California Agriculture in the Classroom

Agricultural Production Regions in the United States

Grade Level(s)

9 - 12

Estimated Time

Two 50-minute class periods

Purpose

Students will investigate US crop and livestock production and analyze the relevance of land use models in contemporary agricultural production.

Materials

Interest Approach

Activity 1

Activity 2

Activity 3

Essential Files (maps, charts, pictures, or documents)

Vocabulary

von Thünen, Johann Heinrich: farmer and economist who studied the relationships between land costs and transportation costs

Sauer, Carl: an influential cultural geographer who believed that humans control nature and develop their cultures out of that control

Farm Resource Region: US regions map constructed by US Department of Agriculture’s (USDA) Economic Research Service to portray geographic distribution of US farm production

farm: any place from which $1,000 or more of agricultural products were produced and sold during the year

family farm: a farm in which ownership and control of the farm business is held by a family of individuals related by blood, marriage, or adoption

commodity: a raw material or primary agricultural product that is bought and sold as an input in the production of goods; the quality of a given commodity may differ slightly, but it is essentially uniform across producers

commodity chain: the production, sale, and distribution points of a raw agricultural product (e.g. corn, wheat, cattle, coffee) that is used to make consumer products

Census of Agriculture: a complete accounting of US farms and ranches and the people who operate them; taken once every five years by US Department of Agriculture’s (USDA) National Agricultural Statistics Service (NASS)

Boserup, Ester: Danish agricultural economist who observed human-environment relationships

Did you know? (Ag Facts)

Background - Agricultural Connections

The US farmer is the most productive in the history of the world. Interestingly, The World Factbook of the CIA reports that farming, fishing, and forestry represent only 0.7% of the US labor force. Food is more affordable, more abundant, and is safer in the United States than in any other developed country in the world. Although there is a trend toward fewer farms producing an increasing share of agricultural products in this country, US agriculture is positioned to provide for food and fiber needs on a global scale.

According to the 2012 Census of Agriculture—USDA’s complete accounting of US farms and ranches and the people who operate them—of the 2.1 million farms in the United States in 2012, 97 percent were family-owned operations. Only 3 percent of farms were non-family corporations, but they accounted for 16 percent of the value of all US agricultural products sold. Note that the USDA defines farm as any place from which $1,000 or more of agricultural products were produced and sold during the year. A family farm is owned and controlled by a family of related individuals.

The United States has more arable land (land suitable for growing crops) than any other nation in the world. Approximately 40 percent of all US land—totaling 915 million acres—was farmland. Of that farmland, 45.4 percent (415.4 million acres) was permanent pasture, 42.6 percent (389.8 million acres) was cropland, and 8.4 percent 76.9 million acres) was woodland. Farmsteads, buildings, and livestock facilities covered the remaining 3.6 percent (32.9 million acres) of farmland.

Farmland is most heavily concentrated in the middle of the United States. The Economic Research Service (ERS) of USDA reports that agriculture production occurs in each of the 50 states. However, that production is as diverse as the states themselves. California leads the country as the largest producer of crops and livestock, accounting for approximately 11 percent of the national total in terms of sales. Crop production is concentrated in California and the Midwest (Iowa, Illinois, Minnesota, and Nebraska) while livestock production is scattered across the country with Texas, Iowa, California, Nebraska, and Kansas leading in sales value.

Despite the growing population, the number of US farms in 2012 declined as compared to the 2007 Census of Agriculture, from 2.2 million to 2.1 million. The decrease in the number of farms is particularly evident in the Southeast and Midwest. During the same five-year period, the amount of land in farms changed very little but with minimal decline, resulting in slightly larger farms (average farm size was 4.34 acres in 2012). This modest decline is spread fairly evenly across the country. However, even this small loss of farmland is an important issue. Estimates vary among sources, but the Farmland Information Center—a partnership between American Farmland Trust and USDA’s Natural Resources Conservation Service—estimates that 50 acres of farmland is lost every hour to development.

In 2000, USDA’s ERS constructed a map of regions depicting geographic specialization in production of US farm commodities. The boundaries of these Farm Resource Regions are not constrained to state boundaries; they are bound within areas of similar physiographic, soil, and climatic traits, as reflected in USDA’s Land Resource Regions. The Land Resource Regions are geographically associated groups of major land resource areas that have broadly related patterns of soil, climate, water resources, and land use.

The commodities produced in these resource regions are the bases of innumerable consumer products. A commodity is a raw material (e.g., eggs, sugar, corn, beef, milk) or primary agricultural product that is bought and sold as an input in the production of goods. The commodity chain of an agricultural product is a complex system of the production, sale, and distribution of an end product.

For centuries, adequately feeding a growing population has prompted a number of theories regarding rural land use and food supply. Three of these theories are summarized below:

Interest Approach – Engagement

  1. Show students the video Growing Today for Tomorrow. Let them watch it the first time without taking notes (it is brief—3 minutes, 30 seconds).
  2. Watch it a second time and instruct students to take notes on some of the specific information presented.
  3. Following the viewings, ask students the following questions:
    • What did you find most interesting about the information presented in the video?
    • What agricultural challenges face our planet in the coming years?
    • Will farmers be able to keep pace with agricultural production in regards to a growing world population? (Show the World Population Clock)

Procedures

Activity 1:

  1. Distribute a blank US Farm Resource Regions Map to each student, and assign one of the nine farm resource regions to each student.
  2. Either project the USDA Farm Resource Regions PDF for student viewing, or distribute a printed copy of the regions to each student. Using this map as well as the Food and Farm Facts map insert from Farm Bureau, the ERS State Fact Sheets and/or the State Agricultural Facts, instruct students to identify the five major agricultural products produced in their assigned region.
  3. Using their blank maps, instruct students to draw images in their assigned farm resource regions that depict the five products identified in Step 3. Students should create legends for their maps.
  4. Use a Think-Pair-Share strategy and ask students to discuss the following question with their partner: What geographic factors influence the production of the major crops of your farm resource region?
  5. Conduct a class discussion in which students share their thoughts on the aforementioned question. Also ask students, “If you could only eat foods local to your farm resource region, what foods would you miss the most from those you typically eat?”

Activity 2:

  1. Use a projection system or print copies of Map #1, American Agriculture in 1922 from 40 Maps That Explain Food in America. Instruct students to compare the agricultural products currently produced in their assigned regions to the products produced in 1922.
  2. Ask students to share their responses to the following questions:
    • What specific agricultural products have changed over the past nine decades?
    • Why has the production of certain agricultural products of a particular region changed?
    • What forecasts regarding future agricultural production might be made in terms of economics, labor, and geographical locations?

Activity 3:

  1. Review the three rural land use models described in the background information. This information is also provided in the Rural Land Use Models handout, which you may choose to provide to students as a reference. 
  2. With the same partners from Activity 1—or new partners, if desired—instruct students to use sheets of white paper to answer the following questions (students may use words and/or pictures):
    1. Considering Carl Sauer’s cultural history theory, what human-environment impacts are evident in regards to the agricultural products produced in your farm resource regions?
    2. What agricultural production technologies are responsible for supporting Ester Boserup’s theory of population and food supply?
    3. Draw a diagram of von Thünen’s rural land use model and identify where the agricultural products of your regions fit into that model by drawing icons of the products in their respective rings.
  3. Conduct a class discussion in which students can share their thoughts on questions 1 and 2 above. Ask students, “Does von Thünen’s model of rural land use still apply to contemporary agricultural production in your farm resource regions? Why or why not?”

Concept Elaboration and Evaluation

After conducting these activities, review and summarize the following key concepts:

Enriching Activities

Suggested Companion Resources

Sources/Credits

  1. http://www.un.org/en/development/desa/news/population/2015-report.html
  2. https://www.agcensus.usda.gov/Publications/2012/

von Thünen’s Rural Land Use Model (Creative Commons by-nc-sa 3.0 license)

Contributors

Doug Andersen (UT), Nancy Anderson (UT), Paul Gray (AR), Ken Keller (GA), Lisa Sanders (MN), Sharon Shelerud (MN), Allison Smith (UT), Kelly Swanson (MN)

Author(s)

Denise Stewardson

Organization Affiliation

National Agriculture in the Classroom