LEARN NC

K–12 teaching and learning · from the UNC School of Education

Tobacco bag stringing: Elementary activity one

This activity for grades 3–6 will help students understand what tobacco bag stringing was and why it was important to communities in North Carolina and Virginia. Students will read and analyze an adapted introductory article about tobacco bag stringing.

A lesson plan for grades 3–5 Social Studies

By Pauline S. Johnson

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  • Secondary source: Tobacco bag stringing This article introduces the concept of tobacco bag stringing and discusses its importance as a source of income for women in North Carolina and Virginia during the Great Depression. Adapted for elementary students.
  • Primary source: Tobacco bag stringing: Life and labor in the Depression Images and text from a report in the North Carolina Collection at the University of North Carolina at Chapel Hill documenting tobacco bag stringing work in North Carolina and Virginia in 1939.

Related pages

  • Tobacco bag stringing: Elementary activity four: In this activity for grades 3–5, students will read and evaluate a primary source letter from the Tobacco Bag Stringing collection. This should be done after Activity one, which is the introductory activity about tobacco bag stringing. Students will investigate the influence of technology, and its lack, on the tobacco bag stringers. They will do a role play/debate in which they will assume the roles of owners of companies and other people that were involved in the issue.
  • Tobacco bag stringing: Elementary activity three: In this activity for grades 3–6, students will read and evaluate primary source letters from the Tobacco Bag Stringing collection. This should be done after Activity one, which is the introductory activity about tobacco bag stringing.
  • Tobacco bag stringing: Secondary activity four: In this activity for grades 7–12, students will examine primary source photographs and biographical information that were collected for the Virginia-Carolina Service Corporation to set up a data record.

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This is one of a series of activities that will help educators use the Tobacco Bag Stringing project materials in their classrooms. Throughout the series students will learn about tobacco stringing, study primary source documents and visuals, engage in a role play/debate, and practice critical thinking and analysis skills.

Learning outcomes

  • Students will learn about the activity of tobacco bag stringing.
  • Students will evaluate the importance of this activity to the economics of the families involved.
  • Students will develop historical empathy.

Teacher planning

Materials needed

  • Copies of the introductory article about tobacco bag stringing
  • Copy of question sheet on overhead or one for each group of students

Time required for lesson

20 minutes

Procedure

  1. Put the students in groups of four. Alternatively, this can be done as a whole class activity.
  2. Assign each group to read the section “Tobacco bag stringing.”
  3. Put the question sheet on the overhead or pass out copies to students.
  4. Give students time to discuss the questions and develop group consensus.
  5. Allow time for class discussion.

Assessment

Assess by clarity of student understanding as evidenced during discussion.

North Carolina curriculum alignment

Social Studies (2003)

Grade 3

  • Goal 5: The learner will apply basic economic principles to the study of communities.
    • Objective 5.02: Explain the impact of scarcity on the production, distribution, and consumption of goods and services.
    • Objective 5.03: Apply concepts of specialization and division of labor to the local community.
    • Objective 5.05: Distinguish and analyze the economic resources within communities.

Grade 4

  • Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.
    • Objective 2.03: Describe the similarities and differences among people of North Carolina, past and present.
  • Goal 4: The learner will analyze social and political institutions in North Carolina such as government, education, religion, and family and how they structure society, influence behavior, and respond to human needs.
    • Objective 4.01: Assess and evaluate the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.
  • Goal 6: The learner will evaluate how North Carolinians apply basic economic principles within the community, state, and nation.
    • Objective 6.01: Explain the relationship between unlimited wants and limited resources.

Grade 5

  • Goal 5: The learner will evaluate ways the United States and other countries of North America make decisions about the allocation and use of economic resources.
    • Objective 5.03: Assess economic institutions in terms of how well they enable people to meet their needs.

  • North Carolina Essential Standards

    • Social Studies (2010)

      • Grade 3

        • 3.E.1 Understand how the location of regions affects activity in a market economy. 3.E.1.1 Explain how location impacts supply and demand. 3.E.1.2 Explain how locations of regions and natural resources influence economic development (industries developed around...
        • 3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities. 3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions...

      • Grade 4

        • 4.E.1 Understand how a market economy impacts life in North Carolina. 4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand, scarcity, productivity and entrepreneurship. 4.E.1.2 Understand how scarcity and choice in a market economy...