can be produced better inone place than in another because ofclimate, resources, transportationroutes, access to resources, access tomarkets, people's skills, etc.

a. Vegetation and what can be grownis affected in part, by soil.

b. Differing crops need differingamounts of rainfall and differingtemperatures and number of frostfree days in order to grow; theyneed water and dryness at differ-ent times during their period ofgrowth.

c. The growth of factories in a townattract people, stores, etc. whichin turn make the area more attrac-tive to new factories and alsostimulate the growth of old ones.

d. Factories must have some form ofpower to run machinery.

1) Power for industry is obtainedfrom a number of sources, in-cluding water power or steamand.electricity produced byburning coal.

e. Costs which must be covered insales prices if a company is tosurvive include assembly costs ofingredients, cost of ingredientsand labor, and cost of transportinggoods to markets.

9. Man uses his physical environment interms of his cultural values, percep-tions and level of technology.

4

a The significance of locatupon cultural developmentin and outside of an area

1) A change in situationabout a correspondingthe use of a site.

2) Improved transportatities make possible ibigger markets as weland less costly accessources.

b. Natural resources are ofvalue until man acquiresnecessary for their utilior sees a need for using

c. Man changes the characterearth.

1) The present landscapemany remnants of the

d. Types of agriculture in apend upon man's culturaland technology as well asmate, soils, and topograpi

e. A number of factors -- clface features, natural re!

accessibility, and historysettlement patterns.

sn and 'what can be growned in part by soil.

crops need differingr rainfall and differingres and number of frostin order to grow; they

r and dryness at: differ-during their period of

h of factories in a townapple, stores, etc. whichake the area more attrac-cw factories and alsothe growth of old ones.

must have some form ofrun machinery.

for industry is obtaineda number of sources, in-ng water power or steamlectricity produced by

'rig coal.

ch must be covured inces if a company is tonclude assembly costs ofIts, cost of ingredients

, and cost of transportingmarkets.

physical environment incultural values, percep-el of technology.

4

a. The significance of location dependsupon cultural developments both with-in and outside of an area.

1) A change in situation bringsabout a corresponding change inthe use of a site.

2) improved transportation facili-ties make possible wider andbigger markets as well as betterand less costly access to re-sources.

b. Natural resources are of littlevalue until man acquires the skillnecessary for their utilization and/or sees a need for using them.

c. Man changes the character of theearth.

1) The present landscape containsmany remnants of the past.

d. Types of agriculture in a region de-pend upon man's cultural perceptions,and technology as well as upon cli-mate, soils, and topography.

e. A number of factors -- climate, sur-face features, natural resources,accessibility, and history -- affectsettlement patterns.

5

10. People in most societies of the worlddepend upon people who live in othercommunities, regions, and countriesfor goods and services and for marketsfor their goods.

a. Specialization of individuals andregions makes for interdependence.

1) When a community specializesupon one industry or crop, it

is more likely to be affe-tedbadly by economic changes th-in the ountry as a whole .... In

are these which have diversi-r'ed their indl)stry.

2) D.versificatic of productionmakes a company or a regionless dependent upon price fluc-tuations for one product or up-on the supply of specific re-sources.

b. A place needs cheap and rapid trans-portation in order to carry on muchtrade with other places.

1) Towns need means of shippinggoods in and out; they arelikely to grow up where trans-portation is good, particular-ly where different types oftransportation meet.

2) Inland water routes providedheaper transportation forheavy goods than do railroads,trucks, or planes.

6

11. A region is an area ofgeneous features. Thehighly homogeneous, buttional zones where bounbetween regions.

a. Regions are delimitent bases, dependinof the study. Somethe basis of a singsome on the basis ona, and some on thetional relationship

SKILLS

1. Sets up hypotheses.

2. Gains information by st

3. Uses encyclopedias.

4. Uses atlas index to loc

5.1 Interprets map symbols.

6. Reads distances on maps

7. Draws inferences from adifferent map patternsarea.

8. Applies previously-learand generalizations to

9. Tests hypotheses agains

10. Generalizes from data.

7

ile in most societies of the world!nd upon people who live in otheriunities, regions, and countriesgoods and services and for marketstheir goods.

Specialization of individuals andregions makes for interdependence.

1) When a community specializesupon one industry or crop, itis more likely to be affectedbadly by economic changes with-in the ountry as a whole thanare those which have diversi-r'ed their industry.

2) D.versificatic of productionmakes a company or a regionless dependent upon price fluc-tuations for one product or up-on the supply of specific re-sources.

A place needs cheap and rapid trans)ortation in order to carry on muchtrade with other places.

I) Towns need means of shippinggoods in and out; they arelikely to grow up where trans-portation is good, particular-ly where different types oftransportation meet.

Inland water routes providedheaper transportation forheavy goods than do railroads,trucks, or planes.

6

11. A region is an area of one or more homo-geneous features. The core area ishighly homogeneous, but there are transi-tional zones where boundaries are drawnbetween regions.

a. Regions are delimited on many differ-ent bases, depending upon the purposeof the study. Some are delimited onthe basis of a single phenomenon,some on the basis of multiple phenome-na, and some on the basis of func-tional relationships.

SKILLS

1. Sets up hypotheses.

2. Gains information by studying pictures.

3. Uses encyclopedias.

4. Uses atlas index to locate places.

5. Interprets map symbols.

6. Reads distances on maps.

7. Draws inferences from a comparison ofdifferent map patterns of the samearea.

8. Applies previously-learned conceptsand generalizations to new data.

9. Tests hypotheses against data.

10. Generalizes from data.

7

OBJECTIVES

G. Every place has three types oflocation; a position, a site, anda situation.

G. Location is a position which setsa phenomenon at a specific pointon the earth's surface, usuallydesignated by an abstract grid anddescribed in terms of latitude andlongitude.

S. Uses- atlas index to locateplaces,

S. Aptiprevio-cepts and generalizations to newdata,

G. Site relates a phenomenon to thedetailed setting of the area itoccupies.

S. SetsRaimotheles,

8

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CONTENT

I. We examine the areal location of Birmin.

A. Birmingham is located in the Southeasportion of the United 'States at about33rd parallel North, in the interiorcontinent.

B. Birmingham is located in a humid subtclismatic zone; it is not in the maingrowing zone.

1. It is warm much of .the year.

2. It has 50-60 inches of rainfall an

3. Red-ypllow lateritic soils have d.in:. this region.

4. Birmingham is outside of the maingrowing area.

9

has three types ofposition,za site, and

a position which setsn at a specific pointh's surface, usuallyby an abstract grid andn terms of latitude and

index to locate

iously-learned con -

eneralizations to new

s a phenomenon to thesting of the area it

otheses.

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CONTENT

I. We examine the areal location of Birmingham.

A. Birmingham is located in the Southeasternportion of the United'States at about the33rd parallel North, in the interior of thecontinent.

B. Birmingham is located in a humid subtropicalclimatic zone; it is not in the main cottongrowing zone.

1. It is warm much of the year.

2. It has 50-60 inchei of rainfall annually.

3. Red-yellow lateritic soils have developedinn this. region.

4. Birmingham is outside of the main cotton-growing area.

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TEACHING PROCEDURES

1. If possible, have your music teacher use some of thesongs of Stephen Foster the day before you plan to in-troduce this unit. As an alternative you might play arecord of Stephen Foster's music and have them sing a-long. After they have been singing about Alabama, Lou-isiana, and Kentucky, ask your students to point to thesestates on a large wall map of the United States. Now askthem what part of the United States they are in. Empha-size that Alabama (and Birmingham) are in the South east-ern portion of the U.S. When you later call this regionThe South" you will need to explain that it was literal-ly the.Southern part of *he U.S. during Colonial days.

MATERIALS

Record of Stephsongs.Physical-politicthe U.S.

2. Have pupils use an atlas index or their student almanac Atlasto locate Birmingham's latitude and longitude. Then have "Student Almanacpupils locate the city on a physical-political map of theUnited States.

Ask: From what you already know about climate and fromBirmingham's location, what would you expect to find trueabout temperatures and rainfall in the Birmingham area?Why? Have pupils check their guesses against temperatureand rainfall maps or climatic. maps. (Review the use ofthe legend and symbols used to show temperature and rain-fall patterns. )

Ask: What kinds of vegetation might you expect to findin the region? Why? What kinds of soil would you ex-pe,:t to find? Why? What kinds of crops might you findgriown in this region? Why? Have pupils check theirguesses against soil, vegetation and agricultural pro-du4:ts maps. Ask: Does Birmingham lie within the bigcotton producing area? Do pupils think Birmingham wouldbea typical city of the cotton South, with cotton millsas .an-important ind "stry?

Temperature mapregion. Rainfalor region. Or cof U.S. or regicmap of U.S. or r

tation map of U.Agricultural prcU.S. See also nBorchert and McCphy of the New Vamine the many rSouth.

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'OCEDURES

ible, have your music teacher use some of the)F Stephen Foster the day before you plan to in-: this unit. As an alternative you might play aof Stephen Foster's music and have them sing a-After they have been singing about Alabama, Lou-and Kentucky, ask your students to point to theseon a large wall map of the United States. Now ask'iat part of the United States they are in. Empha-at Alabama (and Birmingham) are in the South east -'tion of the U.S. When you later call this regionaith" you will need to explain that it was literal-Southern part of the U.S. during Colonial days.

MATERIALS

Record of Stephen Foster'ssongs.Physical-political wall map ofthe U.S.

pils use an atlas index or their student almanac Atlasto Birmingham's latitude and longitude. Then have "Student Almanac"locate the city on a physical-political map of theStates.

rom what you already know about climate and fromiham's location, what would you expect to find trueemperatures and rainfall in the Birmingham area?ave pupils check their guesses against temperaturenfall maps or climatic-maps. (Review the use oflend and symbols used to show temperature and rain -

tterns. )

hat kinds of vegetation might you expect to findregion? Why? What kinds of soil would you ex-find? Why? What kinds of crops might you find

n this region? Why? Have pupils check theiragainst soil, vegetation and agricultural pro-

aps. Ask: Does Birmingham lie within the bigproducing area? Do pupils think Birmingham wouldpical city of the cotton South, with cotton millsmportant ind-stry?

4 n

Temperature map of U.S. orregion. Rainfall map of U.S.or region. Or climatic mapof U,S. or region. Soilsmap of U.S. or region. Vege-tation map of U.S. or region.Agricultural products maps ofU.S. See also maps inBorchert and McGuigan, Geogra-phy of the New World to ex-amine the many patterns in theSouth.

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S. Interprets map symbols.

S. Tests hypotheses against data.

G. Precipitation is affected by fac-tors such as distance from bodiesof warm water, wind direction,temperature, ocean currents, andphysical features which forcewinds to rise.

G. Temperature and seasonal differ-ences are affected in part by dis-tance from t.he equator; tempera-ture range_ are smallc; near theequa' thon further zmay from it.

G. Places in the interior of conti-nents tend to have greater ex-tremes of temperature than placesalong the coast.

G. Nature changes the face of theearth through physical and bioticprocesses.

G. Soil in a particular place isaffected by the type of basicrock in the region, the climate,vegetation, erosion, wind, gla-ciers, and rivers whia-Move soil,as well as by how man treats theSioi I

G. Vegetation and what can be grownis affected in part by soil.

12

S. Sets up hypotheses.

G. S uation describes a phenomenonareal relationship with other:lumen° with which it is asso-*ed.

G. Nature changes the face of theearth through physical and bioticprocesses.

S. Uses encyclopedias.

13

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C. Birmingham is located in a long,valley running in a North-east, S

direction with mountains along eiThe original site was the Jones Vthe metropolitan area has spreadthe surrounding hills.

D. Birmingham is locatdd at the SouthJthe Appalachian Mountain region atthe Great Valley.

1. The Appalachians extend all theNew York to Alabama.

2. The ridges are formed by the folayers of material. The plateatlift of these layers and the Pi(the result of erosion.

3. Between the Piedmont and the oc(coastal plains which have been t

ocean at times in our geologic 1

E. The Appalachian region is rich in cand iron ore. The Birmingham areamineral resources needed for makinc

hypotheses.

1 describes a phenomenonrelationship with other

) with which it is asso-

langes the face of the-ough physical and biotic

clopedias.

13

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C. Birmingham is located in a long, narrowvalley running in a North-east, South-Westdirection with mountains along either side.The original site was the Jones Valley, butthe metropolitan area has spread out overthe surrounding hills.

D. Birmingham is locatdd at the Southern tip ofthe Appalachian Mountain region at the end ofthe Great Valley.

1. The Appalachians extend all the way fromNew York to Alabama.

2. The ridges are formed by the folding oflayers of material. The plateau is an up-lift of these layers and the Piedmont isthe result of erosion.

3. Between the Piedmont and the oceans are lowcoastal plains which have been under theocean at times in our geologic history.

E. The Appalachian region is rich in oil, coal,and iron ore. The Birmingham area has all themineral resources needed for making steel.

i is

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Display a city map of Birmingham. When your studentshave noticed that it has a North-east South-west orien-tation, ask them why this might be so. Then have themlook at a relief map of the area. Help them visualizethe Jones Valley with mountain ridges which run North-

west and South-east.

Project pictures of the valley and ridges and of present-day Birmingham to help pupils understand the physical re-lief of the area.

-ncralize about the entire Appalachian range from:rection of the Jones Valley. Point out the phyai-

. 1 fen'ures at.:socia'ad with this range: the Blue Ridge,SiLnkey Mt:.., The Columbia Plateau, The Piedmont,

aLd ti.c associated coastal plains and the Great Valley ofwhich Jones Valley is a part.

Tell the class about the formation of these features.(If necessary, refer to an elementary geology book for adiagram to use on the chalkboard.)

City map of Birmingham.Relief map of U.S. or ofAlabama.

Relief map of the U.S.

It would be helpful at this point to have some student or Encyclopedias.group of students report on the geologic formation ofsuch , Goode's School Atla:.minerals as coal, oil, and iron ore. Use an economic mapof the U.S. to show how many of these minerals are concen-trated in the Appalachian region. (Before pupils preparereports, it may be wise to review ways of locating infor-mation in encyclopedia.)

15

S. Applies previously-learned con-cepts and generalizations to newdata.

S. Draws inferences from a compari-son of different map patterns ofthe same area.

S. Sets up hypotheses.

S. Tests hypotheses against data.

G. Some things can be produced better(4e Al ace than in another be-

(-cause climate, resources, trans-portat' routes, access to re-source!. access to markets, peorpi 's lls, etc.

S. Applies previously-learned con-cepts and generalizations to newdata.

S. Reads distances on maps.

S. Applies previously-learned con-cepts and generalizations to newdata.

c

7-

F. Birmingham has some disadvantagessteel-making center when comparedcago and Pittsburgh.

G. Birmingham is located at least 20from the nearest ocean port; therehighly dependent upon rail transpupon barge traffic on a nearby ri

4 v')

previously-learned con-nd generalizations to new

nferences from a compari-different map patterns ofTie area.

hypotheses.

.ypotheses against data.

!rigs can be produced betterdace than in another be-climate, resources, trans-routes, access to re-

access to markets, peorIls, etc.

previously-learned con-nd generalizations to new

stances on maps.

previously-learned con-d generalizations to new

7-

F. Birmingham has some disadvantages for asteel-making center when compared with Chi-cago and Pittsburgh.

G. Birmingham is located at least 200 milesfrom the nearest ocean port; therefore, it ishighly dependent upon rail transportation andupon barge traffic on a nearby river.

-8-

7. Have pupils study the materials needed for making steel.Then have them compare U.S. maps which show iron de-posits,coal deposits, and limestone deposits. Or havethem look at one map of Alabama which slows all of thesedeposits. Ask: Would it be easy or difficult for Bir-mingham to become an important steel-manufacturing cen-tpr? Why?

Tell the class about the self-fluxing qualities of someof the iron in the Birmingham area and about the advan-tages"of dolomite over limestone. Then describe the vastquantities of dolomite in the floor of the valley inwhich Birmingham is located.

...: Given ,.hat you already know, how do you thinkrmingham's costs of producing steel would comparev..th costs in Chicago and Pittsburgh? Why? (Ask

fu;t1 estions as needed to bring out distance oftransportation for resources.) gave pupils check atable comparing the costs of assembling the resourcesneeded in these three cities. Ask: Does this tablesOpport your hypotheses?

8. Also ask: Would this easy access to resources neces-sarily give Birmingham an advantage over Chicago andPittsburgh as a steel-making center? What other fac-tors must be considered before building steel mills?(Have pupils make suggestions to check later in theunit.)

9. Have pupils study a map to decide what gulf port wouldbe most useful to Birmingham. Then have them find thelatitude of Mobile. How many degrees of latitude is itfrnm Birmingham? How far would this be in miles? (3 x 70)

U.S. Steel Comaking of steFor E4 singleand iron in sFilmstrip: B

Industrial CeSouth, yegatSee map used i

Unit.

-8-

upils study the materials needed for making steel.lave them compare U.S. maps which show iron de-,qoal deposits, and limestone deposits. Or haveiook at one map of Alabama which slows all of thesets. Ask: Would it be easy or difficult for Bir-fm to become an important steel-manufacturing cen-Why?

he class about the self-fluxing qualities of someiron in the Birmingham area and about the advan-

of dolomite over limestone. Then describe the vastties-of dolomite in the floor of the valley inBirmingham is located.

Given v.hat you already know, how do you think,,-sham's costs of producing steel would compare

costs in Chicago and Pittsburgh? Why? (Askestions as needed to bring out distance of

ortation for resources.) Have pupils check acomparing the costs of assembling the resourcesin these three cities. Ask: Does this tablet your hypotheses?

sk; Would this easy access to resources neces-give Birmingham an advantage over Chicago andurgh as a steel-making center? What other fac-ust be considered before building steel mills?pupils make suggestions to check later in the

upils study a map to decide what gulf port wouldt useful to Birmingham. Then have them find thede of Mobile. How many degrees of latitude is it

irmingham? How far would this be in miles? (3 x 70)

U.S. Steel Co. kit on themaking of steel.For a single map of coaland iron in state, seeFilmstrip: Birmingham,Industrial Center of theSouth, Eyegate, frame 2.

map used in OverviewUnit.

, "gr Aft

G. Some things can be produced bet-ter in one place than in anotherbecause of climate, resources,transportation routes, access toresources, access to markets,people's skills, etc.

S. Applies previously-lea:-:led con-cepts and generalliitroiitstr, newdata,

':31.1 uses his phyrical environmentIt ten of his cultural values,.icrcer:iosis nd level of technol-,,UY.

G. A number of factors -- climate,surface features, natural re-sources, accessibility, and his-tory -- affect settlement patterns.

-9-

II. We examine the Jones Valley in 1815

A. It was inhabited by a few Creek I

1. The Indians lived in the surroand used the valley for huntinfor annual celebrations with tbors the Cherokees and the Cho

2. They showed no hostility to thwhen he came.

3. They used the iron ores to patfaces.

B. Beginning in 1813, white men begathe valley to farm.

I. The first group of settlers caand included a John Jones forvalley was named.

2. Later groups of settlers cameford Ct:nty, Tenn., and from S

3. The primary purpose for corningwas for farming.

ings can be produced bet-Dne place than in anotherof climate-, resources,rtation routes, access to35, access to markets,skills, etc.

previously-leer:led con-Id generairiitiastr. new

his phy,ical environmentof his cultural values,

-nd level of technol-

of factors -- climate,features, natural re-accessibility, and his-

affect settlement patterns.

40

II. We examine the Jones Valley in 1815.

A. It was inhabited by a few Creek Indians.

1. The Indians lived in the surrounding hillsend used the valley for hunting grounds andfor annual celebrations with their neigh-bors the Cherokees and the Choctaws.

2. They showed no hostility to the white manwhen he came.

3. They used the iron ores to paint theirfaces.

B. Beginning in 1813, white men began coming intothe valley to farm.

1. The first group of settlers came about 1813and included a John Jones for whom thevalley was named.

2. Later groups of settlers came from Ruther-ford Cct:nty, Tenn., and from South Carolina.

3. The primary purpose for coming to the valleywas for farming.

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How could people of Birmingham get goods to and fromthis port? (Note the distance of,Birmingham to thenearest river.) How could Birmingham get goods tothe river today? Before trucks and railroads weredeveloped? How could they get goods up the river. to-day?

10. Have pupils read about the Indians who used thevalley before the coming of the white man. Ask: Whydo you think they lived in the hills rather than in the

1 le ii .^1f? (11(iate to their ways of living on the

how Indians used the redrainti their feces. Ask: Why didn't the

h, the rres as we do today?or

11, Ask your students to try to imagine what your town waslike before any white man came. Ask them to describe thearea without any signs of white man's culture. Ask themwhy any white settler might want to come to your area.In most cases you can explain that they came to the localarea for the same reason that the settlers first went tothe Jones Valley -- in search of productive land wherethey could raise enough food for their families, and claimsome land that they could call their own.

Tell pupils a little about the earliest settlers in thearea. Point out that iron was used as early as 1813 to

"Seloated Read.ham,"

29

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could people of Birmingham get goods to and fromport? (Note the distance of. Birmingham to theost river.) How could Birmingham ?et goods toriver today? Before trucks and railroads wereloped? How could they get goods up the river. to-

e,. pupils read about the Indians who used theN before the coming of the white man. Ask: Whyu think they lived in the hills rather than in the

it5-n1f? (Wate to their ways of living on the

how Indians used the redpainti. thelF faces. Ask: Why didn't the

the ryes as we do todW

our students to try to imagine what your town was)efore any white man came. Ask them to describe the!!thout any signs of white man's culture. Ask themy white settler mi'ght want to come to your area..t cases you can eitplain that they came to the localor the same reason that the settlers first went toes Valley -- in search of productive land whereould raise enough food for their families, and claimand that they could call their own.

.upils a little about the earliest settlers in thePoint out that iron was used as early as 1813 to

"Selectee Readings on Birming-ham,"

People in most societies of theworld depend upon people wholive in other communities, re-gions, and countries for goodsand services and for markets fortheir goods.

a. Land was productive. Setllers grewgarden crops and a little cotton.

b. Th.. woods .were filled with deer andturkey.

c. kofly fish could be fcy,.id in the clearwaters of the Warrior a.1d Cahaba rivers.

4. Essetials, such as salt, sugar, coffee,and calico were obtained by taking cottonto the present site of Tuscaloosa.

111. We examine Birmingham as a boom town of 1872.

A. The city of Birmingham was established in1871; by 1872 the town had grown rapidly.

1. The first lots went on sale June 1, 1871.By April, 1872, there were 400 houses andmany st.7.res.

-12-

shoe horses by Jackson's soldiers and that a small fur.nace was built_ in 1818 near Russellville. Read alouda description of his furnace. Ask: Why do you thinkthewhite men began to make iron when the Indians didnot? Why didn't the white men make even more use ofarea by building large steel plants?

12. Have pupils read accounts of how these early white sett.- "Selected Rez.C.igs onlers used the land. Firmingham."

Have pupils do some "creative writing" based on the factswhich they have learned. Let them imagine they are liv-ing with their parents in the Jones Valley in 1815. As!!.

them to describe a trip which they took to the falls ofthe Black Warrior (at the present site of Tuscaloosa) fursupplies. They should let their imagination work, butthey should abide by the facts such as the mode of travE.at the time, a proper description of the scenery, and the=right direction for traveling from Jones Valley to Tuscaloosa.

13. D.scuss: How did the white settlers compare with thelidians in their use of the land? How did the settlersget goods which they could not produce in the area? Towhat extent did they have dealings with other parts ofthe South? Other parts of the U.S.? Other countries?

14. Have pupils read eye-witness accounts of Birmingham in Selected Readings cn1872 and accounts which describe the growth from the tlhe 3irmingham."of the first building in the new city in 1871. Also have

. upils examine a table showing the growth of Birminghamrom 1871 to 1873. Discuss: What do you think mig,ht

c ccount for such great growth within one year? What mighta ount for changes in the area from 1815?

G. The significance of locationdepends upon cultural develop-ments both within and outsideof an area.

G. Improved transportation facili-ties make possible wider and big-

ger markets as well as better andless costly access to resources,

S. Sets up hypotheses.

G. ketural resources are of littlevalue until man acquires theskill necessary for their utili-;Olen and/or sees a need forcising them.

2. elrmingham In )872 was very crohad mud street: and few sanitatties.

B. A number of factois brought aboutin the area from 1815.

1. Prior to the Ci tit War a smallElyton4 had developed and had lo

stage coach stopt-

2. People first re:lized the impominerals in the area through alogical survey qhich was made

3. No one 1144 really interesteduntil it became necessary to pito make munitions for the Confiduring the Civil War.

ificance of locationupon cultural develop-th within and outsideea.

transportation fact 11-e possible wider and big-ets as well as better andtly access to resources,

hypotheses.

resources are of littletil man acquires thecessary for their utili-

/or sees a need forem.

..13-

2. Birmingham in ) 872 was very crowded. 1.

had mud street: and few sanitation faci r.

ties.

B. A number of facto; s brought about the charges 1

in the area from 1815.

1. Prior to the Citil War a small town,Elyton. had developed and had bemme astage coach stopt

2. People first rellized the importance ofminerals in the area through a state geo-logical survey ishich was made in the 1850's:

3. No one las really interested in the mineraluntil it became necessary to produce steelto make munitions for the Confederacyduring the Civil War.

4,1.1Feg

-14-

15. Tell pupils about development of the town of Elyton andthe stage coach. Ask: How might this development haveaffected the use of the Jones Valley area?

16. Tell the class about the survey which showed the value ofiron ore in the Jones Valley. Ask: Suppose you had livedin the U.S. in the 1850's. How might you have reacted tothe news of this survey? (Pupils will probably say thatthey might wish.to go to the area, since they will notrealize that there was less demand for steel at that time.)Then ask: Why do you think no town grew up in Birminghamuntil the 1870's? (Ask further questions as needed tobring out the need for a market for steel before peoplewould build a steel plant.)

Now tell your students about the need for steel which wasbrought on by the Civil War. Ask: Now that yo4 know ironore has been found in the Janes Valley and that the needhas arisen fer this iren ore to be made into steel, whatchanges would you expect to find in the valley?

28

-15-

G. The significance of location de-pends upon cultural developmentsboth within and outside of anarea.

G. improved transportation facili-ties make possible wider andbigger markets as well as betterand less costly access to re-sources.

. The growth of factories in a townattract people, stores, etc.which in turn make the area moreattractive to new factories andalso stimulate the growth ofold mines.

Tests .h 'otheses aainst data.

4. "am yvv=rnment 11:ied JohnMilner to build a railr-,ad from Montgomeryto the Jones Valley but the war was overbefore the railroad was finished.

29 4v,

. Under reconstruction many new railroadprijects were started. When it becameeviden, two railroads wceAdnear Elyton ifi c:f the miners:country, some men formed the Elyton LandCompany, bought four thew:and acres, andlaid out a new city they calit..2 Birmingham.

-16-

List on the ekalkboard without comment their suggestions.Hopefully they'will include such things as:

More people moving in to workHouses for them to live inStores for them to buy their suppliesNew transportation routes into the valleyThe construction of steel mills

17. Leave the above list on the board. Now tell the classabout the coming of the railroads, the effects of re-construction, and the establishment of Birmingham.(Some of this will serve as a review of the introduc-tory material to this section of the unite) Comparethe reasons for this development of housing in Birming-ham to reasons for starting housing developments in

their own area today. (e.g. expectation of demand be-cause of increased population; transportation possibleto area). Ask: What things are built besides houses inhousing developments which you know about?

18. HaVe pupils read descriptions of the growth of the town "Selected Readings on

of Birmingham after 1873. Ask: How did these facts coo- Birmingham."

pare with the causes which we listed on the board? (Note

especially anything appearing on the pupils' list that

was not true or substantiated by the facts.)

G. People in most societies of theworld depend upon people who livein other communities, regions,and countries for goods and ser-vices and for markets for theirgoods.

G. Specialization of individuals andregions makes for interdependence.

G. Man uses his physical environmentin terms of his cultural values,perceptions, and level of technol-ogy.

-17-

6. Many people came to Birmingham wthought a steel mill would be bu

C. The next few decades saw uneven butgrowth in Birmingham and the surrou

1. Before the first steel mills werthe pnn!,-; of 1873 hit the new cia cholera epidemic struck the inAlmost half of the population lethe ::;.0 of that yeAr

2. Soon after the depression, men ato build steel mills in the JoneAround each mill were company-owand stores. Instead of one contdeveloping, many small communitithroughout the valley. However,were needed before steel mills ccheap steel from local iron ore

most societies of the)end upon people who livecommunities, regions,ries for goods and ser-for markets for their

ation of Individuals andakes for interdependence.

his physical environmentof his cultural values,ns, and level of technol-

31

-17-

. 6. Many people came to Birmingham when theythought a steel mill would be built.

C. The next few decades saw uneven but rapidgrowth in Birmingham and the surrounding area.

1. Before the first steel mills were built,.the pn-!-: of 1873 hit the new city. Alsoa cholera epidemic struck the inhabitants.Almost half of the population left beforethe of that year

2. Soon after the depression, men again beganto build steel mills in the Jones Valley.Around each mill were company-owned housesand stores. Instead of one continuous citydeveloping, many small communities were builtthroughout the valley. However, new inventionswere needed before steel mills could makecheap steel from local iron ore and coal.

3d

-18-

19. Have pupils examine figures which show the growth ofpopulation in Birmingham frum 1371 to the beginning of1873 and the end of 1873. Ask: What miytit have causedcs.rh a d. ;11 population? Tell pupils what happened.

20. Ask: If you had had a good deal of money after thisperiod of bad business was over, why might you havebeen tempted to use it in this area around Birmingham?How would you have user) it?

Have pupils study Lavers which show the great increasein the population and the workers engaged in manufac-turing from the 1870's to the 189C's. Have pupils com-pare the population in 1890 with that of some town intheir own state with which they are familiar. Comparethe number of workers in manufacturing in 1890 with thenumber of pupils in the school or population of their-..wn community.

Have pupils examine the list of businesses in andaround Birmingham in 1887. Where were many of the steelmills in relationship to Birmingham? What would you...xpect to have grcw up around the mills? Why?

NOW have pupils read about the problems of developing suc-cPssful steel mills in the area.

"Selected Readings onBirmingham."

"Selected Readings onBir.ningharA."

People in most societies of theworld depend on people who livein other communities for certaingoods an: 6erv:ces and for mar-kets for goods.

Interprets pictures.

The present landscape conta;nsmany remnants of the past.

-19-

D. The Birmingham area became much more depPn-Aent upon other parts of ;Lkthe U.S. than it had been in 1815.

:V. We examine Birmingham today.

A. Birmingham today is one of the largest Indus,trial cities in the South.

1. By 1960 the population had grown to340,887.,

2. By 1969 the number of employees in nit-nu-facturIng had grown to 60,450.

3. The many little villages had incorporatedinto the larger city.

Sets up hypotheses. B. A number of factors have been important inbringis,y about this growl.% in Birmingham.

-20-

21 Discuss: How would the Birmingham area's contacts withother parts of the South and of the U.S. have changed

since 1815? Why? (What would be _needed for the growingcity? Whiz the :ii! do with all of the steel it

producAdr,

22. Project pictures show:_j BirminghaL : mills andthe city today or in v..ry recent years. im.cuss interms of changes which have obviously taken place sincethe 1870's.

23. Have pupils examine figures for the present populationof Birmingham and the number of workers employed in

manufacturing. Compare with population figures for the1870's and 1890's. Also compare the the population of a

large city In the pupils' own state.

Have pupils use a fairly detailed map of Birmingham tofind the city limits. Then have them look for the mAnyneighborhood clusters within these limits. Point outthat these represent the remnants of the mill villages.Show that there are also many of these small villagesstill outside the city limits.

. Discuss: What must have happened to bring about this

great increase in Birmingham's population since welooked at it in the 1890's? Have pupils list possiblefactors. Use questions to brine out such things as the

invention of the auto and the airplane. How might theseinventions have affected Birmingham?

Filmstrip: Birmingham,Industrial Center of theSouth, Eyegate.

"Selected Readings onBirmingham."

Map of the metropolitan areaof Birmingham.

Al

-2;

G. The significance of location de-pends upon cultural developmentsboth within and outside of anarea.

u. A change in situation bringsabout a corresponding change inthe use of a site.

G. The significance of location de-pends upon cultural developmentsboth within and outside of anarea.

G. Factories must have some form ofpower to run machinery.

G. Power for industry is obtainedfrom a number of sources, in-cludih ..1mter power or steamand electrici:- produced byburning coal.

36

-22-

. Point out that during World War 11, the U.S. neLued much Time, Nov., 25, 1940. pp.steel for war industries,, What effect would this have ZEF-89.upon Bitmingham? Now tell pupils something about whatdid happen.

27. Show the class figures for increased industrial productionin the U.S. as a whole from the 1870's until today. Ask:How might this growth have affected Birmingham? Why?

28. Show the class a film or filmstrip on the TVA. Hove themlocate some of the big TVA dams on the map. Discuss: Howmight TVA have affected Birmingham.

hwlp your students look up the word "monopoly." Use someslimple illustrations to explain the word. Now explain howU:S. Steel obtained a monopoly in the steel industry inBirmingham. Ask: What might be the advantages and dis-advantages of having one company hold a monopoly? Showthe class how their different views represent the views ofdifferent groups of people -- labor, management,etc.

37

Dictionary

. Tests hypotheses against data.

Costs which must be covered insales prices if a company is tosurvive include assembly costsof ingredients, cost of ingred-ients and labor, and cost oftransporting goods to rr'rkets.

. People inmost societies in theworld depend on peons -c....who live

(the co outsir:eire i ( . ; cc.. goo& andcry' a) f.lr ma fsts forh-!, ow-

Man changes the character of theearth.

. A place needs cheap and rapidtransportation in order to carryon much trade with other places.

. Inland water routes provide cheapertransportation for ht.;.:vy hoods thando railroads, trucks, or pins,zs,

. A place needs cheap and rapidtransportation in order to carryon much trade with other places.

-23-

C. Birmingham is nut as ior:.ent asteel cent: .s Chicago, Piti.sburgh, orYounvtown because it too far fr,m::red big markets of Lile north and,east.

D. Birmingham has becmaa much more depenJentupon other parts of the South, the nation,and the world both for markets, o%4 mr-terials and finished goods.

-Z14-

30. Now have pupils check their list of hypotheses in activity#24 against what they have found out about changes.

31. Have the class Tist.once againzthe materials needed to pro-duce steel and the sources of such materials for Birming-ham, Pittsburgh, and Chicago. Have them check figures forsteel production in these cities. Ask: Can you think ofany reason why Birmingham produces less steel? Show pupilsa population map of U.S. and ask this question again.

32. Discuss: How dependent do you think Birmingham would befor goods from other parts of the South? the U.S.? otherparts of the world? Why? Why is it dependent upon otherparts of the U.S. and the world? (Bring out need formarkets for steel, etc.) Why would it be more dependentupon these places today than in.1815 and 1870?

33 Have pupils locate once more the nearest river whichlight be used to carry products from Birmingham to the'Aulf. How close is it to Bitmingham? Now tell pupilssomething about the way in which this river has beenmade more useful for transportation purposes and theway in which the government has set rates which helpBirmingham producers.

314. Have pupils look at a map to locate once more the portwhich would serve to bring supplies to Birmingham andship Birmingham's steel to bther parts of the U.S. andabroad. Have pupils examine this map and a railroad mapof the U.S. Where would they expect Birmingham to sellmost of its steel? Why?

Afr.

G. When a community specializes upcoone industry or crop, it is morelikely to be affected badly byeconomic changes within the coun-try as a whole than are those whichhave diversified their industry.

G. Man uses his physical environment interms of his cultural values, percep-tions, and level of technology.

S. Genetalizes from data.

G. Man uses his physical environmentin terms of his cultural 'values,perceptions, and level of tech-noloaw.

G. The significance of location.de-pends capon cultural developmentsboth within and outside of anarea.

40

-25-

E. Birmingham's industry has divers!that it is not as dependent on it

steel as previously.

V. Conclusion: The changes which haveabout in Jones Valley have been thedifferent men occupying tht valley w

ent ideas about the utilization of I

resources. Some of these ideas weresocial and economic conditions withiUnited States and the world.

ommunity specializes uponstry or crop, it is moreo be affected badly bychanges within the coun-whole than are those whichersified their industry.

his physical environment inhis cultural values, percep-4 level of technology.

.zes from data.

his physical envinonmentof his cultural Values,ons, and level of tech-

lificance of locatIonde-on cultural developments:hin and outside of an

40

-25-

E. Birmingham's industry has diversified sothat it is not as dependent on iron andsteel as previously.

V. Conclusion: The changes which have been broughabout in Jones Valley have been the result ofdifferent men occupying the valley with differ-ent ideas about the utilization of Its natural

resources. Some of these ideas were molded bysocial and economic conditions within theUnited States and the world.

41

-26-

35. Tell pupils that today Birmingham steel mills buy ironore from South America, eastern Canada, and Africa. Howwould it get this ore? (Have pupils trace routes on map.)Why would it want to buy ore when it has grown up aroundiron ore resources?.

.. Use an illustration which will be understood by yourstudents to explain diversification. Ask them whichgrocer would be hurt the most financially by a suddenfrost which killed all the garden vegetables -- one whichdealt only in fresh meats and vegetables, or one whichcarried a full line of groceries.

Read aloud a prediction made in 1919 in The Nation that"There 'appears to be no way...in which Birmingham cangreatly diversify its industry." Then tell pupils thearguments used by the author to justify this statement.Have pupils read a description of the plants builtto use formerly waste products. Ask':

Has this prediction proved true? Discuss reasons whyBirmingham has been able to diversify its industries.

37. Have pupils make a list showing changes in the Birmins-ham area over time. What physical advantages did the areahave for growth? Were the natural resources reallyof advantage until men saw a use for them? Hold ageneral discussion to summarize the reasons why peoplehave used this area differently in different periods.Also ask: How has the significance of the location ofBirmingham changed over the years?

42

"Selected Readings onBirmingham."See Appendix for arguments.

. Man uses his physical environmentin terms of his cultural values,i.,:xr!aptinpr, and level of tech-nology.

. A region is an area of one ormore homogeneous features. The

,-aa is highly homogeneous.but there transitional z(..itswhere boundaries are drawn be-tween regions.

. Regions are delimited on many dif-ferent bases, depending upon thepurpose of the study. Some aredelimited on the basis of a singlephenomenon, some on the basis ofmultiple phenomena, and some onthe basis of functional relation-ships.

Sets up hypotheses.

-27-

VI. Birmingham and its divepart of the larger rezilpil of th.:: Sooth. TheSouth is rich in af-j.i(A..1:w.ii, 'oref.;t: en6mineral resources. it is sir. ;mpo.-tartcultural region is

rapidly and :Ivwftg

A. The South can ..sT aiviJe-. Into the,reahoalachians ,;irAmoitt e9ior.,into the CO2-ir:

-28-

38. Now discuss: What factors might bring changes to Bir-mingham in the future? (Among other things, discusspossible exhaustion of resources in locality, changesin demand for steel, etc.)

. Tell the class that they are now going to look at theSouth as a whole. They should try to decide how typicalthe Birmingham area is of the South. They should alsocompare the region with the other regions which theyhave studied. What criteria separate it from the Mid-west and the Northeast? How might the South be brokenup into sub - regions? Have pupils examine a map to iden-tify the area included by Borchert and McGuigan in theSouth.

Have pupils look at a physical map of the South. Ask:What physical differences do you notice in the South?Suppose you wished to regionalize the South on the basisof physical terraine. How would you do so? Ask: Whatpossible influences might these physical characteristicshave upon how people use the land?

Borchert and McGuigan,Geography of the New World,p. 185..

Borchert and McGuigan,Geo._ caphy of the New World,INT)-T-TZE:1 87.

G. Types of agricuiture in a regiondepend upon man's cultural per-ceptions, and technology as wellas upon climate, soils, and to-pography.

G. Differing crops need differingamounts of rainfall and differ-ing temperatu-es and number offrost free days in order to growthey need water ..;id dryness azdifferent times during theirperiod of growth.

S. Draws inferences from a com-. :-son of different m:p patterns ofThre7Fame area.

G. People in most societies of theworld depend upon people who livein other communities, regions, andcountries for goods and serv:--,and for markets for their goods.

G. Specialization of individuals andregions makes for interdependence.

G. Man changes the character of theearth.

G. Nature changes the face of theearth through physical and bioticprocesses.

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B. The South is an impor:..mtwhich provides.prodv:.ts neeJedof the country.

1. The South has a long growin

a. The lenni-6 sf,asco,,al conditions in F

the southern portion of120-180 days in the Apparegion.

b. ThP S,,,,Ln has long beenauction of crops which ngrowing season.

2. Erosion and soil e;:haustionproblems in the South.

a. The rtroblem of erosion is

by the St:',1:.h ,AtiVatiCcrops.

4G

:s of agriculture in a regionind upon man's cultural per-:ions, and technology as wellpon climate, soils, and to-aphy.

ering crops need differingnts of rainfall and differ-temperatu-es and number oft free days in order to growneed water -nd drynesserent times during theirod of growth.

s inferences from a co; .-of different m7,p patterns orsame area.

le in most societies of thed depend upon people who livether communities, regions, andtries for goods and sere;,.,.,For markets for their goods,

;alization of individuals and)ns makes for interdependence.

.hanges the character of the

e changes the face of thethrough physical and biotic

sses.

-29-

B. The South is an impor;.:int are=!which provides prodv-.-ts needed in other part:of the country.

1. The South has a long growing season.

a. The lenntl- z.F sftkisco it.:

..; ,,a conditions in Florida and inthe southern portion of Louisiana to120-180 days in the Appalachian Mts.region.

b. TIP has long been noted f. pro-duction of crops which neP1 longgrowing season.

2. Erosion and soil exhaustion are majorproblems in the South.

a. The 7roblem of erosion is aggravatedby the Sti,,i'6W' ..J1tivation of rowcrops.

46

-30-

Prepare a bulletin board display of some of the.main cropsgrown in the South. Divide the class into groups to findinformation on the requirements of soil type, length ofgrowing season, and moisture for the different crops.

Have pupils examine a physical map, a moisture map, a mapof growing seasons, and a population map. Ask: Given theinformation you have gathered about crops, where would youexpect to find each of these chops grown? Why? How mightthe population distribution affect agricultural production?Why? Have pupils check their hypotheses against a map ofagricultural production in the South.

Ask: What other factors affect he choice of crops to begrown in an area? What would happen if many more people inthis country were to stop smoking because of the healthhazard? What would happen if people decide they preferother types of cloth than cotton cloth for clothes?

2. Review the diagram "Spring Travels Northward" which wasused in the Overview Unit. Ask: What is the significanceof early spring in the South? What does it mean to us inthe Midwest?

Show pictures of serious erosion in the South. Demonstratewhy erosion is especially a problem in this area. tbtaintrays of equal size. Place a piece of sod in one and fillthe other with black dirt. Place both trays at about 'a 15

angle and sprinkle both trays with equal amounts of water.

What happens? Explain why much of the soil is bare in the

4"

Encyclopedias. Geographytexts.

Erosion of soil results from waterand wind; it is more likely inareas where grass and trees havebeen removed.

Soil is affected by...how manuses the soil.

. Man uses his physical environmentin terms oF his cultural values,perceptions. and level of tech-nology.

. Diversification of productionmakes a company or a region lessdependent upon price fluctuationsfor one product or upon the sup-ply of specific resources.

. Man'uses his physical environmentin terms of his cultural values,perceptions, and level of tech-Tiology.

48

-31-

b. The intensive cultivation of cottonand tobacco has frequently exhaustedthe soil.

3. Fc.rmers have developed new animal breedsand new seeds to.trect the needs of theirregion; they have also adopted othertechniques to reduce their costs.

4. Farmers have adjusted their crops tomarkets and have diversified so thatthey are not so .dependent upon onecrop.

N111111111

-32-

South because of the stress on planting row crops. Rein-

force the idea with pictures of row crops and contour

plowing.

Show pictures of poor crops growing on exhausted soil.Read aloud a description of the effects of growing thesame crop year after year on the same soil if it is a

crop which exhausts the soil.

45. Have pupils read and discuss the article, "Does the SouthNeed Cattle That Can Sweat?" (The essence of this articleis that the cattlemen. could not change their land andclimate, but they did develop a strain of cattle whichwere suited to it.) Ask pupils to think of other in-stances where a similar adjustment has been made.

46. Have a pupil give an illustrated report on "Modern Methodsof Cattle Raising in Texas." Ask: How do these techniquescompare with your picture of cattle raising in the past?Why do you think ranchers have adopted them since theyrequire expensive equipment?

. Prepare a chart of samples of the many new synthetic fab-rics available. If possible include the year in which eachwas developed. Ask: What does this indicate about themarket for cotton?

Tell the story of why people of Enterprise, Alabamaerected a bronze statue of the boll weevil. (NOTE:The boll weevil caused so much destruction to theircotton over a period of years that they switched toother crops and the raising of livestock and now enjoy amore prosperous life.)

49

Goodwyn and the Editorsof Time-Life Books, TheSouth Central States, pp.135-95.

. Generalizes from d7:t.a.

. Forestb u:ied to obtcsnlumber ald productssuch 4J .

etc., depending upon -he kinds oftrees in the for:.at.

usea his physical environmentin terms of his cultural values,perceptions, and level of tech-nology.

-33--

5. Southern agriculture differs from thatin the Midwest in terms of kinds of cropsproduced. The emnhaElf, is upon '.on-foof.:;crops except. fo. iluit End ...c.:;.:!tabl.A

rice which o .1r.47: qrow;ng

C. Thc; 1.;ony ore:A: products.

D..Historicrl :-.1tur.71 deveio7wents help d!s-tinguish :;nuth From the Midwest: anl theNortheast.

Kan uses his physical environment E. The South is inc.oroing more urbanized.'to -;4: his cultural values,perceptions, and level of tech- 1. Cit!(.-s ore or ten located on importantnology. transporta;:ion routes.

-34-

48. Have pupils make a chart comparing the kinds of agricul-tural activity in the South with those in the Midwest andNortheast. Discuss reasons for differences.

49. Project the map in Borchert showing the main forested areas Borchert and McGuigan,of the South. Ask: Why do you think these areas haven't Geography of the New Woricbeen used heavily for agriculture? Let pupils make guesses p. 190.based upon what they remember of the physical features ofthe region. Then show them a physical map once more.What kind of physical features are found in the areas ofthese forests? Discuss the relationship.

50. Now have a pupil report on the lumbering and related for-est industries in the South. Discuss: Why are these for-est products so important for the rest of the country?

51. Undoubtedly, pupils have heard a good deal about the CivilWar even though they have not studied it. Project a mapshowing the Confederate States during the Civil War. Howdid the extent of the Confederacy compare with the area in-cluded by Borchert and McGuigan in the South? Why mightthis Civil War help distinguish the South from the otherparts of the country?

. Plot several service stations on a map of your immediateCommunity. Where are they located? Why have they chosenCrossroads locations? Have pupils look at a map and findsouthern cities which are located at crossroads of mainavenues of transportation. Ask: Can you find any exam-ples of cities which are not located in such places? Whydo you think they may have developed?

Geography textbooks.

G. Towns need means of shipping goodsin and out; they are likely togrow up where transportation isgood, particularly where differ-ent types of transportation meet.

G. A number of factors -- climate.surface features, natural re-sources, accessibility, and his-tory -- affect settlement patterns..

G. Some things can be produced betterin one place than in another be-cause of climate, resources, transportation routes, access to re-sources, access to markets, peo-ple's skills, landforms, etc.

Sets up hypotheses.

S. Gains information by studyingfiTETUres.

S. Tests hypotheses against data.

G. Some things can be produced bet-ter in one place than in anotherbecause of climate resources,transportation routes, access to .

resources, access to markets,people's skills, landforms, etc.

-35-.

a: The converging of routes of transptat ion spurs the growth of a.cittj.

b. Natural features such as passes c

mountains, often encourarment of cities.

2. Cities in the South are growing rapid

F. The South is becoming more industrialize

1. The South has adequate supplies of ramaterials needed for industrializatio

53

ans of shipping goodsley are likely totransportation islarly where differ-Lransportation meet.

. .**

lctors.-- climate.-es, natural re-;sibility, and his-: settlement patterns,

in be produced betterhan in another be-te, resources, trans-es, access to re-s to markets, peo-landforms, etc.

eses.

Ion by studying

es against data.

n be produced bet-ce than in anothermate resources,routes, access to

ess to markets.s, landforms, etc.

a. The converging of routes of teanspor-tation spurs the growth of a.cit9.

b. Natural features such as passes throusmountains, often encouracF. th..! dLiv(;lop-ment of cities.

4

2. Cities in the South are growing rapidii.

F. The %o-uth is becoming more industrialized.

1. The South has adequate supplies of rawmaterials needed for industrialization.

53

-36-

Divide the class into groups to do research on why eachof the Following cities developed -- Memphis, New Orleans,Mobile, Richmond, Jacksonville, Dallas, Houston, Miami,and Atlanta. What geographical advantage did each have?Is this advantage still important? How rapidly has thecity grown in recent years? Why?

5/!, Ask: Given what you know about the agri.aatural andforest products of the'South, whatkind pf processingindustries would you expect to find in the South? Pro-

a map showing some of these induttries or a chartshowing production of some of these'Orocessing industries.Or have pupils read to check hypotheses.' Or show photos

Borchert to illustrate. Have pupils study pictures tofigure out type of industry.

Dederick, et.People and Min1U.

Goodwyn and theTime-Life BooksCentral States.

See Borchert anGeography of thTOT reaUTF41-711F(PP: 204-205 2

55

-36-

the class into groups to do research on why each Dederick, et. al., Your;;ollowing cities developed -- Memphis, New Orleans, People end Mine, chr.M,16.Richmond, Jacksonville, Dallas, Houston, Miami, 10.

onta. What geographical advantage did each have? Goodwyn and the Editors ofadvantage still important? How rapidly has the Time-Life Books, The Southown in recent years? Why? Central States.

iven what you know about the agricul:tural and)roducts of the' South, what-kind of processingies would you expect to find in the South ?. Pro-nap showing some .of these industries or a chartproduction of some of these'Oroctssing industries.pupils read to check hypotheses.' Or show photosiert to illustrate. Have pupils study pictures to,ut type of industry.

;7=e- and McGuigan,World

TO i-eaargier(pp: 204-205: 229, 235. )

S. Draws inferences from a compari-son of different map patterns ofthe same area.

S. S.a-s up hypotheses..._..___

G. Some things can be produced bet-te in ore place than in anotherbecause of climate, resources,

c-'-,1-! ^n routes, accessLO *:-..scu.-ces, access to markets,people's skills, landforms, etc.

G. Improved transportation facilitiesmake possible wider and biggermarkets as well as better and lesscostly access to resources.

56

-37-

2. Technology is freeing farmers to. doother tasks..

3. The SopthAlas: great potential for water

.4.. Projects such as the TvA Furn;sh cheap

sources of power.

5. Its transportation system promotes thedevelopment of industry.

-38-

55. Project a map showing oil and gas resources in the South.Compare with a map of population density and a map of

transportation facilties. What advantages are there forthe South in terms of the location of these resources?Where would you expect to f;nd oil refineries? Why are

these resources important to the U.S.? Now project achart showing the amount of oil refined in specificsouthern states or cities. Or have pupils read about

refineries. Also show pictures of such refineries.

56. Project a map showing other mineral resources in the

South. Where are most of them found? Do they seem toprovide adequate resources for industry? Given this dis-tribution of minerals, how would you expect Birmingham

to rank in industrial production as compared with otherSouthern cities? Why? Have pupils check their guessesagainst production figures.

Borchert and McGGeography_of thepp. -219;-117, 22Goodwyn and theTime-Life Books,Central States,

Borchert and McGGeography of thepp. -n-4-n-57

57. Discuss: What is needed besides raw materials for in- Borchert and McC

dustrialization? Use questions to bring out the need for Geography of the

laborers end for power. Then ask: What has been happen- pp. 1813-1119.

in on farms which might make possible a supply of labor-

ers industry in the South? What possible sources ofpower are there in the South besides coal? quote Borcherton the water power potential. Review what pupils learnedearlier about the TVA and its effects on the South.

58. Project several maps showing changing transportation fa-

cilities in the South. Ask: Why are these changes impor-tant for industry?

57 56.

-38-

a map showing oil and gas resources in the South.with a map of population density and a map ofrtation facilties. What advantages are there forth in terms of the location of these resources?ould you expect to find oil refineries? Why areesources important to the U.S.? Now project anowing the amount of oil refined in specificn states or cities. Or have pupils read abouties. Also show pictures of such refineries.

a map showing other mineral resources in theWhere are most of them found? Oo they seem toadequate resources for industry? Given this dis-on of minerals, how would you expect Birminghamin industrial production as compared with other

n cities? Why? Have pupils check their guessesproduction figures.

What is needed besides raw materials for in-lization? Use questions to bring out the need fors and for power. Then ask: What has been happen-Farms which might make possible a supply of labor-ihdustry in the South? What possible sources ofre there in the South besides coal? luote Borchertwater power potential. Review what pupils learnedabout the TVA and its effects on the South.

several maps showing changing transportation fa-s in the South. Ask: Why are these changes impor-r industry?

Borchert and McGuigan,Geography _of the New World,PP. ,--117,7723.2797Goodwyn and the Editors ofTime-Life Books, The SouthCentral States, pp. 77TT7.

Borchert and McGuigan,Geography of the New World,PP. TIT-11-57 1737754,-7777

Borchert and McGuigan,Geography of the New World,pp. 111Z-1U9.

G. The significance of location de- .

pends upon cultural developmentsboth within and outside of anarea.

S. Generalizes from data.

G. A region is an area of one or morehomogeneous features. The corearea is highly homogeneous, butthere are transitional zones whereboundaries are drawn between dir-ferent regions.

G. Regions are delimited on many dif-ferent bases, depending upon thepurpose of the study. Some aredelimited on the basis of a singlephenomenon, some on the basis ofmultiple phenomena, and some onthe basis of functional relation-ships.

59

-39-

6. The increase in per-capita income overthe past two decades has furnished agreater market for southern products.

-40-

. Project a chart showing the increase in per capita incomein the South over the past decades. Be sure that pupils

understand the meaning of per capita income. Relate to

what they have learned about averages. Now ask: How

would this increase in income affect industry in the

South? How would industry affect per capita income?

. Conduct a review discussion on the rise of industry in

the South. Focus attention on change in this area. A

good lead-in might be to have the youngsters furnish you

with a list of advantages that the South has for develop-

ment of industry. Have tie class separate these advan-

tages into two categories: Those the South has alwayshad, and those that it developed recently. What caused

the change?

. Use the set of 16 pictures which appears in Borchert andMcGuigan for reviewing the South. They have worked out

an interesting set of exercies to go along with the pic-tures1

Borchert and McGuigan,Geography of the New World,pp. 742-246.

. Have pupils add to the chart on regions which they beganin the unit on the Midwest. Discuss: What criteria canbe used to distinguish the South from other regions youhave studied so far? What sub-regions might be identified?What basis would you use in regionalizing the South in

this way? (Perhaps have pupils check the class' region-

alization of the South with that in Borchert and McGuigan.To what extent do they agree? If they do not agree,what criteria were used by Borchert and McGuigan for re-gionalization which the class did not use?

-41-

BIBLIOGRAPHY ON BIRMINGHAM

Borchert, John and Jane McGuigan, Geog-raphy of the New World.' Chicago:Rand McNally, 1961.

Dederick, Nelle, Josephine MacKenzie,Ernest W. Teigs, and Fay Adams. YourPeople and. Mine. Boston: Ginn, 1.5;5ed.

APPENDIX

Goodwyn, Lawrence and the EditoLife Books. The South CentrNew York: Time Incorporated

Time, Nov. 25, 1940, pp. 88-89.

"The geographical situation of Birmingham is peculiar. The city is ringed abpractically shut in by great mining properties all privately owned, and contrpractically inexhaustible wealth of coal and iron. As the business or financof the northern Alabama district, the future of Brimingham is assured. Of ofis development, however, the future appears to hold less promise. The mountawhich confine the district on the east and west are rugged, and offer littleof important agricultural development; the mountain population is thin and scand the towns are small. One finds in Birmingham, accordingly, no importantdistributing trade, and no likelihood of such, for the obvious reason that, othe mining camps, there is no considerable or growing population of consumerston belt is 50 or 60 miles away, and nearby truck-farming is still in its infappears to be no way, accordingly, in which Birmingham can greatly diversifyIts future, like its past, is bound up with the fortunes of coal, iron and st

From William MacDonald, "Marking Tittle inAlabama," The Nation, Feb. 10, 1919, pp. 318-319.

fig

-41-

BIBLIOGRAPHY ON BIRMINGHAM

John and Jane McGuigan, Geoq-of the New World. Chicago:dally, 1961.

Nelle, Josephine MacKenzie,W. Teigs, and Fay Adams. Yourand. Mine. Boston: Ginn, 1965

APPENDIX

Goodwyn, Lawrence and the Editors of Time-Life Books. The South Central States.New York: Time Incorporated, 1967.

Time, Nov. 25, 1940, pp. 88-89. (For teacher.

raphical situation of Birmingham is peculiar. The city is ringed about andly shut in by great mining properties all privately owned, and controlling aly inexhaustible wealth of coal and iron.. As the business or financial centrerthern Alabama district, the future of Brimingham is assured. Of other econom-ment, however, the future appears to hold less promise. The mountain areasfine the district on the east and west are rugged, and offer little possibilityant agricultural development; the mountain population is thin and scattered,awns are small. One finds in Birmingham, accordingly, no important jobbing oring trade, and no likelihood of such, for the obvious reason that, outside of1 camps, there is no considerable or growing population of consumers. The cot-is 50 or 60 miles away, and nearby truck-farming is still in its infancy. There) be no way, accordingly, in which Birmingham can greatly diversify its industry..

like its past, is bound up with the fortunes of coal, iron and steel....!'

From William MacDonald, "Marking Tiime inAlabama," The Nation, Feb. 10, 1919, pp. 318-319.

Ar)

Ue(.4

'4r

TEACHING THE GEOGRAPHY OFBIRMINGHAM-

Edwin L. Groenhoff

The major purpose for the

inclusion of a unit on Birmingham

in our

curriculum is to demonstrate the

impact which the discovery and

utiliza-

tion of a major natural resource canhave on the development of a

large

population center.

In the case of Birmingham

the resource is iron ore,

but generalizations can be made to

other areas and other 'esources.

It is important that the relative

location of Birmingham beestablished

early

in the unit. Point out that it

is located withnn the region

of the

United States generally referred to as

the "South': Spend some time

discuss-

ing the political and economic historyof this region as both have a

bear-

ing on the

development of Birmingham.

Prior to the Civil War, the South wasprimarily an agricultural

region.

Its major products

were tobacco, rice, cotton,

and sugar cane.

The more level coastal plains were

divided into large plantations

utiliz-

ing slave labor, but in the more

hilly areas tobacco and corn were

raised

on small family farms.

The slavery issue finally

led to the division of

the Union by the forming of the

Confederacy in 1861 by the states

of the

South.

This was followed by the CivilWar which ended in victory

for the

North and the emancipation of the

slaves.

Following the war there was a

period of "Reconstruction" inwhich the U.S. governmentattempted to

rebuild the South, but the old Southwith its plantation system

could never

be completely reconstructedwithout slavery, so it became

imperative that

the South turn more and more to an

industrial economy.

At the close of the war, theSouth had very few miles of

railroad.

The few miles which had beenbuilt were almost completelydestroyed by

the advancing Northern armies.Under reconstruction Northern

financial

groups began to invest in

Southern railraod projects.

The state legisla-

tures voted large sums of moneyfor the development of new

rail lines.

This led to the building of many newmiles of railroad lines;

however,

because of fraud and misuse of funds

by the state governments, manymillions

of dollars were wasted.

During the national election of

1872 a series of

economic scandals were exposed

which finally led to the defeat

of many

officials who had backed the

reconstruction policies.

In 1876 the last

Northern troops were withdrawn fromthe South and reconstruction was

officially over.For a number of yearsfollowing this, the flow ofNorthern

cpaital into the South for the purpose

of industrialization wasvirtually

stopped and much of the

industrialization before 1900 had tobe financed

by local

capital.1

Review with your students the

physiographic and climatic patterns

of

the United States which pertain

to the South.

Talk about the coastal plain,

'William B. Hesseltine, The South in

American History

(Prentice-Hall,

1947)

.

the piedmont, and the Appalachian mountains. Use a physical map

of the U.S.

and point out that Birmingham is

located at the extreme Southern tip of

this range.

It should be mentioned that oil, coal, and iron ore can

be

found in various sections of the Appalachians.

Elementary accounts of how

these minerals

are formed might also be helpful as part of

the introduction.

Help pupils see how the climate and soil factors permittedthe South to be-

come the great "cotton

kingdom."

The oriiinal site of the city was Jones Valley, a long narrowstrip

of land protected by a mountain range to the Northwestand another to the

Southeast. A map. of the present city of Birmingham

will reveal a general

Northeast,Southwest orientation which is a reflection of the

physical

features of the landscape.

The

changes which the development of a natural resource can

bring will

be demonstrated by first looking at the Jones Valley

in 1815 at the time of

the first white settlement, then a secoBd look in

1872 during the first boom

days under Reconstruction, and finally Birmingham

at mid-twentieth century.

A comparison at these points in time shouldshow changes in population,

industry, local government, and transportation which

have resulted from

man's occupation and, utilization of the site.

I.

TgE JONES VALLEY IN 1825

Until 1815 the only inhabitants of the present site of

l'irmingham were

a few Indians who lived in

the nearby mountains and used the valley as a

hunting ground.

It was used by the Creeks and also their

neighbors the

Cherokees and the Choctaws.

When the first white men came they found only

a few Indians, and these showed no

hostility.

omps

i;=4

The first settlers included a John Jones

who left his legacy in .the

present maw: of the valley.

These first settlers were followed shortlyby

a party from RutherfordCounty, Tennessee, and enother from South Carolina.

These

new inhabitants found nodifficulty in providing food for their

families.

The land was productive and the woods :.on

both si..7.es of the valley

were filled with deer and turkeys.

Some panthers, bears, and many rattle-

snakes were also reported in:the area.

C?...-Ale and horses were raised in..the

wooded areas and a little cotton was groW3 in

the openings. When it was nec-

essary to get supplies from outside

of the 7allo.y the settlers would take

their cotton to the present site of Tuscaloosa

and exe:..ange it for salt,

sugar, coffee,and calico.

These early pioneers talked of the beautiful

clear waters of the Warrior

and Cahaba Rivers, claiming they were

clear enough to see fish in to feet

of water.

The following quotation will help

visualize this fisherman's

paradise:

-44-

The fisherman in his canoe, dug out of a

poplar tree, with

gig in hand and his rifle lying besidehim, ready for a deer

if he should venture in sight, withthe muscadine vines hanging

in festoons from the tops of the tall trees

that overhung the

water with their clusters of black, delicious

fruit, and the

beautiful redhorse fish sporting beneath his canoe,

with their

silver sides and red fins and tails, in

the most desirable

and healthful climate in the United States, the

thirty-third

degree of North latitude, almost entirely free from

cyclones

and northers....2

The writer of the above lines also tells

of wearing buckskin leggins

which reached from the ankles to the hips and were

fastened with brass

buttons on each side. There alse are descriptions

of community-wide meet-

ings on Saturdays to play a game called

"fives" which was "much more

manly and interesting" than baseball.

No one could realize at this time

that the surrounding mountains and

valleys contained great stores of hematite oreand bituminous coal, and

that someday the valley would befilled with thousands of people and

the

Ct.

air filled with the smoke of blast

furnaces.

Cori

II.

BIRMINGHAM -- A BOOM TOWN OF1872

As more settlers drifted into the JonesValley, a small town named

Elyton developed and became a stage stopduring the years prior to the

Civil War.

By the end of the War, Elyton was

still essentially a farm

village.

The public became widely aware of mineralresources in the valley

through a state geological survey mdde

inthe 1850's by Professor Michael

Tuamey, a professor of Geology at the

University of Alabama and State

Geologist. J Few people were interested in

this mineral resource until it

became necessary to find steel for munitions

during the war. The Confeder-

acy granted a subsidy to anAlabama engineer, Joan Milner, to build a

rail-

way from Montgomery to the site of

this mineral.

An iron works was set up

at Selma to make munitions; however,

before the railroad was completed, the

Confederacy fell and the war was over.

.3'..efferson County and Birmingham, Alabama,Historical and Biographical,

1887.(Teeple and Smith Publishers), p. 59. This book of 595 pages

contains

many accounts of the early history

and geography of Jefferson County and

Jones Valley. A copy is located in theMinnesota Historical Society Library.

3Mary Powell Crane, The Life of James R. Powell

(Braunworth and Company,

Inc., Brooklyn, New York,

1930),

p. 228.

4 George Leighton, America's Growing Pains,

(Harper, New York,1939),p108.

Ctt

With the revival of businessafter

crash, and aided by the publicity

of Birmingham promoters, capital

again began to came into the area.

One

industrialist, 11,:nry Debardenleben, set up amill and a whale town by buying

a number of buildings from

ths NW Orleans Cotton Exposition

and erecting them

on a site he calledBessemer.' Company tovss sprang upthroughout the val]ey.

Each was composed of some shacks

thrown togetber, a rommissery, and a

mill..

Cheap labor was available from theAlabama farms and the needed minerals were

all within a few miles of the mills.

Under conditions like these the produc-

tion of iron ore began in earnest.

Following the war, Milner with financial

help froa-the reconstruction

government began again to push his

railroad to:the North.

At the same time

another railway was being built across Alabama

to Chattanooga, Tennessee.

When it became evidenc that these tworailraods wank: cross in the heart

of the mineral country near the town

of Elyton) a number of enterprising

men formed the Elyton LandCompany.'

This company purchased four thousand

acres near the junction, laid out a

city, and started to sell lots.

The

first lots were sold even before the

railroads were completed. The first lots

went on sale June 1, 1871. Birmingham grewrapidly. Within a year

there were

some twelve hundred people

living tn the town.. ACcou

tell of

crowded boardipg houses where one ,set of

guests wsi; pulled out earlyin

.the morning that others who had been

aatting all night for a b,..A!.&1604

get

some sleep.

They alRo tell of mud streets, bOard

sidewalks, and a lack of

good drinking water.'

By 1872 the railroads were there, themineral had teen discovered,: the

people had come by the hundreds, a fairly

impressive town had been buiA, but

as yet no major iron andsteel mill had been built

In fact,

it was to be

several years before the first onewould be built because the new cityhad

hardly begun when the panic of

1873 hit tie country and thy; promisedfinancial

backing for the mills did not materialize.

Early ln 1873 the population of

the city wss estimated at

4,000, but by tInt end of the yeer, this had

dropped

to less than 2,000.7

The rise in number of employees

in manufacturing as recorded by the

U.S. $7,:t.asus durIng these formative years

shows a phenomenal growth. The

fi53res are for all of Jefferson

County in which Biraingham is

located:

1860

6 employees

1870

44 employees

1880

301 employees

1890

3,247 employees

5The articles of incorporation can be

found in The Life of James. R.

Powell,op. flit., p.233.

6 John R. Hornady, The Book of Birmingham (Dodd,Mead,

1921),p.12. This

book contains many eye-witiriess accounts

of the early days. A copy of the

book is found in the Minnesota

Historical Society library.

7 Mary Powell Crane. The Life of James R. Powell,. op.cit.,

p.261.

8Leighton, OD. cit., p.113.

'Jae population had a corresponding rise

from an ettimated 2,000 at the end

of 1873 to 3,086 in 1880, and to

26,179 in 1890.

You will need to help your students understand how a

depression affects

the whole economy of a nation. Some of us forget that ourpupils have never

experienced a major financial recession.

The interdependency of our nation's

economy can be illustreted through a

study of the effect of the panic of

1873 and also the depression of the 1930's . on the economic growth of

Birmingham.

III. BIRMINGHAM AT MID-TWENTIETH CENTURY

By the middle of the twentieth century our little boomtown

had grown

to a population of 340,887 with almost twice that many

in the standard

metropolitan area.

Along'

with the population growth there was a corres-

ponding growth of industry.

Birmingham had became the leading industrial

city of the South.

Value added by manufacturing was only$18,000 in 1870,

but by 1958 this had risen to $587,027,000.

During the same period the

number of employees had risen from 44 to 60,450.

The population of Alabama had become increasingly

concentrated in urban

centers.

Jefferson county,

while containing only two percent of the land

area of the state, contains one-sixth of the

population.9

In the development of the city two types of consolidationhave taken

place.

The first has been a consolidation within the steel industry.

As

early as 1907 the United States Steel Corporation purchased theTennessee

Company and gained a monopoly in the iron and steel industry of

Birmingham.

U.S.Steel still owns the largest mills and retains almost

complete monopoly.

It is difficult to get figures on the steel industry of Birminghamfrom the

U.S.Census because it does not:list value added in an industry which is

controlled by one company.

The second consolidation has been political in nature.

We have already

pointed out that little settlements developed rround the steel mills with

their

company owned houses and company stores.

Gradmlly it became necessary to

incorporate these many little villages into the largercity.1°

It is poss-

ible to pick out some of these settlements on the present day map of

Birmingham.11

if you have available a fairly detailed map of Birmingham, it

would be interesting to locate some of these neighborhood centers.

It may be too sophisticated for a fifth grade class, but you might

try to point out that the more dependent a city is on one major industry, the

harder it is usiutrly hit by a depression.

This is especially true when that

one industry is basic to the nation's economy.

When the depression of the

9Wildon Cooper

Metropolitan County A Survey of Government in the Birm

ingham area. (Bureau of Public Administration, University of Alabama, 1949),p01.

10 Ibid.,,

11 See Stuart Queen and Lewis Thomas, The City (McGraw-Hill, New York11935

p.78.

19301s came, Birmingham was still highly

dependent upon the steel industry.

The result of the financial crash could

still be seen in 1939 when the number

of employees and value added inmanufacturing were both lower than ten years

earlier in 1929. At the height of thedepression about one-third of the city's

population was onrelief.12

Today's Birmingham has a much more diversified economy,but her key

industry still remains iron and steel. Itis the only iron and steel district

in the United State

which contains all three raw materials for iron-making

within a few miles. 4'.)

On the East is the Hematite ore -- some of it self-

fluxing.

On the West is coaking coal, and in the valleybottom is the lime-

stone.

Even with this advantage in assembly coats, Birmingham

has never

rivaled either Pittsburg or Chicago in steelmaking. One reason is the expense

involved in marketing the pig iron and steel

in the North.

Until Southern

industry grows to the place where it canabsorb the products of Birmingham

this rate disadvantage will continue. Some have suggestedthat since Birminham

steel is controlled by U.S. Steel, a Northern company,

the rates are kept

purposely high to help the Northern mills.

Although Birmingham and the entire South have made

great strides toward

industrializationlit still lags behind many otherparts of the United States.

At mid- century the total value added bymanufacturing in the U.S. (in millions

of dollars) was $117,212.

Of this amount $30,403 was from New York, New

Jersey and Pennsylvania.. At the same timethe industrial output of Kentucky,

Tennessee, Alabama and Mississippi was

$4,702.

The total output for the state

of New York alone was $14,141

(still millions of dollars) while that for

Alabama was $1,319.

Some generalizations which may be made from a

Ltudy of Birmingham are:

1. It is only after a natural resource has beendiscovered, transportation

lines built to it, and financial backing obtained for

its development that

this natural resource becomes .a major factor in

change in the use of site..

2. When the economic base of a community isto be found in one major resource

such as iron ore, it is most susceptible to changesin the economic condi-

tions of the entire nation.

3. EVen after a number of small communitieshave been brought together under

one metropolitan government, it ispossible to locate on the landscape the

several small communities.

4. Production costs of major metals are directly related to the assembly costs

of the ingredients.

The final costs to the manufacturer involves assembly

costs of the original materials, plus labor andtransportation costs.

Since the study of Birmingham involves some

highly sophisticated concepts,

it is recommended that the teacher availahimself of a good economic geography

industry stiii remsins iron ana

is is tne only iron ana ateei district

in the United State which contains all three rawmaterials for iron-making

within a few miles."

On the East is the Hematite ore -- some of it self-

fluxing.

On the West is coaling coal, and in the valley bottom is thelime-

stone.

Even with this advantage in assembly costs, Birmingham

has never

rivaled either Pittsburg or Chicago in steel making.

One reason is the expense

involved in marketing the pig iron and steel in theNorth.

Until Southern

industry grows to the place where it can

absorb the products of Birmingham

this rate disadvantage will continue. Some have suggested

that since Birminham

steel is controlldd by U.S. Steel, a Northern company, therates are kept

purposely high to help the Northern

mills.

Although Birmingham and the entire Southhave made great strides toward

industrializationlit still lags behind manyother parts of the United States.

At mid-century the total value added by manufacturing in

the U.S. (in millions

of dollars) was $117,212.

Of this amount $30,403 was from New York, New

&rimy and Pennsylvania.

At the same time the industrial output of Kentucky,

Tennessee, Alabama and Mississippi was $41702.

The total output for the state

of New York alone was $14,141 (still millions of dollars) while that for

Alabama was $1,319.

Some generalizations which may be made from a Ltudy

of Birmingham are:

1. It is only after a natural resource has been discovered, transportation

lines built to it, and financial backing obtainedfor its development that

this natural resource becomes a major factor in change inthe use of site.

2. When the economic base of a community is to be found in one major resource

such as iron ore, it is most susceptible to changes in the economic condi-

tions of the entire nation.

3. Even after a number of small communities havebeen brought together under

one metropolitan government, it is possibleto locate on the landscape the

several small communities.

4. Production costs of major metals are directly related to the assembly costs

of the ingredients.

The final costs to the manufacturer involves assembly

costs of the original materials, plus labor and transportation costs.

Ct

Since the study of Birmingham involves some highly sophisticated concepts,

it is recommended that the teacher avails himself of a good economic geography

text as a reference. For example, see Nels A Bengston and William Van Royen,

Fundamentals of Economic Geography (Prentice-Hall, Englewood Cliffs,1956).

Leighton, op, cit., pc132.

13 C.Langdon White and Edwin J. Foscue, Regionsl Geography of Anglo-America

(Prentice-hall, Englewood Cliffs, 1954), p. 151.