American African Inventors 01

1INVENT: An African American Inventors Curriculum

4-H 956-GPM

INVENT

An African AmericanInventors Curriculum



INVENT: An African American Inventors CurriculumDevelopment of this project was made possible through a grant from the Ohio 4-H Foundation; OSU

Extension, Southwest District; and OSU Extension, Urban Programs.

AuthorsDeborah Lewis Extension Agent, 4-H Youth Development, Lorain County, Ohio

Monetta Roessler 4-H Program Assistant, Hamilton County, Ohio

Karen Williams Urban Extension Programs Specialist, OSU Extension SouthwestDistrict, Vandalia, Ohio

Patty House Extension Agent, 4-H/Agriculture and Natural Resources,Franklin County, Ohio

Kenneth Williams Teacher, Walnut Hills School, Cincinnati, Ohio

Robert Cox Extension Agent, 4-H Youth Development,OSU Extension Adventure Central/Five River’s Metro Parks, Dayton

AcknowledgmentsAnnie Berry Senior Statistician/Evaluator, OSU Extension

Robert Horton, PhD 4-H Curriculum Specialist, OSU Extension

Stan Bowen Bowen Advertising & Art Studio, Columbus

Roberta Turner, PhD Johnson Park Middle School, Columbus, Ohio

Jeanne Gogolski Educational Consultant

Carol Warkentien Educational Consultant

Kim Wintringham Technical Editor, The Ohio State University

Sandra Born Graphic Designer, The Ohio State University

For-sale publication

Copyright © 1999, Ohio State University Extension

All educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatorybasis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or Vietnam-era veteran status.Keith L. Smith, Associate Vice President for Ag. Adm. and Director, OSU ExtensionTDD No. 800-589-8292 (Ohio only) or 614-292-18685/99—5M—?????


Table of ContentsIntroduction ................................................................................................................................................... 6George Washington Carver Brief History (1864–1943) .............................................................................. 14Lesson 1: What DoesIt Take to be Creative/Inventive? .............................................................................. 19Lesson 2: Inventions and Inventors ............................................................................................................ 25Lesson 3: Who Was George Washington Carver? ....................................................................................... 36Lesson 4: The Blues ...................................................................................................................................... 43Lesson 5: Musical Instruments—J. H. Dickinson ...................................................................................... 47Lesson 6: Inventor of Safety Devices .......................................................................................................... 52Lesson 7: Granville Woods’ Impact on Communications ......................................................................... 57Lesson 8: Dr. Ernest Just—Researcher, Health Professional, and Cell Biologist ..................................... 63Lesson 9: Benjamin Banneker—Genius of the Scientific World ............................................................... 69Lesson 10: The Million Dollar Walker Method ........................................................................................... 75Lesson 11: Mistakes That Became Successes ............................................................................................. 83Lesson 12: Quiet Talk and Messages ........................................................................................................... 87Lesson 13: Invention Extension .................................................................................................................. 92

Evaluation Brainstorming ................................................................................................................................ 97 Knowledge .................................................................................................................................... 100

AppendixVolunteer Job Description for Invent: An African American Inventors Curriculum ............... 109

IntroductionWord Trees–Word Web–Mind Mapping ................................................................................... 112Problem Solving/Decision Making Process ............................................................................ 114Principles of Creative Thinking: Word Dance ......................................................................... 115Learning Stations ...................................................................................................................... 116

Lesson 1Inventor Review Sheet .............................................................................................................. 118Front Page News ........................................................................................................................ 119Back to Back Activity Pattern .................................................................................................... 120

Lesson 2Invention/Inventor Fact Pyramid ............................................................................................ 121Inventor Research Report Sheet .............................................................................................. 122Map of Donated Building for New Community Center ........................................................ 123

Lesson 3An Introduction to Gardening Polymers ................................................................................. 124George Washington Carver: An African American Leader for Agriculture ........................... 125Who Was George Washington Carver? ..................................................................................... 126Magical Glob Worksheet ........................................................................................................... 130

Lesson 4

African American Music: Its Development ............................................................................. 131


Lesson 5Musical Instruments: Families and Instruments ................................................................... 132Strike Up the Band .................................................................................................................... 135Make Your Own Rainstick ......................................................................................................... 136Make Your Own Thumb Piano ................................................................................................. 138

Lesson 6Garrett Morgan’s Breathing Device .......................................................................................... 140

Lesson 7Secret Song Meet ....................................................................................................................... 142Braille and Communications ................................................................................................... 143“Follow the Drinkin’ Gourd” ..................................................................................................... 144

Lesson 8Cell Worksheet .......................................................................................................................... 145Embryology Terminology ......................................................................................................... 146Egg Worksheet: The Parts of an Egg ......................................................................................... 147Cell Parts Worksheet.................................................................................................................. 149Normal/Abnormal Cells: Teacher References ........................................................................ 151Plant Cell: Teacher References ................................................................................................ 153Animal Cell: Teacher References ............................................................................................. 155The Microscope Worksheet & Teacher Reference ................................................................... 157

Lesson 9Light Wave Handout ................................................................................................................. 160Solar System Handout .............................................................................................................. 161Blue Print Handout ................................................................................................................... 163

Lesson 10Hair Fact Sheet #1 ..................................................................................................................... 164Hair Fact Sheet #2 ..................................................................................................................... 165Hair Fact Sheet #3 ..................................................................................................................... 166Hair Structure ............................................................................................................................ 167Problem-Solving Worksheet ..................................................................................................... 168

Lesson 12Ohio’s Underground Trails ........................................................................................................ 169“Swing Low Sweet Chariot” ...................................................................................................... 170Comparing African Symbols and American Quilt Patterns ................................................... 171

Lesson 13African American Inventions ................................................................................................... 172

Bibliography ............................................................................................................................................... 174

Learning Outcomes ................................................................................................................................... 175


IntroductionThe African American Inventors curriculum uses George Washington

Carver, African-American scientist, teacher, and inventor, as a role model forcreative problem-solving, invention, creative thinking, and analysis. As aninventor, his vast achievements contributed greatly to the scientific, educa-tional, and economic advancement in the United States.

The curriculum is designed to encourage 4th through 8th grade youthto develop creative and critical thinking skills, to encourage young people toview themselves as inventors and problem-solvers, to increase youth’sawareness of African-American history and cultural pluralism, and tocomprehend and apply scientific principles in everyday life.

The African American Inventors, funded through a grant from the Ohio4-H Foundation, is a partnership of Ohio State University ExtensionCounty, District and State 4-H Youth Development Staff, Ohio State Univer-sity Extension Urban Program Specialists, Ohio State University College ofEducation, and local 4-H volunteers and school teachers.

We know about the basketball, football, baseball, and other greats insports. The African American Inventors Project curriculum is a uniqueseries of lessons to help youth learn about the contributions African-Americans have made in other areas of society.

African-American inventors have been responsible for groundbreakingcontributions that have changed the world through their ingenious displayof creativity and inventiveness. Through George Washington Carver andother noted African-American inventors, young people will be introduced toa variety of inventors who made their dreams a reality and who sought tosolve a problem in a different way.

George Washington Carver (1859–1943) spent much of his time read-ing, studying, and drawing plants and animals. He traveled to another partof Missouri to go to a school that would accept African-American children.He later went to high school in Kansas. He had a strong desire to learn andalways had several jobs while going to school.

Carver eventually went to the Iowa Agricultural College, where hestudied plant chemistry. He later became a professor at the Tuskegee Insti-tute in Tuskegee, Alabama, where he worked for the rest of his life.

Carver experimented with the chemicals in plants to make many usefulproducts. He invented more than 300 products from peanuts, more than100 from sweet potatoes, and hundreds more from other plants and plantproducts. In addition, Carver is credited for publishing informationalbulletins that provided farmers with valuable tips. He was considered aresearcher and educator, experiment station advocate, and early extensionagent through his work with Farmers’ Institutes and Fairs. Indeed, GeorgeWashington Carver looked at something and was able to see beyond theordinary to the extraordinary. He was able to see a problem and see beyondwhat is to what might be and did something about it.

The African American Inventors curriculum is designed to help youngpeople look at something that is already there and make something new outof it—an important skill for an inventor. The following activities will helpyouth develop this skill.


• Brainstorming: free flow of thoughts and ideas

• Finding multiple uses: everyday objects, brainstorms all possible uses

• Problem solving: problem discussed in small groups to find solutionsand then critique various solutions (Appendix: Lesson 2 Worksheet)

• Reading: youth are encouraged to read as many sources on inventorsand how to invent

• Probing questions: ask open-ended questions to ensure more than a yesor no response

• Flow charting: map out steps necessary to create an invention forlogical thinking and visual prompting

Some points to consider/ponder conducting the lessons include:

• Why something was invented

• The trial and error of inventing things

• How the inventions were put into use/marketed

Educators/teachers are encouraged to use these techniques throughout theAfrican American Inventors lessons to help youth develop their creative,critical thinking, problem-solving skills. The accompanying lessons use thewhole language concept of communications: reading, writing, listening,observing, illustrating, experiencing, and doing. In addition, the lessons cutacross the school curriculum and reinforce the teaching of basic life skills.

The learning activities in each lesson module may be arranged in“activity station/learning station” format to facilitate individual performanceand creativity, for example;

Super MachineProvide several pieces of white 8 1/2” x 11”paper along with the following directions.

Super-Machine — A new kind of dominoes

Draw your version of a super-machine.Your drawing must take up the entire pieceof paper and be able to be joined to eitherend of the supermachine that has beencreated by other people.

Make your drawings original, detailed, andneat. When you are finished, put your name on the back of the drawingand tape it (along the back side) to one side of the supermachine that hasbeen drawn by other people.

When all drawings are joined together, you will have a long mural-likedrawing of a machine. Each section should fit with the ones next to it.

Teacher/Leader

Appendix: Introduction

Learning Stations,page 118

Please note that thecurriculum lessonactivities have beenkeyed/connected to theOhio Department ofEducation LearningConcepts and Outcomesfor the fourth and sixthgrades.

A summary of theseoutcomes arelocated inthe Appendix, pages 177


Matching GameMake cards that have the name of an invention on one card and its

inventor on another card. Write numbers in the corner of each card so thateach inventor-invention pair has the same number.

Youth take the deck of cards and turn them face down on a desk. Theythen take turns turning over two cards. When they can turn over two cardsthat match (an invention and inventor) they place the pair in their pile. Theperson with the most pairs at the end of the game wins.

Examples of cards would be:

1. Thomas Edison 1. electric light bulb

2. Wilbur and Orville Wright 2. airplane

3. Johann Gutenberg 3. printing press

CategoriesMake several cards out of tag board or other heavy,durable paper. Write one of the following headings oneach card.

Inventions that were “premature”

Inventions that were “mistakes”

Inventions that are especially beneficial to people

Harmful inventions

Inventions that were a result of teamwork

Inventions that made BIG changes in the world

Inventions that are needed for the future

Inventions that brought people close together

Small inventions that made a big difference

Laminate cards and attach the followinginstructions:

Research information about inventions. When youfind an invention that will fit into one of thesecategories, write its name on the appropriate cardwith the special marking pen.


Things To Do With JunkProvide youth with a box of “good” junk.

Also provide cards with the following instruc-tions:

Junk Card 11. Choose at least 10 items from the box.

2. Arrange the items in some sort of a logicalgroup or sequence.

Junk Card 21. Choose two things from the box.

2. List all of the ways they are alike and waysthey are different.

3. Think of a new invention you could makeby combining the items or by changing oneitem to include one attribute of the otheritem.

Junk Card 31. Choose one thing out of the box.

2. List all of the attributes, uses and features ofyour item.

3. Suggest ways you could change this thingor use it in a new way.

Junk Card 41. Select ten different things from the box.

2. Make as many of the following things in one houras you can:

a) something useful in measuringb) something used for communicationc) a trap for a pestd) something useful in a classroome) some kind of shelterf) a container for mudg) a plaything for a small childh) something that can sail through the air for

15 feeti) something that can spinj) something that represents youk) a musical instrument

Time LineMake a long strip of paper that is 6” wide and as long as is necessary to accommodate the time scale

you choose. Make a straight line along the length of the strip and mark off time intervals of every 50years, beginning with 3,000 BC and continuing to the present. Instruct youth to mark the date of inven-tions on the time line at the appropriate place.

After dates of invention have been added to the time line for about two or three weeks, post the timeline and discuss when most inventions were invented and why most inventing took place during thesetimes.


ConnectionsDivide a piece of tag board into

squares. Cut out pictures of severaldifferent objects and glue each one into asquare. You should have at least twentypictures. Provide small markers in twodifferent colors. Write the followingdirections for the game.

This is a game for two players. Eachplayer should choose a color of markers.The first player tries to make a connectionbetween any two pictures by telling howthey are related. You can say things like,“they are both containers, they are madefrom the same materials, they are bothalive, they can both be found in a bed-room, etc.” If a connection can be made, amarker is placed on both pictures. The next player must make a connectionbetween the last object named and any other object that does not have amarker on it. If a connection can be made, a marker is placed on the objectthat does not have a marker on it. If a connection cannot be made, the playermust pass. The person who has captured the most objects is the winner.

Invention QuiltProvide youth with squares of white

paper (approximately 7” x 9”). Each youthshould choose a different invention. Onthe top portion of the paper, they shouldmake a drawing of the invention and abrief historical account. When squares arefinished, mount each one on a differentcolor of construction paper and tape themtogether to form a quilt. Hang in theclassroom or in the hall for all youth toread.


HeadlinesTack several pieces of newsprint on a bulletin board. On each piece of

paper, write some headlines from newspapers of the future that deal withinvention events. Provide youth with pieces of paper to write the news articlesto accompany each headline. They may also draw a picture to go with thearticle. As articles are written, they are mounted under the correspondingheadlines. When you are finished, you should have several pages of a newspa-per of the future. Some possible headlines are:

✓ Invention Aids Blind

✓ Revolutionary New Material

✓ Invention Speeds Communication

✓ Artificial Body Parts Improved

✓ New Hope for Terminally Ill

✓ Inventor of the Year Award

✓ Car of the Future, Here Today

✓ New Invention Makes Housework Easy

✓ New Process for Recycling Garbage

✓ The Latest Computer Developments

✓ The Invention Everyone Hoped For

✓ Invention Offers Hope for Starving Nations


InventorQualities

Creative

Curious

Cooperative

ProblemSolver

Team Work

Analytical

7. Blank “web” forms may be found in the Appendix: Introduction.

8. Have youth create more complex “webs” until they have used all thewords listed.

9. Youth may construct “web mobiles” to conclude this process.

10. Supplies needed would include: paper punch, string, tape, constructionpaper, magic markers, scissors. Display mobiles throughout the room.

Word Trees—Word Webs—Mind Maps1. Youth brainstorm words related to ideas that come to mind

when they see/hear a word/phrase.

2. Brainstorming guidelines include:

• no judging of ideas

• all ideas are acceptable

• may piggyback on someone else’s ideas

• no discussing of ideas

• individuals may pass

3. Using a long strip of butcher paper/spacious chalkboard, askthe youth to list as many words/phrases that have somethingto do with the word, topic, or subject designated; for ex-ample, characteristics/qualities of an inventor.

4. Keep youth stretching into new areas by suggesting examplesand categories of ideas.

5. Using the list of words as recorded, have the youth createword trees—word webs—mind maps.

6. Example:

Teacher/Leader

Have youth completethe blank “web” formon pages 112 & 113


Introductory Activity I — Describe An InventorTo introduce “The African American Inventors Curriculum” to the youth,

you are encouraged to do the following activity with the group:

1. Have youth compile a “list of words” that they think describe an inventor;compare results.

2. Have youth draw a picture of an inventor; compare results.

3. Have youth construct an inventor using modeling clay; compare andshare results.

4. There is no right or wrong answer. Summarize that inventors come in allsizes, shapes, colors, and are unique just like each of the youth in thegroup.

Supplies needed:

• Modeling clay for each youth

• Paper

• Pencils/markers/crayons

Introductory Activity II — Creative PeopleTo identify traits of creative people and to illustrate the point that these

same characteristics are often common to everyone.

1. Ask the group members to think of some friends or colleagues that theyconsider to be creative people. (In the event that participants seem tohave difficulty identifying acquaintances, it is acceptable to list other well-known creative people, for example, Walt Disney.)

2. Have them write down the names of two or three people that fit thatcategory, and then next to the name of each person, write what thatparticular person does that makes him or her creative.

3. These resources could include such things as “always asking questions” or“always willing to take a risk” or “daydreams a lot.”

4. Following this individual activity, form groups of four or five participantsto compare and contrast the names and qualities of creative people.

5. As you look over your individual lists, how many of those listed weremale? Female? Tall? Short? Older? Younger? Make the point that physicalconditions typically have no correlation with creative abilities.

6. What are some of the traits or qualities your friends have that make themcreative? Could you learn these qualities?

7. Have you seen cases where friends show creativity even though it is notreinforced?

8. How does one become creative?


George Washington CarverBrief History (1864–1943)

Dr. George Washington Carver helped to revolutionize Southern agricul-ture and received world acclaim for his contributions to agriculture. Thepeanut industry of today is due to his development of more than 300 productsfrom peanuts.

The most amazing fact of Dr. Carver is the way in which he overcameenormous prejudices and poverty as he struggled from a nameless African-American child to George Washington Carver, B.S.; M.S.; D.Sc; Ph.D.; Fellowof the Royal Society of Arts, London; and Director of Research and Experi-ments at Tuskegee Institute, all without a trace of bitterness, with total indif-ference to personal fortune, and with thoughts only of how to make the worlda better place for all people.

Dr. Carver never married, saying he would not subject a woman to thehours that he worked. His wants were simple. When he started at Tuskegee in1896, his salary was $1,000 a year; when he died on January 5, 1943, hissalary was $1,500 a year. He turned down many raises, saying he didn’t needmoney. He never accepted a penny from his many developments or for visit-ing farms to teach the farmers better agricultural methods.

While he received many titles during his 47 years at Tuskegee, his trueavocation was teaching. He had the ability to guide his students to discovertheir own potential and the potential of the world around them.

As a youth, he was known only as “Carver’s George” in the town where hewas born. Born into slavery, George had no last name until he left the farm atthe age of nine to go to school. He was told to change his name to GeorgeCarver.

Dr. Carver shared this about his boyhood:

As nearly as I can trace my history, I was about two weeks old when thewar closed. My parents were both slaves. Father was killed shortly after mybirth while hauling wood to town on an ox wagon.

I had three sisters and one brother. Two sisters and my brother I know tobe dead only as history tells me, yet I do not doubt it as they are buried in thefamily burying ground.

My sister, mother and myself were kucklucked (sold as a group), and soldin Arkansas, and there are so many conflicting reports concerning them I darenot say if they are dead or alive. Mr. Carver, the gentleman who owned mymother, sent a man for us, but only I was brought back, nearly dead withwhooping cough, with the report that mother and sister were dead, althoughsome say they saw them afterwards going north with the soldiers.

My home was near Neosho, Newton County, Missouri, where I remaineduntil I was about 9 years old. My body was very feeble and it was constantwarfare between life and death to see who would be master.

From a child, I had an inordinate desire for knowledge, and especiallymusic, painting, flowers and the sciences, algebra being one of my favoritestudies.


Day after day, I spent in the woods alone in order to collect my floralbeauties, and put them in my little garden I had hidden in brush not far frommy house, as it was considered foolishness in the neighborhood to waste timeon flowers …

There was no opportunity for a young African-American youth to get aneducation in Diamond, Missouri, where George was born, but he thirsted forknowledge. When he went with Moses Carver, the man who owned hismother, to Neosho, and he saw African-American children reciting theirlessons at Lincoln School, he knew he had to go to school. He was only ninewhen he left the little log home where he lived and went to Neosho to starthis education.

He was lucky that a kind family took him in so that he could attendschool. He soaked up knowledge like a sponge, and by the time he was aboutthirteen, he had learned all Lincoln school could teach him.

When he heard some African-Americans say they were moving to FortScott, he saved every penny he could, and when he had enough to carry himthrough a term, he enrolled in school again. He allowed himself a dollar aweek to live on, and studied by candlelight to satisfy his craving for knowl-edge.

Probably the biggest disappointment in his life was when he enrolled inHighland College, Highland, Kansas, was accepted, then when he reported onthe first day they turned him away because he was an African-American. Hewas deeply depressed, but finally determined not to let that stop his educa-tion.

He drifted for a while, then moved to Winterset, Iowa, where he enrolledin Simpson College in 1890, making certain they knew he was African-American. He was accepted—the only African-American out of 300 students.

George Carver studied piano and painting at Simpson College. He contin-ued his painting after he transferred to Iowa State Agricultural College inAmes, Iowa, in 1891. He was not happy in the beginning at Iowa State. Hewas the only African-American in the school and he wasn’t permitted to livein the dormitories with the other boys. Instead, he lived in an office theschool converted for his use. Because of there being another George Carverenrolled in the school, it was at this time that he added “Washington” to hisname to avoid any confusion with the other youth.

But he soon made friends. His fellow students so admired his paintingsthat they tried to convince him to show his “Yucca and Cactus” at the ChicagoWorlds Fair. When he said no because he did not have the clothes to wear, theboys “kidnapped” him, took him to a store, bought him a suit, then put himand his paintings on a train for Chicago. His painting won Honorable Men-tion out of hundreds on exhibit.

Later, at Tuskegee, Professor Carver collected rocks of many colors whichhe pulverized with a flat iron to a suitable powder to make beautiful paints;from the native Alabama clay he made paints ranging from white and palecream through rich yellow ochre and Indian red. While he was at TuskegeeInstitute, his many award-winning paintings were painted using these home-made colors.


Dr. Carver was a man of many talents. After George Carver received hisBachelor of Agriculture degree at Iowa State in 1894, his teachers felt that heshowed great promise and wanted him to continue his education.

At his teachers’ urging, Mr. Carver enrolled in the Iowa State Master’sprogram and was appointed to the faculty as an assistant in biology, whichenabled him to teach freshmen courses.

As a graduate student, George was just as impressive as he had been as anundergraduate, performing his work under the guidance of L. H. Pammel, anoted expert on plant diseases and fungi.

Mr. Carver collaborated on several scholarly articles, and proved a popularteacher with his students. In fact, he might well have stayed at Iowa State as afaculty member (the only African-American teacher there)—which was whatthe other teachers wanted him to do—if it had not been for his ever-growingfeeling that he should do something more to help other people of his race.

In April 1896, just after he finished his M.S. degree at Iowa State University,he received a letter from Booker T. Washington, the young educator who hadbeen struggling to get Tuskegee Institute on its feet. Washington and the Boardof Trustees had decided that the school, founded in 1881, needed an Agricul-tural Department, since 85 percent of the African-Americans in the state werefarmers. And what better person to head up that department than GeorgeWashington Carver, the only African American in the nation to have a mastersdegree. Mr. Carver was then serving as an instructor at Iowa State, a whiteuniversity.

George Carver had been offered positions at two other colleges, but for himthere was not a decision to make. “Why,” he exclaimed excitedly, “this has beenGod’s plan for me all along.” His friends at Iowa State could not bring them-selves to try to keep him there, much as they wanted to.

From the beginning, Professor Carver spent every spare moment he couldaway from the classroom, visiting the farmers in the region to instruct them onhow to benefit from what God had given them. He developed what he called“The Jesup Wagon,” which was really a rolling classroom. His rolling farmschool was so successful, the idea was soon adopted by the U.S. Department ofAgriculture, and later put to use in several foreign countries.

Professor Carver had 13 students in his first class at Tuskegee—75 the nextsemester! After that his classes were always filled.

Tuskegee Institute had very little money to equip his laboratory, but thatdidn’t discourage Professor Carver and his students. They scrounged from thecity dump and anywhere they could for materials to make their own lab equip-ment. He told his students, “Start where you are with what you have. Makesomething of it and never be satisfied.”

Dr. Carver started worrying about the future of cotton when the boll weevilcrossed into Texas from Mexico about 1904. He was also worried that thecotton, planted on the same land year after year, was depleting the soil of itsnutrients. It was a race to see which would ruin the crops first—the boll weevilor poor farming methods.

Dr. Carver started talking with farmers about a crop to replace cotton—thepeanut—a crop they knew since they raised small patches of the “ground peas,”as some called them, both to eat and as hog food. They listened to Dr. Carverand planted acres of peanuts.


One lady planted almost 2,000 acres. But when those acres were harvested,she and the other farmers found there was no market for their crop. Thepeanuts used in the United States at that time were mostly cheap importsraised in China and processed in Japan. It was a sad time for the farmers andfor Dr. Carver. The farmers had gambled their year’s earnings on the peanutand lost. And Dr. Carver felt responsible.

Dr. Carver worried about the farmers whom he had persuaded to plantpeanuts, because of a lack of a sufficient market for the nuts when they wereharvested. Being a very religious man, he retired to “God’s Little Workshop”(his laboratory in Rockefeller Hall) to wrestle with how to accomplish theseemingly hopeless task of creating a market. He told the following little storyabout his experience while meditating in his lab:

I asked the Great Creator what the universe was made for. ‘Ask for some-thing more in keeping with that little mind of yours,’ he replied. What was manmade for?

Little man, you still want to know too much. Cut down the extent of yourrequest and improve the intent.” Then I told the Creator I wanted to know allabout the peanut. He replied that my mind was too small to know all about thepeanut, but He said he would give me a handful of peanuts. And God said,‘Behold, I have given you every herb bearing seed, which is upon the face of theearth—to you it shall be meat.’

I carried the peanuts into my laboratory and the Creator told me to takethem apart and resolve them into their elements. With such knowledge as I hadof chemistry and physics I set to work to take them apart. I separated thewater, the fats, the oils, the gums, the resins, sugars, starches, pectoses, andamino acids. There! I had the parts of the peanuts all spread out before me. Ilooked at Him and He looked at me. ‘Now you know what the peanut is,’ Hesaid.

“Why did you make the peanut?” I asked.

The Creator said, ‘I have given you three laws; namely, compatibility,temperature, and pressure. All you have to do is take these constituents and putthem all together, observing these laws and I will show you why I made thepeanut.’

I therefore went on to try different combinations of the parts under differ-ent conditions of temperature and pressure and the result is what you see.”

After Dr. Carver separated the peanut into its various parts in his lab, heconcentrated on developing useful products from those parts. He found thatthe peanut was a storehouse of wonders, and that when he combined its partsunder various temperatures and pressures, many curious and uncommonforms poured in a never-ending stream—peanut brittle, peanut candy bars,roasted and salted peanuts, a dozen beverages, mixed pickles, sauces, meal,instant and dry coffee, salve, bleach, wood filler, washing powder, metalpolish, paper, ink, plastics, shaving cream, linoleum, shampoo, axle grease,and synthetic rubber, just to name a few of the more than 300 productsdeveloped.

The peanut is 32 percent oil. The oil particles, Dr. Carver found, lack thegelatinous membrane common to animal fat; hence a hydrogenator or cata-lyzer could be used to reduce the peanut oil to oleo. The fat globules could bebroken to produce milk which contained all the elements of cow’s milk, beinglow only in calcium.


Milk produced from peanuts proved to be truly a lifesaver in the BelgianCongo in the 1930s. Cows could not be kept there at that time because of theleopards and flies, so if a mother died, her baby died soon after because therewas nothing to nourish it. Missionaries fed the babies milk made from pea-nuts and they flourished!

Dr. Carver developed more than 300 products made from peanuts. Buthow to market them was the question.

He made a kit in which he carried his products in many bottles. Hecarried his kit to county fairs and to visit the rich and famous—industrialists,governors, representatives, and senators—always demonstrating his products,trying to create a market for peanuts.

The market for peanuts improved dramatically and, in 1918, when WorldWar I was well underway, Dr. Carver had become such a well-known agricul-turalist that the U.S. Department of Agriculture had begun consulting him forways to overcome the wartime food shortages. Because of his fame as anagriculturist and as a scientist, the Peanut Growers Association asked him tospeak to the prestigious Congressional Ways and Means Committee in Wash-ington about the peanut’s value, and about the need for the government tosupport the new American peanut industry.

It was unusual for an African-American to appear before a congressionalcommittee. They gave him only ten minutes to make his presentation—hardlyenough time to unpack his sample case. But when he started talking theywouldn’t let him stop. He spoke for more than an hour, and, as he departed, ahearty round of applause echoed through the room.

Because of his presentation, the committee increased the tariffs to wherethe American farmer could compete in the marketplace.

From the world around him Dr. Carver found a use for almost everything.From native clay he fashioned pots; from the same clays he extracted pig-ments which were used to make paint to paint the local church—the samepaint he used to execute his own paintings on canvas. From throw-awaystring and burlap he made exquisite needlework, and from bark and fibers hewove mats.

From the world around him he found utility—and from utility he createdbeauty. His greatest accomplishment, however, was that he took time to teachhis students his many skills.

When Dr. Carver started his long search for a market for the peanut, hemet Henry Ford and demonstrated to him his many developments. From thatmeeting the two struck up a friendship that was to last for the remainder ofDr. Carver’s life.

When the Carver Museum was opened at Tuskegee in 1941, Henry Fordand his wife were there to dedicate the museum.

A replica of Dr. Carver’s Cabin where he was born is in Greenfield Village,a group of historic buildings in Dearborn, Michigan.

Adapted from “George Washington Carver, The Genius Behind the Peanut,” NationalPeanut Festival Publication.


Teacher/Leader

Have students takePre-Test on CreativeProblem Solving, page105

Have students takePost-Test at the endof lesson, page 106

Time FrameOne to three

45-minute

sessions

SuggestedGrade Level 4th through 5th

6th through 8th

Lesson 1What Does It Take to BeCreative/Inventive?

Subject Areas Subject Matter Module✔ Language Arts Agriculture

Science Environmental

Mathematics Medicine/Health/Science

✔ Self-expression Engineering/Electrical/Aero-Space/Mechanical

✔ Personal Development Recreational/Leisure/Education

Chemistry

Music

✔ General

Objectives• To help youth learn brainstorming techniques.

• To help youth avoid negative self talk and withhold judgment duringbrainstorming.

• To help youth learn critical thinking.

• To help youth learn how groups influence creativity.

• To help youth learn what it takes to be inventive/creative.

Measurable Outcomes• Youth are able to define brainstorming.

• Youth are able to brainstorm.

• Youth are able to define inventive/creative.

• Youth identify steps to Problem Solving.(Pre-Test and Post-Test pages 105-106)

• Youth define critical thinking.


Teacher/Leader

Appendix: Lesson 1

Back-to-Back ActivityPattern, page 120

Materials Needed• Balloons (5–10 per team) (teams of 2–5)

• Clips for tying balloons

• Newsprint or other large paper

• Markers or crayons

• Back-to-Back Diagram (1 set per youth)

• Newspapers

• Bandannas

• Masking tape

Vocabularybrainstorming: problem-solving technique to come up with ideas sponta-

neously in a group

creative: imaginative, ability to be, curious, explore

creative/critical thinking: independent thinker, problem-solver, productive,imaging, inventing and forming mental images to form concepts

inventive: adept at producing inventions; coming up with new ideas,products, systems, new ways of doing things

Introduction to Lesson1. Divide the group into teams of 2 or 3 each.

2. Give each team a bandanna or balloon.

3. Read the following:

People invent things all the time. New ideas, materials, or ways ofdoing things are created. Sometimes new games are created and that’swhat you’re going to do. Each team will have 5 minutes to create anicebreaker that uses a bandanna or balloon. The teams will teach theiricebreaker to another group.

4. Before starting, what makes a good icebreaker? List on newsprint: Highenergy, gets people involved and moving, chance for people to getacquainted, safe for “shy” people, and makes everyone feel a part of thegroup.

5. Allow five minutes for teams to invent their icebreaker, find anotherteam to teach their icebreaker to in five minutes.

6. Discussion questions:

• Have you ever thought of games as an invention?

• Have you ever thought of yourselves as inventors?


Biographical Sketch of InventorNone required for this lesson.

Background InformationEveryone is an inventor/creator at one time or another. What does it take

to be inventive/creative? Use imagination to build a better world. See beyondwhat is to what might be and do something about it. See and learn fromexperiences.

Inventive/creative thinking is thinking independently, productively, andcreatively. It is problem-solving and curiosity. It is imagining, inventing, andforming mental images to organize information into concepts and decision-making.

• identify and analyze values and goals

• consider alternatives, choices

• consequences, outcomes, results

• reasons/arguments to many sides of the issues

• judging/reasoning/evaluating

Creativity is the ability to tap past experiences and come up with some-thing new. The new thing is not necessarily new to the world, but new to theindividual.

In this technological age, practically everyone uses or is affected by thecontributions of creativity, resourcefulness, and curiosity of those who have andwill continue to change the world through being inventive and creative.

Today’s inventors and creators seldom work alone. They require the coop-erative efforts of individuals from different backgrounds to turn ideas intoworkable and attractive inventions/creations that will appeal to others. Inven-tors must be able to communicate clearly to ensure that their creations/ideas areturned into reality. Ideas that seem to be very impractical at first may evolveinto very useful solutions.

This lesson helps youth develop creative/inventive ways of looking atproblems by using brainstorming and creative/critical thinking.

Activity 1.1 — Judging Review the following with the group:

• This activity will help you overcome your own negative judgments andcomments that limit creativity in brainstorming. Each group will havefive minutes to list as many ideas about what it takes to be creative andinventive. Two rules to be followed:

Rule 1: Only the person holding the balloon may speak. After that person is done, he or sheshould toss it to someone else. Each person can say only one idea per turn. If a persondoesn’t have any ideas, he or she can pass.

Rule 2: All ideas are okay. No one should make any spoken or unspoken judgments aboutwhat is said. Self-putdowns such as “This is crazy but . . .” or “This won’t workbut . . .” aren’t allowed either. If anyone (including the speaker) makes a negativecomment, the balloon is popped, but the idea is still written on the list.


Each group should identify one person who will write down their ideas onnewsprint. Remember, your task is to think about what it takes to be creativeand inventive.

• Start the brainstorming process. After five minutes have the groupdiscuss what happened during the session. List:

• Balloon Poppers. Specific statements or gestures that caused the bal-loons to be popped during their discussion.

• Negative Feelings. Any negative or hurt feelings they may have hadwhen a balloon was popped. Would having a balloon popped keep themfrom sharing an idea in the future?

• Positive Feelings. Any positive feelings they may have had when aballoon wasn’t popped.

• Balloon Builders. Things they can do to build a positive atmosphere foridea sharing.

• Have the youth practice what they learned by spending five moreminutes brainstorming about what it takes to be creative and inventive.Ideas should be more freely shared and fewer balloons should bepopped.

• Regroup and share ideas about inventing and creativity. Can one personworking alone come up with all these ideas?

• What does it take to be inventive/creative in a school subject?

Activity 1.2 — Good DirectionsReview the basic guidelines for brainstorming with the group:

• No judging of ideas

• All ideas are acceptable

• May piggyback on someone else’s ideas

• No discussing of ideas

• Individuals may pass

Review the following with the group:

• This activity is to help you practice what it takes to be inventive andcreative and to give clear directions.

• Each group will have five minutes to brainstorm and list importantwords needed to give good directions.

• Regroup and have groups share their words. Concrete, clear, andconcise words are needed so directions are not interpreted differently.

• In groups of two, give instructions for the “Back-to-Back” exercise, setof paper pieces per youth, allow five minutes for activity; reverse roles,allow another five minutes for exercise; process activity, what werebarriers to achieving this activity? What is the significance of givinggood directions/instructions?

Teacher/Leader

Appendix: Lesson 1

Back-to-Back ActivityPattern, page 120


InstructionsPrepare a copy of Back-to-Back Activity for each student; cut into 6

individual pieces, one set of 6 pieces per student. Divide the participants intopairs. Have them sit so they cannot see each other as they work on their paper“constructions.” Have one person lay out a design of any kind with theirpaper pieces. Have that person describe the design to the other person. Thelistener then tries to duplicate the speaker’s design by listening but not askingquestions. No feedback is allowed.

In groups, have the youth select/choose something to tell others how todo. Give step-by-step directions. Examples include: how to tie a shoe; how toput on a jacket/coat; how to throw a football, etc.

Activity 1.3 — UniquenessReview the basic guidelines for brainstorming with the group:

• No judging of ideas

• All ideas are acceptable

• May piggyback on someone else’s ideas

• No discussing of ideas

• Individuals may pass

• Remind teams that cooperation is more important than competition inthis activity. Teams should try to show that each group is unique,leading to greater creativity.

• In small groups, brainstorm ideas for a structure in which you woulduse rolled pieces of newspaper and masking tape (as a fastener). Allow10 minutes. Include use(s) for this structure/invention.

• Allow 20 minutes for groups to build their structure.

• Have each group share their invention and its use(s).

Evaluation Techniques• Have youth write definitions for the vocabulary words.

• Have youth brainstorm problems that they think are important. Selectone. Then brainstorm inventions that might solve the problem. Evaluatethe process as this is done before their peers. (Negative self-talk, judg-ments, etc.)

Digging Deeper1. Have the youth select three inventors from those listed below:

• George Washington Carver

• Garrett Morgan

• Granville T. Woods

• Elijah McCoy


• Lewis Howard Latimer

• Sarah Goode

• Archia Ross

• Simeon Newsome

• Mirian Anderson

• Sarah B. Walker

• Clatonia Dorticus

• Daniel McCree

• Benjamin Bannecker

• Others of your choice

2. Youth are to review the three inventors selected and list the qualities andcharacteristics they had to be inventive/creative

3. Front Page News

Suggested Reading MaterialsInventioneering; Nurturing Intellectual Talent in the Classroom. Stanish and

Singletary. Good Apple, Inc.

Be an Inventor. Barbara Taylor. Harcourt Brace Jovanovich.

Black Pioneers of Science and Invention. Harcourt, Brace & World Science, Inc.

Outward Dreams: Black Inventors and their Inventions, Walker and Company.

CareerOpportunities

• Journalist

• Historian

• Researcher

• Librarian

• Teacher

Appendix: Lesson 1Inventor Review Sheetpage 118

Appendix: Lesson 1Front Page NewsWorksheet, page 119

Teacher/Leader



45-minute

sessions

SuggestedGrade Level

4th through 5th

6th through 8th

Lesson 2

Appendix: Lesson 2

Invention/InventorPyramid, page 121

Teacher/Leader

Inventions and Inventors




✔ Self-expression Engineering/Electrical/AeroSpace/Mechanical


Chemistry

Music

✔ General

Objectives• To help youth understand and experience the invention process.

• To help youth see themselves as inventors.

• To help youth explore different techniques of inventing products, waysof doing things, or coming up with ideas.

Measurable Outcomes• Youth are able to define the terms inventor and invention.

• Youth will know the invention process.

• Youth are able to invent something.

• Youth are able to identify several inventors and theiraccomplishments.

Materials NeededIntroduction General• Scissors • Newsprint

• Glue or tape • Paper

• 1 pyramid pattern per youth • Masking tape

on construction paper • Pencils

• Markers

See activities for additional materials required


Vocabularycopyright: exclusive “legal right” to reproduce, publish, and sell a given

product, idea, or method

invention: new product or object that has been developed; new process or wayof doing things developed; new idea or way of looking at things; newtheory, painting, etc.

invention process: step by step method by which new things come about orare developed

inventor: an individual who produces a “first time” something through inge-nious thinking and experiment

patent: process whereby inventors work with the government to ensure thatothers do not make, use, or sell the new invention without proper ap-proval

trademark: distinctive ownership of merchandise that legally reserves the useof, exclusively to the owner

Introduction to LessonJust as important as the inventions are those behind them—the individuals

who made their own dreams a reality or who solved a problem in a differentway. Everyone is an inventor at one time or another with the invention experi-ence being more important then the performance of the invention itself!

To set the stage for inventions and inventors, youth will create their“Invention/Inventor Pyramid” (Appendix: Lesson 2, page 121). Allow 15minutes for this activity.

Biographical Sketch of InventorNone required for this lesson.

Background InformationThink of all the modern conveniences available to you at home, at school,

and in your community. From automobiles, school buses, airplanes, tele-phones, and frozen foods to television, computers, and more, these inventionshave become an integral part, if not a necessity, of our daily lives. Can youimagine what it would be like without one of these inventions? Yet there was atime when they did not exist. Can you think of something that was “just”recently invented and introduced to the public and even into your own home?

• Have youth select an invention and share what it would be like without it.

• Have youth share a recent/newly introduced creation/invention.

So where did these products come from or how did they come to be?

It is said that “necessity is the mother of invention.” This happens wheninventions are developed by an individual who is trying to solve a problem. Butother inventions or new ways of doing things have come to us as a result of anunexpected discovery or by accident. Inventions are often thought of as newproducts or objects that have been created, but inventions can also be new


processes or ways of doing things; new ideas or ways of looking at things; or anew theory, painting, game, or software program.

Inventors look at something and see beyond the ordinary to the extraordi-nary. They may combine existing inventions or materials to create somethingnew and unique. There is no age limit for becoming an inventor. An openmind is required to use ordinary items in extraordinary ways.

• Have youth brainstorm a list of things that are “common” in a house orat school. Allow 10 minutes for this process. Were these things made bypeople or nature? How did these items make lives or jobs easier?

• It has been said that “necessity is the mother of invention.” Have youthbrainstorm a list of inventions to which this statement may apply. Allow10 minutes for this process.

Coming up with a good idea is only the first step in the invention pro-cess—a process to turn workable and attractive ideas into solutions thatappeal to others and consumers. Inventors become aware of problems, diffi-culties, or gaps in information; missing elements; and disharmonies for whichone has not found a solution. They search for clues in the situation and inexisting knowledge; formulate a hypothesis or possible alternative solutions;test the hypothesis; modify and retest them; and then communicate theresults.

The steps involved in inventing/creating include:

• Keep a notebook/record

• Gather ideas

• Draw it/outline it

• Plan it

• Build it

• Test it

• Modify it

• Market research for opinions

• Patent it

• Give it a trademark

• Market it/advertise

The following activities are designed for youth to be an inventor andexperience the invention process through inventing something by adaptingand improving, creating alternatives, and combining and synthesizing.


Instructions for each activityBuild a Better Mousetrap

Imagine that you work as a designer for a company called “Pest ControlWith a Heart.” This company sells products that people can use to rid theirhomes of unwanted rodents (like squirrels, rats, and mice) without harmingthe animals. Your job is to design a mousetrap that traps mice withouthurting them, that is easy to use, and that can be taken to another location sothat the mice can be released in an area where they will survive.

1. List as many ideas for possible mousetraps as you can. Think aboutcurrent designs for mousetraps and how they might be improved. Butdon’t stop there. Let your imagination run wild. Sometimes adaptationsand improvements may solve the same problem but look very differentthan the original product.

2. Use the materials in the Discovery Bag to draw a sketch or build a modelof your mousetrap.

3. Talk about the following questions and list your ideas on a sheet ofnewsprint:

• In what ways is your mousetrap an improvement on existing mouse-traps?

• How can learning to “adapt and improve” something help someone be abetter inventor?

• What are some similar inventions currently in use that have beenimproved or adapted?

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Activity 2.1 — Adapting and Improving• Divide the group into 3 teams to experience adapting and improving

something that already exists in order to invent products, ways of doingthings, and ideas.

• Allow 30 minutes for the teams to work on their activity; then allow 20minutes for teams to share and for group discussion.

Materials needed for the three team activities

Inventing Products: IInventing Ways of Doing Things: Inventing Ideas: Build a Better Mousetrap Create a Community Invent a Nonviolent

Center for Kids Cartoon Show

✓ Paper bags ✓ Markers ✓ Markers

✓ Materials kids can use to ✓ Crayons ✓ Crayons

make a model (straws, tape, ✓ Colored pencils ✓ Colored pencils

construction paper, index ✓ Newsprint ✓ Newsprintcards, glue, yarn, etc.)

✓ Newsprint

✓ Markers


Appendix: Lesson 2

Map of Donated Buildingfor New CommunityCenter, page 123

Teacher/Leader

Create a Community Center for Kids

Imagine that your teachers from your school have asked you to help themdesign a kids’ community center. This center would be open for kids to useafter school, in the evening, and during the weekends. A local organizationhas donated $500 and a building to help the center get started. The centerdoesn’t have any equipment, furniture, or money to pay staff people. Your jobis to design the new center.

1. Look at the map of the building that has been donated. List as many ideasfor programs that you can think of.

2. Think about the programs that are already available in your community.What are some of the things you like about them? What are some of thethings you dislike? Do you think they meet the needs of kids in yourcommunity?

3. Think about the types of resources you’ll need to have the programs you’dlike to offer. Who will lead the different activities? What types of equip-ment and supplies will be needed? How will you be sure that the activitiesare safe and open to kids of all ages and abilities?

4. Draw a sketch of your proposed community center. Show the types ofactivities you’d like to have. Briefly describe the types of resources you’llneed and your ideas for obtaining them.


• In what ways are the activities at your community center improvementson existing programs for kids in your community?

• How could you find out what activities other kids might like the com-munity center to offer?

• What are some examples of similar types of adapting or inventing waysof doing things in your school or community?

Invent a Nonviolent Cartoon Show

Imagine that you work as cartoonists for a television network. You’ve beenasked to invent a new cartoon show with one special feature. It must benonviolent. It can have a hero or a group of heroes, but they must not resortto violence of any kind to solve the problems they encounter.

1. Decide who your main characters will be, what they will look like, andwhat some of their special features will be. Invent names for them. Or, ifyou want, use existing characters but make them nonviolent.

2. Next, brainstorm some your cartoon’s story line (that is, some of theevents that will take place).

3. Select your favorite story line to develop further. Show a brief version ofthe story by creating 5 to 10 cartoon frames. Place these on newsprint.Cartoons are made up of thousands of frames (or still pictures). Chooseframes that can best tell your story.

4. Invent a title for your cartoon show and write it on newsprint in largeletters. Tape the title and frames on the wall for all the groups to view.


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Inventing Products: Inventing Ways of Doing Things: Inventing Ideas:

Combining Two Different Tools Creating a Game Tales with a Twist

✓ Paper bags ✓ Soccer ball ✓ Index cards

✓ A variety of common tools ✓ Football ✓ Pens

such as a hammer, pen, stapler, ✓ Baseball ✓ Paper

fork, spoon, rolling pin, t-square, ✓ Frisbee ✓ Newsprint

screwdriver, pliers, ruler, ✓ Bat ✓ Markers

measuring cup ✓ Basketball

✓ Newsprint ✓ Newsprint

✓ Markers ✓ Markers

✓ Pencils ✓ Masking tape

Instructions for Each ActivityCombining Two Different Tools

Many ideas for inventions come from combining two or more objects inunusual ways. See if you can create some new tools by combining two or moreof the objects in the paper bag.

1. List, sketch, or make models of as many different tools as you can.

2. Create a name for each new tool and include a description or sketch show-ing how it can be used.

3. Place your ideas on display.

4. Can you think of some everyday objects that are really a combination oftwo or more different tools? Write your ideas on a sheet of newsprint.


• In what ways is your cartoon show an improvement over cartoon showson television?

• Do you think kids will watch your newly created cartoon show? Why orwhy not?

• What are some similar ideas that have been improved or adapted thatcurrently exist?

Activity 2.2 — Combining and Synthesizing• Divide the group into three teams to experience combining and synthe-

sizing something in order to invent products, ways of doing things andideas.

• Allow 30 minutes for the teams to work on their activity. Then allow 20minutes for teams to share and for group discussion.



Creating a GameAnyone can invent a game by combining the rules of two or more familiar

games. See if you can create a game that combines some or all of the rules oftwo or more of the games selected from the items your team selected.

1. Create a name and set of rules for your game. Draw a sketch that showswhat the playing field will look like and how many players will be on eachteam.

2. Place your sketch on display.

3. If possible, set up an area and teach others how to play the game.

4. What are some other games you could invent by combining two or moregames? Write your ideas on a sheet of newsprint.

Tales With a TwistFor Tales With a Twist, prepare Folk Tale Cards by writing each of the

following on separate index cards:

• Brer Rabbit Gets Brer Fox’s Dinner

• Wiley and the Hairy Man

• How the Turtle Got Marks On Its Shell

• How the Sea Creatures Found Their New Home

• Why Spiders Have No Hair

• The People Could Fly

• Follow the Drinkin’ Gourd

• The Talking Eggs

Note: Provide copies of these folk tales for youth to use for this activity.(Source: Kids Explore America’s African-American Heritage, John MuirPublications)

Optional Activity

Prepare Fairy Tale Cards by writing each of them on separate index cards:

• Three Little Pigs

• Sleeping Beauty

• Little Red Riding Hood

• Goldilocks and the Three Bears

• Cinderella

• Snow White and the Seven Dwarfs


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Invent your own story by combining two tales into one. Have half of theyouth use the “Folk Tale Cards” and the other half of the youth use the “FairyTale Cards” to create their “new tales with a twist.” Compare and contrastresponses before and after this activity.

Invent your own story by combining two tales into your own uniquestory. Use lots of imagination!

1. Shuffle the “Folk Tale” cards and draw two cards.

2. Create a new folk tale by combining the two familiar tales.

3. On a sheet of newsprint, write a brief version of your story and place it ondisplay.

4. Create a skit to show your story to the rest of the group.

5. How can combining different ideas help you to be a better inventor?

General Discussion QuestionsWhich was easier for you to combine—things or ideas? Why?

Can you think of inventions you use that were originally two or moreseparate items or ideas? (Examples include music videos, which combine twodifferent media—records and television, and an automatic coffee maker,which combines a coffee maker and a clock or timer). What are some benefitsof these types of inventions?

Activity 2.3 — Creating Alternatives• Divide the group into three teams to experience creating alternatives in

order to invent products, ways of doing things, and ideas.

• Allow 30 minutes for teams to work on their activity. Then allow 20minutes for teams to share and for group discussion.


Inventing Products: Inventing Ways of Doing Things: Inventing Ideas:A Mountain of Paper Clips Designing a Transit System Creating a Slogan

✓ Small bags ✓ Newsprint ✓ Newsprint

✓ A large supply of paper ✓ Markers ✓ Markers, crayons,

clips of different shapes ✓ Masking tape ✓ Colored pencils

and sizes ✓ Scissors ✓ Magazines

✓ Newsprint ✓ Glue ✓ Scissors

✓ Markers ✓ Tape or glue

✓ Straws

✓ Construction paper


Instructions for each activityA Mountain of Paper Clips

Having too much or too little of something has been known to start aninventor’s imagination working overtime. Imagine that you have just discov-ered thousands of paper clips. Using the paper clips in the Discovery Bag, youare to think of some practical or unusual uses for them.

1. List, sketch, or make models of as many possible uses as you can think offor the paper clips in your Discovery Bag.

2. Place your ideas on display.

3. How can learning to look for alternatives help you be a better inventor?Write your ideas on a sheet of newsprint.

Designing a “Transit” System

Getting around big cities and small towns can be quite a challenge. Carsare very convenient, but they can cause traffic jams, use a great deal of energy,and pollute the air. Buses, trains, and subways can move a lot of peoplequickly, but they don’t always operate at convenient times. Besides, getting tothe bus or train stop can be a big hassle for everyone in bad weather, and itcan be especially difficult for senior citizens and those who are physicallychallenged. You are to invent a transportation system for your communitythat would be energy efficient, environmentally sound, safe, and convenient.Add a system to improve/facilitate a large number of people getting to andfrom places in a community.

1. Brainstorm a list of ideas with your teammates. Then draw a sketch orcreate a model that illustrates you new system.

2. Display the sketch or model.

3. In what ways is your system a better alternative than existing transporta-tion systems? Write your ideas on a sheet of newsprint.

Creating a Slogan

Imagine that you are members of a youth group that is concerned aboutthe large number of animals being destroyed each week at the local animalshelter. Your group has chosen the first week of next month as an awarenessweek to help your community be more aware about this issue. You are toinvent a slogan that your team could use as part of a publicity campaign toincrease community awareness.

1. Brainstorm ideas about the issue. What would you like people to knowabout this issue?

2. List any additional research (like going to the library or interviewing thestaff at the shelter) that you might have to do before actually starting thiscampaign.

3. After you have gathered all of the information that you will need, brain-storm as many alternatives for your slogan as you can.

4. Talk about how you will use your slogan as part of a publicity campaign.

Discovery Bags shouldbe prepared prior toactivity with a varietyof paper clips, differ-ent sizes, colors, etc.

Teacher/Leader


For example, will you make posters, write newspaper articles, makebuttons, or speak on the radio? Be as creative in your ideas as you can.Write your ideas on a sheet of newsprint.

5. Choose one of your ideas and create a sample of how you will use yourslogan. Place your sample on display.

6. In what ways are slogans inventions? Write your ideas on a sheet ofnewsprint.

7. Relate this activity to “service learning” in the community or neighbor-hood. Work with community agencies to determine possible ways youthcan develop slogans for various agencies.

General Discussion QuestionsWas it hard to look at something in a new way or to find a new use for

something? Do people sometimes get “stuck” and tend to only look at thingsin one way? What can they do to get “unstuck”?

Evaluation Techniques• Youth write definitions of inventor and invention.

• Youth list steps in the invention process.

• Youth submit a research report on an inventor that they reviewed.

Digging Deeper1. Youth review literature and references related to inventors and inventions.

2. Select an inventor that interests them and complete the “Inventor Re-search Report Sheet.” (Appendix: Lesson 2, page 122)

3. Inventions, products, and ideas must be marketed in order to be success-ful. Youth select a familiar invention and collect newspaper and magazineadvertisements or articles about the product. Design and write your ownad for the product you selected. Include information about how people’slives have changed as a result of this invention.

Teacher/Leader

Appendix: Lesson 2,

Inventor ResearchReport Sheet,page 122


Suggested Reading MaterialsKids Explore America’s African-American Heritage, John Muir Publications.

Invent America, U.S. Patent Model Foundation.

Inventioneering: Nurturing Intellectual Talent in the Classroom, Good Apple, Inc.

Steve Caney’s Invention Book, Workman Publishing.

Focus On Inventors, Teacher Created Materials.

Inventions, Teacher Created Materials.

Inventions, Inventors, and You, Dandy Lion Publications.

Inventing the Future, American Chemical Society (Teacher’s Guide and Video).

Kids Explore America’s African-American Heritage, John Muir Publications.

Black Achievers Activity Book, C & M Publishing, Inc.

CareerOpportunities

• Librarian

• Teacher

• Historian

• Journalist

• Researcher


Less

on 3


50-minute

sessions


4th through 5th

6th through 8th

Mechanical

Who Was George WashingtonCarver?

Subject Areas Subject Matter Module✔ Language Arts ✔Agriculture

✔ Science Environmental


Self-expression Engineering/Electrical/Aero-Space/

Personal Development Recreational/Leisure/Education

✔ Social Studies ✔Chemistry

Music

General

Objectives• Youth will describe George Washington Carver’s contributions to

agriculture.

• Use a variety of resources to gather information.

Measurable Outcomes• Define/spell vocabulary words.

• Create a new food dish from peanuts or soybeans.

• Create and present a one act play on the life of George WashingtonCarver.

• Identify/name common products made from peanuts, soybeans, andsweet potatoes.

• List several contributions Carver made to agriculture.

Materials Needed• Story and Youth Handout—George Washington Carver, An African-

American Leader for Agriculture, page 42

• Peanuts, soybeans, sweet potatoes

• Large plastic sealable bags

• Mini food chopper—rolling pins

• Books about scientists (optional)


Vocabularylegumes: family of plants that have the capability to add nitrogen to the soil

through a special type of root structure and process with the help ofbacteria

plastics: organic synthetic or processed materials with polymers that can bemolded/cast into objects

polymer: many parts of chemical compound with repeating structure/makeup/small molecules connected together to form larger molecules

protein: naturally occurring chemical; source of energy for us; compoundsamino acids found in all cells and are made by plants

Introduction to LessonIntroduce this lesson by asking some questions to help the youth explore

the nature of soybeans, peanuts, and sweet potatoes.

1. What is a soybean? (In pods) Distribute samples of soybeans to the class.

2. What is a peanut? (In pods) Distribute samples of peanuts to the class.

3. What is a sweet potato? Distribute samples of sweet potatoes to the class.

4. Why do we grow these products?

5. What are the similarities and differences among soybeans, peanuts, andsweet potatoes?

These plant products serve as useful tools to help explore, experiment,examine, and test a multitude of possibilities due to their unique chemicalmakeup or composition and the unique properties that they contain.

Conclude the introductory portion of this lesson by helping the youthmake peanut butter. Crush peanuts in blender or food chopper, add peanutoil to make consistency of peanut butter; spread peanut butter on bananas,crackers, pretzels, etc. Optional method: provide youth with unsaltedpeanuts, rolling pins, and recloseable plastic bags in place of using a blenderor food chopper.

Biographical Sketch of InventorGeorge Washington Carver was not only a leading inventor, but a

premier educator for the African-American population. Born at the end ofthe Civil War sometime in the spring of 1865, he faced hardship almost fromthe very beginning. He never knew his father and his mother disappearedwhen he was an infant. He was raised by a white family in Missouri.

Hardship never seemed to stop George Washington Carver from seekingout his dreams. While working as a farmhand on the Carver farm, he at-tended school in a one-room schoolhouse. He moved to Minneapolis, Kansasand lived with friends while attending a four-room two story high school,but never received a high school diploma. Still wanting more education, heapplied to Highland University, but was denied admission because of hisrace. In 1887, he gained acceptance to Simpson College in Indianola, Iowa,


but transferred to Iowa Agricultural College, now Iowa State University, in1891. In 1894, he earned a B.S. and in 1896 completed his master’s degreeprior to joining Tuskegee Institute to serve as the Director of Agriculture.

From 1938 until his death in 1943, Carver spent much of his time estab-lishing the George Washington Carver Foundation and Museum. This was aneffort to preserve his scientific trailblazing for future African-Americanscientists. Carver had a difficult time following an experiment for extendedperiods of time. He believed he was a trailblazer and it was up to other scien-tists and researchers to fine-tune his products and discoveries. This may bethe reason he only had two patents even though he discovered medicines,plant hybrids, rubber, paint, cosmetics, animal feeds, and much more.

Background InformationCan you imagine life with nothing to go with jelly? Wouldn’t sandwiches

be boring? Well, thanks to a man named George Washington Carver, thesandwiches of today are a hit! He invented the most popular lunch food of the1990s—peanut butter.

George Washington Carver had many inventions. His most recognizedinvention is peanut butter. Before making peanut butter he experimented withplants. He also took the peanut apart chemically. Carver made paper out ofpeanut shells. Have you ever seen peanut shell paper? Carver developed morethan 300 products from peanuts, 100 products from sweet potatoes, and 75products from pecans (see Appendix: Lesson 3). He had many other inven-tions. A few of them are adhesives, bleach, ink, linoleum, shaving cream,paper, and many others. One strange thing about Carver was that he neverpatented any of his discoveries, so he never received any profits. He alsopersuaded farmers not to grow cotton and taught about proper diets.

His early applied research and “hands-on” teaching focused on soil-building experiments using soybeans to add nitrogen to the soil through croprotations. In 1914, he conducted soybean variety experiments focused onsoybean oil quantity. This work was done for a New Jersey paint company. Healso did extensive research on cotton and alfalfa production as well as organicfertilization of vegetables. He was an early pioneer in conservation efforts aswell as sustainable farming practices.

George Washington Carver may be most famous for his work with pea-nuts and sweet potatoes. His “cook stove chemistry” helped to improve thediets of many southern families whose diets were low in vitamins and protein.Many southern families could not afford meat as a protein source. Peanutsand cowpeas served as excellent alternative sources of protein. This workeventually led to many non-food uses for the peanut and sweet potato. Carverhad two patents for cosmetic, paint, and stain processing using peanuts andsweet potatoes.

“An Introduction to Gardening Polymers” (Appendix: Lesson 3) providesinformation on plastics in agriculture.

Activity 3.1 — George Washington Carver Questions1. Provide each youth with a copy of “George Washington Carver, an Afri-

can-American Leader for Agriculture,” have them read it, and then answerthe questions on the worksheet on page 125.

Teacher/Leader

Appendix: Lesson 3,

Words of Alkebu-Lan

page 127 & 128

Teacher/Leader

Appendix: Lesson 3,

An Introduction toGardening Polymers

page 124

George WashingtonCarver, an African-American Leader forAgriculture worksheet,page 125


2. Have them make a list of questions they would like to have answeredabout George Washington Carver’s life and work as an inventor. Youth areto write a letter to Carver and ask the questions to which they would likeanswers.

3. Youth research questions through the library, Internet web sites, and/orwriting to the staff/scientists at the George Washington Carver Instituteand Museum, 1165 Angelina Street, Tuskegee University, Tuskegee Insti-tute, Alabama 36088.

Activity 3.2 — Magical Glob

Materials Needed• white glue (non-school type)

• plastic sealable bags

• measuring cup

• food coloring

• borax solution

• two spoons

• water

Youth will create a polymer by combining simple compounds. In a plasticbag combine 1 tablespoon of glue and 2 to 3 teaspoons of water. Seal the bagand combine the contents by squishing the bag. Add 2 teaspoons of borax.Have some youth do the activity without using borax; compare the endresults. Reseal the bag, making sure there is no air in the bag, and mix thecontents again by squishing the bag. Once the mixture has bonded together,remove the mixture from the bag. Observe and discuss. Record observationson journal sheet (Appendix: Lesson 3—Magical Glob Worksheet). Youth havecreated a polymer. The active ingredient in white glue is polyvinyl acetate.When this ingredient is combined with borax, a bond is created forming themagical glob, causing the molecules to come together.

Optional Activity: Contrast and Compare Magical Globwith Homemade Plastic

Homemade PlasticThis recipe will create a plastic-like substance which, unlike many plas-

tics, is biodegradable because it has no petroleum products in it. It worksbecause starch is polymer (a molecule of many individual pieces all hookedtogether). When the starch is heated with water, it swells up (gelatizes). Theoil helps keep the starch from drying out and becoming brittle. Here’s all youhave to do:

Place 2 tablespoons of corn starch in a resealable plastic bag. Add 2tablespoons of water and 4 to 5 drops of soybean oil (usually sold as “veg-etable oil” in the grocery store). For additional effect, you may add 2 to 3drops of food coloring. Seal the bag closed and knead the bag for several

Teacher/Leader

Appendix: Lesson 3,

Magical Glob Worksheet

page 130


minutes to mix. Unseal a small opening in the top (to vent) and place in themicrowave oven on high for 30 to 40 seconds. (Failure to leave an openingmay make a mess in your microwave!) Remove the bag and open as soon is itis cool to the touch. Remove your plastic from the bag. Discuss and observedifferences and why?

Questions for DiscussionWhat might be some uses for polymer? What are some examples of

polymers? What connections can you make from this activity to the work ofGeorge Washington Carver? (development of paints, resins, rubber)

Activity 3.3 — Monomers/Polymers

Materials• construction paper

• scissors

• tape

To further enhance the youth’s understanding of the concept of linkingmolecules in liquid substances to form solids, known as polymerization, seeif the youth can think of other examples where liquid molecules are pulledtogether to form solids (soy oil into margarine or shortening; paints, plastics,etc.).

A process used to link together molecules in a liquid is known as poly-merization. Molecules called monomers combine with each other to formlarger molecules called polymers. These unique synthetic polymer chainsgive plastics their special characteristics. Explain that polymers, otherwiseknown as plastics, can be made from fossil fuels or renewable resources likeplant fibers, corn and potato starches, or soy protein. The advantage of thelatter types of plastics is they are biodegradable, meaning they eventuallydisintegrate. Other plastics made from petroleum seem to stay around for-ever.

Ask if anyone knows what a polymer is. Have someone look up the wordin a dictionary. Poly comes from the Greek work for “many,” and mer fromthe Greek word for “part.” Together they form “many parts.” To help thegroup understand the nature of polymerization, explain that they are going tocreate a make-believe polymer chain.

1. Have each member of the group fold a sheet of construction paperlengthwise. Then, tell each group member to cut the construction paperlike the diagram. Note that all the cuts are to be about 1/4 inch from theedge. Also note that the cuts alternate from the folded edge to the openedge.

Step 1: 1/4” between cuts

Step 2: cut along folded edges


2. Once the cuts have been made, make a final cut along the foldededge as shown. Be sure not to cut the two end pieces.

3. Next, tape the links together to form a massive group chain orpolymer.

4. Explain that each loop in the chain is called a monomer;loops linked together form a polymer. As a group, demon-strate the versatility of the chain by twisting and stretchingit. Point out that in manufacturing plastics, this chain isformed through the introduction of a chemical called“crosslinker.” The chemical acts much like vinegar whenadded to soy milk. It causes the molecules to come to-gether to form a solid mass.

5. Have youth relate this activity to the work of George Washing-ton Carver; how paint forms a solid coat covering a surface, etc.

Evaluation Techniques1. Youth spell, define vocabulary terms, fill in the blank, multiple choice, or

matching.

2. Youth participate in one act play.

3. Youth match common, everyday products derived from peanuts, soy-beans, and sweet potatoes.

4. Youth’s knowledge of George Washington Carver’s contributions toagriculture as measured through research reports prepared and submitted.

Digging Deeper1. George Washington Carver was known for using peanuts and soybeans as

protein sources in place of meat as a source of protein. Have youth create/make a new recipe using peanut butter or food grade soybeans (tofu,soybean flour). Bring their item to the next class and share the results andrecipe.

2. Have youth research the peanut, soybean, or sweet potato and complete areport on their findings (for example, products derived from them, andother details).

3. Youth check their food products and other product labels at home andcomplete a chart listing those with peanuts, soybeans and/or sweet potato.

one-linkmonomer


Suggested Reading MaterialsStewart, Jeffery C. 1996. 1001 Things Everyone Should Know About African

American History. Doubleday, New York.

McMurry, Linda O. 1981. George Washington Carver Scientists and Symbol.Oxford University Press, Inc., New York.

Haber, Louis. 1970, 1992. Black Pioneers of Science and Invention. HarcourtBrace & Company, San Diego, California.

Carwell, Hattie. 1977. Blacks In Science Astrophysicist to Zoologist, ExpositionPress, Hicksville, New York.

Bullock, Ralph. 1927. In Spite of Handicaps, Association Press, New York,N.Y.

Ohio State University Extension, 1996. Beans About Water, 4-H6026 PM,Ohio State University Extension, Columbus, OH.

George Washington Carver: An African-American Leaderfor Agriculture

Directions: Have the youth read the following story about GeorgeWashington Carver and answer the questions from “George WashingtonCarver: An African-American Leader for Agriculture” Worksheet (Appendix:Lesson 3).

George Washington Carver was a famous scientist, inventor, and teacherfor agriculture.

He was born in the spring of 1865, at the end of the Civil War. Life washard for George. He grew up without his mother and father, and he neverfinished high school.

His curiosity and hard work helped him finish college at Iowa State.

He did experiments with crops at Tuskegee Institute in Alabama. Hefound a way to improve the soil using soybeans and crop rotations. He foundthat soybean oil can be used in paint.

George Washington Carver is famous for his discoveries with peanutsand sweet potatoes. He found over 300 products made from peanuts and 118uses for sweet potatoes. Even rubber can be made from sweet potatoes.

He died in 1943, but he will be remembered for all of his discoveries inagriculture.

CareerOpportunities

• Researcher

• Teacher

• Chemist

• Agriculturalist

• Botanist

• Food Industry

Teacher/Leader

George WashingtonCarver, an African-American Leader forAgricultureworksheet, page 125


Lesson 4

Time FrameTwo to three

50-minute

sessions


4th through 5th

The Blues

Subject Areas Subject Matter Module✔ Language Arts ✔ Agriculture

Science ✔ Environmental

Mathematics ✔ Medicine/Health/Science

✔ Self-expression ✔ Engineering/Electrical/Aero-Space/Mechanical

✔ Personal Development ✔ Recreational/Leisure/Education

Chemistry

✔ Music

✔ General

Objectives• To introduce youth to the history of the blues.

• To help youth express themselves through music.

Measurable Outcomes• Youth will be able to describe the history of the blues.

• Youth will explore several different types of music.

• Youth will write a song about some aspect of their life.

Materials Needed• Musical feelings: Recordings of several different types of music

(check local library), construction paper, markers, crayons

• Create a “Holler”: paper and pen/pencil

• Sing a Song: paper and pencil

• I Got the Blues: paper and pencil, recordings of B. B. King orMuddy Waters

Vocabularya cappella: a song that is sung without instruments to accompany it

bar: in music, a measure of time (In the blues, each bar has four beats.)

blues: type of music developed by African-Americans which was influencedby slavery in the late 1800s and early 1900s

field holler: came before the blues; recited by slaves to make work go fasterand said to the rhythm of their work

improvise: to make up words to a song as it is being sung

lyric: in music, words to a song


Introduction to Lesson1. Have youth list some sounds of a rainstorm. Explain that they will create

the sounds and rhythm of a rainstorm.

2. Have the youth form five lines. Explain that when you point to a line ofyouth, that line should imitate your motion, sound, or rhythm. That linewill continue making the sound until you point to the next line with anew sound/motion, and so forth through the lines; then repeat.

3. Use the following series of motions, sounds, and rhythms:

• rub your hands together

• snap your fingers

• clap your hands together in an irregular cadence

• slap your hands on your legs

• stomp your feet

• slap your hands on your legs and

• open palms (quiet)

Repeat this for 10 minutes.

4. Have the youth remain silent for a minute to think about the activity.Discuss the concepts of rhythm, motion, sounds and effects on individuals.

Biographical Sketch of InventorB. B. King was born Riley B. King on a Mississippi plantation in 1925. He

worked on plantations until 1946 when he traveled to Memphis, Tennessee, totry his luck at music. In 1949, while working for a radio show, he startedcalling himself, “Beale Street Blues Boy” or “B. B.” for short. The name stuckwith him.

He had been singing the blues on plantations for years but he didn’tbecome famous until the late 1960s. During the 1950s, B. B. King played asmany as 300 one-night performances a year. His first pop hit in 1970 “TheThrill is Gone” made him an “Ambassador for the Blues.”

Background InformationNo one is sure who sang the first blues song. We do know that it was

music created originally by enslaved African-Americans in the southern partof the United States. Slaves used to make up “field hollers” in order to maketheir work go by quicker. These field hollers were not sung but rather statedor yelled to the beat of whatever their job was, whether it was picking cotton,harvesting fields, or building something. The slaves would develop a steadyrhythm and then call out an appropriate field holler.

Field hollers eventually changed into the blues. Traditional blues songswere made up of 12 bars and sung a cappella. The first blues songs were nottraditionally written down, but were improvised. The blues were sung byslaves as they labored all day and expressed the heartache, sadness, misery,and hope they had inside. Even blues songs that expressed great misery andsadness still had a sense of humor in them.


Blues were originally sung a cappella because instruments couldn’t beplayed while working in the fields. Eventually after the Civil War and theabolishment of slavery, instruments (traditionally guitars) were added asaccompaniment to the blues. Some of the more famous blues singersinclude B. B. King and Muddy Waters.

After the slaves were freed, African-American music grew rapidly.The availability of musical instruments, including military banddiscards, and the new-found mobility gave birth to the basic roots ofjazz: brass and dance band music and the blues.

The blues, a seemingly simple form of music that neverthelesslends itself to almost infinite variation, has been a significant part ofevery jazz style, and has also survived in its own right. Today’srock and soul music would be impossible without the blues.Simply explained, it is an eight (or twelve) bar strain withlyrics in which the first stanza is repeated. It gets its character-istic “blue” quality from a flattening of the third and seventhnotes of the tempered scale. In effect, the blues is the secularcounterpart of spirituals.

Jazz developed from folk sources. Its origins are shrouded in obscu-rity, but the slaves brought here from Africa, torn from their own ancestralculture, developed it as a new form of communication in song and story.

African-American music in America retained much of Africa in itsdistinctive rhythmic elements and also in its tradition of collective improvi-sation. This heritage, blended with the music of the new land, much of itvocal, produced more than just a new sound. It generated a new mode ofmusical expression.

The most famous form of early African-American music is the spiritual.These beautiful and moving religious songs were most often heard by whiteaudiences in more genteel versions than those performed in rural blackchurches. What is known as gospel music today, more accurately reflects theemotional power and rhythmic drive of early African-American music than arecording of a spiritual by the famous Fisk Jubilee Singers from the firstdecade of this century.

Other early musical forms dating from the slavery years include worksongs, children’s songs, and dances, adding up to a remarkable legacy, espe-cially since musical activity was considerably restricted under that system.

“African-American Music: Its Development” is highlighted in Appendix:Lesson 4; Source: National Afro-American Museum and Cultural Center;Wilberforce, Ohio.

Activity 4.1 — Musical FeelingsGather recordings of several different types of music: classical, orchestral,

pop, rap, blues, country, etc. Give youth construction paper and crayons ormarkers. Play the music, one type at a time. Ask youth to draw a picture ofwhat they see when they listen to the music. If they don’t feel comfortabledrawing, ask them to write their feelings. Use a different sheet of paper foreach type of music. Ask youth to share pictures or observations once theactivity is completed. Don’t forget to display their works of musical art andwriting on the walls!

Teacher/Leader

Appendix: Lesson 4

African American Music:Its Development,page 131


CareerOpportunities

•Teacher

• Musician

• Historian

• Journalist

• Researcher

Activity 4.2 — Create a “Field Holler”Refer to background information for an explanation of “field holler.”

Have youth create their own. Remember these are not sung. An example of amodern day field holler is:

Running the water, running.Add the soap now, add it.Gonna swish up a dish, and shine it up right.Gonna wash these dishes till they’re nice and bright.Gonna rinse off the dish, now rinse it.Put it in the rack to dry.Till the dishes are all done by and by.(Kids Make Music, Hart & Mantell, p. 117)

Can you guess what that field holler was about? What chores do you have todo at home? Make up your own field holler so your work goes faster. Share yourfield holler with the rest of the group.

Activity 4.3 — Sing a SongTake a popular song (for example, “Twinkle, Twinkle Little Star” or “Row,

Row, Row Your Boat”) and make up your own lyrics to it. Do this activity as agroup or individually.

Activity 4.4 — I Got the Blues!Traditional blues are made up of 12 bars of 4 beats each (that’s 48 beats). You

don’t need any instruments—a steady clap will do. You don’t have to rhyme yourwords. Possible topics might be: Homework Blues, Broccoli Blues, Dirty BedroomBlues, and so forth. Use your imagination. Work in groups or as individuals.Share your blues with the rest of the group.

Evaluation Techniques• Youth’s knowledge of vocabulary words

• Youth’s knowledge of different types of music

• Youth’s knowledge of the history of blues

• Based upon the observation/participation of youth in activities

Digging Deeper1. Youth research musical greats: Carmen McRae, Cabell “Cab”

Calloway III, Elizabeth Cotten or other African-American musicians.Prepare a report and share it with others in the group.

Suggested Reading Materials“Blues People” by LeRoi Jones

“The History of the Blues” by Francis Davis

“Kids Make Music” by Avery Hart and Paul Mantell

“Music History CD-ROM Series” History of the Blues—for Macintosh and Windows


Lesson 5


50-minute

sessions


4th through 5th

Musical Instruments —J. H. Dickinson





✔ Personal Development ✔ Recreational/Leisure/Education

Chemistry

✔ Music

✔ General

Objectives• To introduce youth to J. H. Dickinson as an inventor.

• To help youth express themselves through music.

• To introduce musical concepts to youth.

Measurable Outcomes• Youth will be able to categorize instruments into correct musical

families.

• Youth will create a musical instrument.

Materials Needed• Instrument Relay: Pictures of instruments, instrument family name tags

• Body Orchestra: Recordings of various instrument sounds

• Instrumental Ingenuity: Shoeboxes, glasses, bottles, pie tins, combs,cardboard tubes, rubber bands, etc.

• Strike Up the Band!: None


Vocabularybrass family: instruments that are made out of metal (brass); mouthpiece is

metal; sound is produced by blowing into mouthpiece; different notesare produced by pressing one or more of 3 keys (or moving slide in thecase of the trombone or a bugle)

woodwind family: The woodwind family is sometimes hard to recognize.Most of the instruments have a piece of wood (called a reed) in themouthpiece that helps to produce a sound when blown on. The excep-tion is the flute. Flutes used to be made of wood; today they are madefrom silver, nickel, or gold. The flute produces sound by blowing airacross a hole in the mouthpiece. All woodwinds have many keys. Differ-ent notes are produced by pressing or covering different keys.

string family: instruments with strings on them; sound is made by rubbing orplucking the strings

percussion: instruments that make sound by striking one object againstanother

Introduction to LessonUse this activity to introduce the youth to the idea of making a “musical

instrument” and to encourage creativity in them.

Supplies needed for each youth:

• various sizes of balloons

• rubber bands

• wallpaper paste powder

• buckets

• strips of newspaper (no colored ink)

• variety of dried seeds or unpopped popcorn

• 5 inch long by 1/2 inch wide wooden dowel stick

DirectionsBlow up a balloon and tie the end with a rubber band. Add enough water

to the wallpaper paste powder in the bucket to create a paste. Slather strips ofpaper with the wallpaper paste using your fingers. Wrap the strips around theballoon until it is completely covered several times, except for the rubberband end. Form a collar of papier-mâché about 5/8 inches wide at the rubberband end. Allow two full days to dry. Remove the rubber band, and let the airout of the balloon. Pull the balloon out of the papier-mâché shape. Drop inthe seeds or popcorn. Place the end of the stick in the hole and secure withglue. Paint a coating of gesso over the papier-mâché. Paint designs on therattle with acrylic paint. Wrap yarn or a multicolored cord around the collarat the top of the stick for decoration.


Suggestions for this activity:

• use varying sizes of balloons

• use varying kinds of dried seeds

• have youth compare sounds with different size of balloons and differentseeds

• discuss why the variations, if any

• encourage youth to compare at musical and present it to their fellowschool classes, parents, and families during a special school assembly

Biographical Sketch of InventorJoseph Hunter Dickinson was the creator of more than twelve inventions,

most of them having to do with the player piano. Born in Canada in 1855, J.H. Dickinson moved to Michigan in the early 1870s. Shortly after that he gota job building and designing organs with the Clough & Warren Organ Com-pany in Detroit. The organs he built were highly recognized. In 1876 he won amedal at the Centennial Exposition in Philadelphia for one of his organs. Healso made two organs for the Royal Family of Portugal and three organs forDetroit churches.

He worked for Clough & Warren Organ Company for eight years andthen decided to form his own company with his father-in-law. He had marrieda woman named Eva Gould. The Dickinson-Gould Organ Company madeparlor and chapel organs. After moving to New Jersey, Dickinson invented aroller mechanism for the player piano. This device helped the player pianobecome more dependable. The roller mechanism automatically moved thesheet music forward or reverse. The sheet music had tiny holes in it whichtriggered the piano to play certain notes in an order to create a melody.

Background InformationThis lesson will introduce concepts of musical families to the youth.

Brass, woodwinds, percussion, and strings are all musical families. Of thepictures provided, the violin, viola, cello, string bass, guitar, and harp are inthe string family. The flute, piccolo, bassoon, oboe, saxophone, and clarinetbelong to the woodwind family. The trumpet, french horn, trombone, andtuba belong to the brass family. The piano, timpani, drum, and cymbalsbelong to the percussion family. Feel free to use pictures of your own.

Brainstorm with the youth these questions related to J. H. Dickinson’sinvention of the roller mechanism for player pianos:

• Why would such a device be invented/needed? What problem(s) didDickinson notice with player pianos that prompted him to pursue hisinvention?

• Can you think of other situations that were solved in a similar manner?

Teacher’s note:

It may be necessaryto discuss the “playerpiano” prior to brain-storming these ques-tions with the youth.


Activity 5.1 — Instrument RelayReview musical family definitions provided in the vocabulary lesson.

Photocopy pictures of instruments provided (Appendix: Lesson 5, pages 132,133 and 134) onto a different color of paper for each team. Divide the groupinto teams (suggest no more than 10 to 15 per team). Give each team a stackof instruments. Place 4 musical family cards in the front of the room. Instructthe teams to take each instrument and put it next to its proper family, oneteam member at a time. The team done first with the most correct answers(you can tell because of the different colors of paper) wins!

Activity 5.2 — Body OrchestraHow many instrumental sounds can you imitate with your body? Play

recordings of different instruments and have youth imitate the sounds. Thenhave them create original sounds using only their bodies.

Activity 5.3 — Instrumental IngenuityUse the “Strike Up the Band” worksheet to give you ideas for the

“Instrumental Ingenuity” activity. Gather materials. Have youth make theirown instrument. Make sure youth share their instruments with the rest of thegroup or combine several instrument inventions to form your own band.(Appendix: Lesson 5)

Activity 5.4 — Strike Up the Band!Have a concert for your school or neighborhood. An easy way to do this

could be to have youth select a piece of music. Play the piece of music withthe youth accompanying on their instruments. (Appendix: Lesson 5)

Evaluation Techniques• Youth’s knowledge of vocabulary words

• Youth’s knowledge of musical instruments and families

• Youth’s knowledge of the invention process as they created a musicalinstrument

• Youth’s observed participation

Digging Deeper1. Go see a band play at a concert.

2. Go see a musical group such as “Stomp” or listen to Bobby McPherron(“Don’t Worry Be Happy”). Both use unusual items or their own body tomake music.

3. Make instruments using the book titled Making Simple Musical Instru-ments by Bart Hopkin.

4. Have youth create their own “Musical Rain Stick” (Appendix: Lesson 5).

5. Have youth make their own “Thumb Piano” (Appendix: Lesson 5).

Teacher/Leader

Appendix: Lesson 5

Musical Instruments,pages 132, 133 and 134

Strike up the Band,page 135

Teacher/Leader

Appendix: Lesson 5

Make Your Own RainStick, pages 136 and 137

Make Your Own ThumbPiano, pages 138 and 139


Suggested Reading Materials“Black Inventors: from Africa to America” by C. R. Gibbs

“Kids Make Music” by Avery Hart and Paul Mantell

“Making Simple Musical Instruments” by Bart Hopkin

“The Rainstick, a Fable” by Sandra C. Robinson

CareerOpportunities

• Musician

• Researcher

• Historian

• Teacher

• Musical Instrument Manufacturer/ Repair


Inventor of Safety Devices






Chemistry

Music

General

Objectives• Youth will gain an appreciation for the public safety systems we use

today.

• Youth will develop interpersonal and social skills as they participate inhands-on activities with their invention teams.

• Group discussions and personal journal writing will help youth connecttheir experiences today with yesterday’s history.

Measurable Outcomes• Youth are able to identify the role in history of the African-American

inventor Garrett Morgan’s influences on public safety.

• Youth understand and experience some of the inventions of GarrettMorgan.

• Youth experience the “invention process” and concept of problem-solving.

Less

on 6


45-minute

sessions

SuggestedGrade Level6th through 8th


Materials Needed• For each invention team: paper, markers and bulletin board space.

• For each youth: a small brown bag or 9-inch balloon, 1 drinking straw

• For the group to share: tape and rubber bands

• Empty plastic bag

• 1 liter plastic soda bottles

• 18 inch or larger balloons

• Baking soda, vinegar, clear tape

• Copy of breathing device and description for each youth

Vocabularygas mask: device worn over the face to prevent the breathing in of poisonous

gases by chemically filtering them out of the air

pedestrian: one who goes on foot

safety device: devices used to prevent accidents

Introduction to Lesson1. Discuss as a group the impact of various safety devices on our community:

traffic lights, 911 system, stop signs, other devices youth can name.

2. Play a game of red light, yellow light, green light. If space does not permit,have youth sit at their desks, draw a line slowly down a piece of paper,noting the directions given with appropriate symbols.

3. In small groups have youth relate this activity to the inventor, GarrettMorgan.

Biographical Sketch of InventorGarrett A. Morgan (1877–1963) received an elementary school education

in his hometown of Paris, Kentucky. At the age of fourteen he relocated toCincinnati, Ohio, where he worked as a handyman for a wealthy landowner.Because of a lack of opportunity, he moved to Cleveland, where he spent therest of his life. Morgan had several patents, but in 1916 he made his mostimportant invention, the safety hood. Shortly after the safety hood was devel-oped, Morgan put the invention to a crucial test. A disastrous explosionoccurred in Tunnel 5 of the Cleveland Water Works. The “safety hood” made itpossible for rescuers to enter the tunnel to rescue those trapped inside, with-out being overcome by the smoke, dust, and poisonous gases, themselves(Appendix: Lesson 6). In 1923 he was awarded the patent for the three-waytraffic signal, which was the forerunner of the overhead and sidewalk red,green, and yellow lights that we use today. Morgan sold the rights to hisinvention to General Electric Corporation for $40,000. It would be difficult toestimate how many lives have been saved through Garrett Morgan’s inventions.


Background InformationGarrett Morgan was a remarkable man who was creative and self-edu-

cated. One wonders how he achieved the complicated, technical nature of hisdevelopment considering he had completed only the fifth grade in elementaryschool.

Mr. Morgan disguised himself as a Native American, “Big Chief Mason,”since some people would not buy an African-American’s invention. He thusovercame another obstacle in his pursuit of helping people.

His contributions are felt throughout the world. Can you picture thestreets of our community without the traffic signal? Can you picturefirefighters rescuing individuals without gas masks?

Morgan’s concern for public safety and those who were dedicated tomaking communities safe prompted him to explore ways to save lives andprevent traffic accidents.

The following activities will help youth explore and experience similarconcepts.

Activity 6.1 — Air Power1. Give each youth a brown bag or a 9-inch balloon and a drinking straw.

2. Instruct them to blow into the bag or balloon. Do not tie it, but simplypinch it off.

3. Tape the drinking straw to the open end of the bag or balloon.

4. Have the youth observe the air flow out of the drinking straw. This can bedone by letting it blow on a piece of paper, or filling up a clear plastic bag.

5. Discuss observations and experiences:

• What properties of air are demonstrated through this activity?

• Share a photo of the original “safety hood” Mr. Morgan developed.Compare the principles in this activity to the principles Mr. Morganused in the “safety hood.”

6. Activity 6.1 Extension

a. Provide each youth with an empty plastic bag.

b. Have them hold the bag with one hand, keeping the top open, andmove the bag through the air. Twist the top closed. Squeeze the bagwith the other hand.

c. Discuss what youth observed: bag is puffy and resists the pressure frombeing squeezed due to the air molecules being trapped/filling the bag;the air molecules are pushing out more than the pressure you place onthem when pressing on the bag; same principle can be applied to whena balloon is inflated.

d. Place a balloon under a stack of books. Inflate the balloon and observewhat takes place (the inflated balloon will cause the stack of books torise).

Teacher/Leader

Appendix: Lesson 6

Garrett A. Morgan’sBreathing Device,pages 140 and 141


Activity 6.2 — What A Gas1. Provide each group of youth (2 or 3) a one-liter plastic soda bottle, an 18-

inch (46 cm) or larger balloon, 1 teaspoon (5 ml) baking soda, 3 table-spoons (45 ml) vinegar, and clear tape.

2. Pour the baking soda into the bottle and the vinegar into the balloon.Place the open end of the balloon onto the mouth of the bottle, secure itwith the tape, tilt the balloon to allow the vinegar to run down the bottle,and mix with the baking soda.

3. Discuss what the youth observe: mixture causes gas molecules to bereleased, inflating the balloon.

4. How do the principles in this activity relate to Mr. Morgan’s safety hoodprinciple?

Activity 6.3 — Foot Patrol1. Divide the youth into groups of three or four. Their task is to diagram a

layout of their respective school, noting youth/pedestrian entrances,hallways, and other important details.

2. The groups are to select an area of their choice and observe youth trafficflow, directions, numbers, incidents of “accidents,” near misses, etc., for aone-week period; youth may select their observation times for studypurposes, record/note observations.

3. At the conclusion of the week-long study, each group will be responsiblefor designing an effective “youth traffic” system to reduce or eliminate theproblems noted during their week of study.

4. Each group should prepare an appropriate written report as well aspresent an oral report of their findings and solutions for the entire group.

Evaluation Techniques• based on the observation and participation of the youth

• based on the comprehension questions asked and answered

• youth’s knowledge of the vocabulary words

• based on the written journals, reporting the growth of the individualyouth

Digging Deeper1. Have the youth research Garrett A. Morgan, recording the invention that

most interested them.

2. Have the youth research other inventors in the same areas such as: LewisHoward Latimer, Sarah B. Walker, Elijah McCoy, or Granville T. Woods.Complete an appropriate report.


3. As a follow-up to Activity 6.3, youth share the results of their study andpossible solutions to youth council for their ideas. Youth prepare finalrecommendations for presenting to school officials for their ideas andimplementation of action plan.

Suggested Reading Materials9 African American Inventors, Robert C. Hayden

Black Pioneers of Science and Invention, Louis Haber

Outward Dreams Black Inventors and Their Inventions, Jim Haskins

African American Inventors, Patricia and Fredrick McKissack

Lewis Howard Latimer, Glennette Tilley Turner

Cobblestone, July, 1987, and February, 1992 (African-American Inventors)

The Real McCoy: African-American Invention and Innovation, 1619–1930 byPortia P. James (Smithsonian Institution Press, 1989)

Focus on Inventors, Teacher Created Materials, Inc., (1994)

CareerOpportunities• chemist

• engineer (electrical/mechanical/aerospace)

• teacher

• researcher

• journalist

• historian

• health technologist

• firefighter


Lesson 7


45-minute

sessions


4th through 5th

Granville Woods’ Impact onCommunications






Chemistry

Music

General

Objectives• Youth will gain an appreciation for the communication system we use

today and relate household items to these inventions.

• Youth will develop interpersonal and social skills as they participate inhands-on activities with their invention teams.

• Group discussions and personal journal writing will help them to relatetheir experiences today with yesterday’s history.

Measurable Outcomes• Youth are able to identify the role of the African-American inventor

Granville T. Woods in our communication system of today.

• Youth experience some of the inventions of Granville T. Woods.

• Youth will develop skills in problem-solving and inventing something.

Materials Needed• For each invention team: paper, markers and bulletin board space

• For each youth: a small brown bag or 9-inch balloon, 1 drinking straw

• For the group to share: tape and rubber bands


Vocabularycommunication: a system for sending and receiving messages, as by tele-

phone, telegraph, radio, television; giving or exchanging informationsignals, messages

telephone transmitter: device for sending sound over a distance by means ofelectric current

telegraphony: telegraph plus telephone allowed both oral and signal messageto be transmitted over the same line

Introduction to Lesson1. Play a game of telephone with your youth. Provide a statement about

inventors such as “Did you know that Granville Woods was a proudcitizen of Cincinnati, Ohio”? Have the youth pass the statement througheveryone in the group, with the last youth revealing what they were told.

2. Highlight how difficult communications can be even with the youth rightnext to one another. Did the message end up exactly as started? Why orwhy not?

3. Have youth brainstorm, as many ways as possible, various modes ofcommunication. List them on the blackboard or on large newsprint.

4. Divide the youth into their invention teams and assign each group a modeof communications. Have the teams research their assigned system andprepare a written report for sharing with the entire group.

Biographical Sketch of InventorIt’s hard to believe that a man who was forced to leave school at the age of

ten could have patented more than 35 electrical and mechanical inventions.Yet Granville T. Woods did just that by educating himself outside of school inpractical skills for the future.

Born in Columbus, Ohio, in April 23, 1856, Woods literally learned hisskills on the job. Attending school in Columbus until age 10, he served anapprenticeship in a machine shop and learned the trades of machinist andblacksmith. During his youth he also went to night school and took privatelessons. Even though he had to leave formal school at age ten, GranvilleWoods realized that learning and education were essential for developing thecritical skills that would allow him to express his creativity with machinery. In1872 he obtained a job as a fireman on the Danville and Southern railroad inMissouri, eventually becoming an engineer. He invested his spare time instudying electronics. In 1874 Woods moved to Springfield, Illinois, where heworked in a rolling mill. He moved to the east in 1876 and worked part timein a machine shop. He took a mechanical engineering course in an easterncollege. In 1878, he became an engineer aboard the Ironsides, a Britishsteamer, and, within two years, he became Chief Engineer of the steamer.Even with this background and all his engineering skill he was unable to getanywhere in these jobs. His travels and experiences led him to settle inCincinnati, Ohio. But Granville T. Woods was a great electrical and an inven-tive genius. His talents could not go unnoticed.


He invented fifteen appliances for electric railways and received his firstpatent in 1884 on an improved steam boiler furnace (U.S. 229,854).

By 1880 he had established his own shop in Cincinnati, Ohio. Woods,along with his brother Lyates, went on to organize the Woods ElectricalCompany. In later years, he succeeded in selling many of his inventions tosome of the country’s largest corporations. American Bell Telephone Companybought many of his ideas, as did General Electric and the Westinghouse AirBrake Company. In 1888 Granville Woods developed and patented a systemfor overhead electric conducting lines for railroads, which aided in the devel-opment of the overhead railroad system found in contemporary metropolitancities, such as Chicago, St. Louis, and New York City.

In his early thirties, he became interested in thermal power and steam-driven engines. And, in 1889, he filed his first patent for an improved steam-boiler furnace. In 1892 a complete Electric Railway System (U.S. 463.020)was operated at Coney Island, New York. The railway system had no exposedwires, secondary batteries, or slotted causeway—all previously necessary forelectric railways. In 1887 he patented the Synchronous Multiplex RailwayTelegraph (U.S. 373,915), which allowed communications between trainstations from moving trains. Train accidents and collisions were causing greatconcern to both the public and the railways at the time. Woods’ inventionmade it possible for trains to communicate with the station and with othertrains so they knew exactly where they were at all times. This invention madetrain movements quicker and prevented countless accidents and collisions.

Background InformationCommunications may be defined as a system or means of sending and

receiving messages. Write questions on the board and give youth 10 minutesto write a response. Share responses with the entire group.

• How would your life be different if your home did not have telephone,television, or radio?

• How would you communicate?

• How did individuals communicate in the earliest of times?

It is easy to take for granted the common things that we use on a dailybasis until we are without them. One such area of items critical to everydaylife are communications equipment or devices.

The path to freedom for many African-American slaves before and duringthe Civil War was traveling the underground railroad. This railroad was notan actual railroad built underground to transport slaves to freedom, but asecret or “underground” system of routes and safe-houses to help slaves travelto northern states or to Canada. It was named by slave catchers becauserunaway slaves seemed to disappear underground to “… a railroad ‘downthere’ taking them to freedom.”

This railroad consisted of a network of black and white people who workedtogether to hide, clothe, and feed escaped slaves in their homes. Since bountyhunters and pro-slavery settlers were everywhere, special signals and codes topass along information on the “underground telegraph” were developed.

In coded messages, the slaves were referred to as ‘parcels or passengers’.Those who guided them on their dangerous journeys were called ‘conductors’.


‘Stationmasters’ were people who allowed slaves to hide in their homes or‘stations’. ‘Hope’ or ‘sunrise’ were used in place of the names of cities or daysof the week. A lantern with a shade of a special color, a chimney with a row ofbricks painted white, a flag hung outside a door, or a statue outside of asafehouse were all signals used to help fugitives. The most famous conductorof them all, Harriet Tubman, sang spirituals to alert passengers andstationmasters.

The following activities are designed to help youth enhance their knowl-edge of problem solving, inventiveness related to communications, and theinventor Granville T. Woods.

Activity 7.1 — Step by Step1. Have each youth in a team of two choose something to tell his or her

teammate how to do. When the youth do this activity for the first time,have them describe it rather than demonstrate it. It may be necessary topractice this activity a few times, but once youth are more skilled they canchoose more complicated directions.

2. When the teams are ready, have one member of each pair of youth choosea suggested item below (or prepare your own list) to describe. Remindyouth to give clear, step-by-step directions. Switch roles to allow the othermember of each pair to describe an item.

3. Suggested list:

• dial a phone • make a bed

• answer a phone • throw a baseball

• kick a football • make a sandwich

• put on a coat • pack a suitcase

• tie a shoelace • do a dance

• wash a car

4. When each team has completed their step-by-step activity, discuss theelements of good versus vague directions.

5. Conclude this activity by youth brainstorming what communicationproblems Granville T. Woods identified and how he solved them.

Activity 7.2 — Create Your Invention Team Code1. Divide the group into invention teams of four or five each.

2. Explain to the teams that they will need to create a team name for theirgroup. They also must develop a code for their form of communication tothe rest of the group. Be sure to point out that this code should be a newform of communicating. (This is a great time to highlight the Interna-tional Morse Code, American Sign Language, or Braille.)

3. Allow 30 to 40 minutes for the teams to work on their activity. Then allowthe teams 20 minutes to share their code and have the group decode theteam’s name.


Activity 7.3 — Secret Songs

Quiet talk or secret songs of slaves sounded like religious songs, andnobody except the slaves paid attention to them. But the “harmless” words inthese songs often had different meanings than they appeared to have on thesurface.

Examples:

heaven/home = a better life in the north

Jesus/Lord = Harriet Tubman or another conductor on theUnderground Railroad

chariot = the Underground Railroad

drinkin’ gourd = the Big Dipper, a constellation found in thenorthern sky

Judgment Day = time of escape

One secret message song was “Follow the Drinkin’ Gourd.” Here is part ofthat song: (Appendix: Lesson 7)

What was sung:

When the sun comes back and the first quail calls,

Follow the Drinkin’ Gourd,

For the old man’s waitin’ for to carry you to freedom

If you follow the Drinkin’ Gourd.

What it might have meant:

At sunset, you will hear someone make a sound like a quail (or anotherbird). If you head north in the direction of the North Star (pointed to by theBig Dipper), you will find someone—a conductor—waiting to lead youalong the Underground Railroad to freedom in the north.

“Follow the Drinkin’ Gourd” was a favorite spiritual sung by HarrietTubman as she conducted her passengers on the Underground Railroad.Listen to a recording of the song, copy the song lyrics, and decipher thehidden messages written into the lyrics. Then develop your own secret songsusing the sheets in Appendix: Lesson 7, page 142.

Teacher/Leader

Appendix: Lesson 7

Secret Song Meet,page 142

Follow the Drinkin’Gourd, page 144


Activity 7.4 — Invention Engineers1. Divide the group into teams of four or five each.

2. Provide them with the following task:

• Teams are to design a communications system for a newly built home.

• Teams are to consider as many possible forms, methods, ways ofmodern day technology and future concepts in communications.

3. When completed, teams will share their design with the entire group.

4. Conclude the activity with the following:

• Provide each youth with a small brown bag or 9-inch balloon and 1drinking straw. They are to get a message from their classroom to theprincipal’s office by using the brown bag or the balloon and straw.

• Youth are to use inventive/problem-solving principles for this activity.

• Did Granville T. Woods face similar obstacles as he designed a way tocommunicate between trains?

Evaluation Techniques• based on the observation of the youth

• based on the comprehension questions asked and answered

• youth’s knowledge of the vocabulary words

• based on the materials written, reporting the growth of the individualyouth

• based on problem-solving principles used

Digging Deeper1. Have the youth research Granville T. Woods, record the invention that

most interested them, and share their findings.

2. Have the youth research other inventors in the same areas such as: LewisHoward Latimer, Sarah B. Walker, or Elijah McCoy. Have youth sharetheir findings.

3. Have youth research the 911 telephone system and report their findings.

4. Have youth review “Braille and Communications” (Appendix: Lesson 7)and complete the suggested activities.

Suggested Reading Materials9 African American Inventors, Robert C. Hayden

Black Pioneers of Science and Invention, Louis Haber

Outward Dreams Black Inventors and Their Inventions, Jim Haskins

African American Inventors, Patricia and Fredrick McKissack

Lewis Howard Latimer, Glennette Tilley Turner

CareerOpportunities• Engineer (electrical/

mechanical/aerospace)

• Teacher

• Historian

• Journalist

• Researcher

Teacher/Leader

Appendix: Lesson 7

Braille andCommunicationspage 143



50-minute

sessions


6th through 8th

Personal Development

Lesson 8Dr. Ernest Just—Researcher,Health Professional, and CellBiologist




Self-expression Engineering/Electrical/Aero-Space/Mechanical

Recreational/Leisure/Education

Chemistry

Music

General

Objectives• Youth are able to identify and describe the importance of Dr. Ernest

Everett Just in the areas of cell life and scientific research.

• Youth will be able to identify and explain the parts of a cell (both animaland plant).

• Youth will be able to describe abnormal cell formations and their conse-quences to the human body (sickle-cell and cancer cells).

Measurable Outcomes• Use handout of both an animal and plant cell and label parts/same for

microscope.

• Write a five sentence paragraph on the importance of Dr. Just.

• Define and spell the vocabulary terms (80 percent proficiency or better).

• Construct own cell using handout as a guide.


Materials Needed• handout on cells and microscopes

• microscope slides, plant and animal cells to view

• handouts from prescribed text (see below/handouts)

Vocabularybiology: the science of life and life processes

cancer: the abnormal division of cells that invade surrounding tissue andoften spread to other parts of the body through the blood

cell: the smallest structural unit of an organism

cell membrane: the semipermeable membrane that encloses the cytoplasm

cytology: the branch of biology dealing with the study of the formation,structure, and function of cells

fertilization: the act or process of initiating biological reproduction

leukemia: a usually fatal disease characterized by uncontrolled proliferationof leukocytes, which suppress the production of normal blood cells

metabolism: the physical and chemical processes involved in the maintenanceof life

nucleus: a complex, usually spherical, protoplasmic body within a living cellthat contains the cell’s hereditary material and that controls its metabo-lism, growth, and reproduction

physiology: a branch of biology that deals with the functions and activities oflife or living matter such as organs, tissues, or cells

sickle cell anemia: a hereditary anemia characterized by the presence ofoxygen-deficient sickle-shaped red blood cells

zoology: the biological study of animals

Introduction to LessonPass out the Cell Worksheet (Appendix: Lesson 8). Explain that the basic

unit of any living thing is a cell. Some living things, such as an amoeba, aremade up of only one cell. Some living things, such as human beings, havemillions of cells. Cells are so tiny that you cannot see them without help.Using a magnifying glass or if available, a microscope, have youth do oneactivity that scientists do—look at cells using some type of magnifyinginstrument. Have youth take samples of matter, view them under magnifica-tion, and draw what they see in the spaces provided on the worksheet.

Biographical Sketch of InventorErnest Everett Just was recognized as one of this country’s most distin-

guished biological scientists. He formulated new concepts of cell life andmetabolism, and pioneered investigations of egg fertilization.

Teacher/Leader

Appendix: Lesson 8

Cell Worksheet:The Basic Unit of AllLiving Things is the Cellpage 145


Just was born August 14, 1883, in Charleston, South Carolina, to CharlesFraser and Mary Matthews Just. His father was a dock worker and his motherwas a teacher. At the age of four he began working in the field as a field handfollowing his father’s death. After the death of his father the family movedback and forth between Charleston and James Island. Mary Just, his mother,was a teacher who taught half a year in one place and the other half in theother. Later she devoted all of her energies to the poor black community onthe island. Mrs. Just later sold her property to form the Frederick Deming,Jr. Industrial School. This was one of the first industrial schools for blacksin South Carolina.

All of Just’s early education was under the direction of hismother. He pursued more education at South Carolina StateCollege and returned to James Island to teach. His mother aidedhim in deciding to continue his education. He received a specialscholarship to study at Kimball Academy in New Hampshire toprepare for college. Just completed the rigorous four year course inthree years and moved on to Dartmouth College where he discoveredscience. His biology professor, William Patten, inspired him to lookclosely at nature, the world of living things that he knew and loved fromlife on James Island. In his junior year, he was elected to Phi Beta Kappa.He was the only one to graduate magna cum laude from Dartmouth in1904 with degrees in botany and sociology. In his freshman year atDartmouth he received the highest marks in the entire freshman class inGreek and was conferred the Rufus Choate scholar for two years.

In 1907 it was not possible for a black graduate to enter the white profes-sional science world. Just’s only choice was to teach at a good black university.Both Morehouse and Howard Universities recruited him. Just chose Howardin Washington, D.C., where he first taught English literature and rhetoric.

When Howard University erected its new science building in 1912,Howard’s president, Wilbur P. Thirkield remembered Just’s exceptional recordin biology at Dartmouth and asked him to join the biology department ashead of the department. This began Just’s development as a scientist. Hetaught zoology and animal histology at Howard. In the summer months hejoined the Marine Biological Laboratories (MBL) at Woods Hole, Massachu-setts, to conduct research in the summer months under Frank Rattray Lillie,head of the Department of Zoology at the University of Chicago and directorof the MBL.

Lillie arranged for Just to enroll in absentia at the University of Chicagoand to take courses at the MBL. He received his Ph.D. in experimental embry-ology magna cum laude in 1916 from the University of Chicago. His thesiswas on the mechanics of fertilization. He continued his teaching career atHoward and his research at the MBL. Just was also a member of the faculty atthe Howard School of Medicine and headed the physiology department.

Just’s specialization was in cytology, the study of cells. He blazed newtrails in designing techniques for collecting egg and sperm cells and devisednew laboratory methods of working with cells. During his career, he becamean authority on identification procedures to ensure that cells used for experi-ments were normal, healthy cells. Two of his books were Basic Methods forExperiments in Eggs of Marine Animals and The Biology of the Cell Surface. Heco-authored General Cytology published in 1924.


In 1924 Just was selected from biologists of the world by a group ofGerman biologists to contribute to a monograph on fertilization. He contrib-uted to Dr. Jerome Alexander’s three-volume series on colloid chemistry.From 1920 to 1931 Just was the Julius Rosenwald Fellow in biology of theNational Research Council. Under this program he engaged in research as anadjunct researcher of the Kaiser Wilhelm Institute for Biology, Berlin-Dahlam. He also worked at the marine biological laboratories in Naples andin Sicily. In 1930, he lectured at the Eleventh International Congress ofZoologists in Padua, Italy. The lecture was based on fifty published papershe had written.

Just showed all the traits of a true scholar in his work. He was unosten-tatious and modest. His ability, scientific training, creative imagination, anddiligence were the basis for success in his field of zoology.

In The Crisis, published in February 1932, George R. Arthur wrote thefollowing about Ernest Just, biologist,

If we are to judge his accomplishments by standards set up by men ofscience, it can be said that Dr. Just is an eminent scientist. If we are tojudge his value to Negro education by what he has accomplished in therealm of science, it can be said that to Negro you especially, he demon-strates the possibility of human achievement regardless of race or color. Inthe language of Dean Kelly Miller in an appreciation of Dr. Just, Whatboots it that Euclid was a Greek, Newton an Englishman, Marconi anItalian or Guttenburg a German? Their genius has enriched the blood ofmankind regardless of place, time, race or nationality. (p. 46)

Dr. Charles Drew, a pioneer in blood plasma research himself, describedDr. Just as “A biologist of unusual skill and the greatest of our originalthinkers in the field.” Dr. Frank Lillie, his friend and teacher, eulogizing Dr.Just said, “His death was premature and his work unfinished; but his accom-plishments were many and worthy of remembrance. That a man of hisability, scientific devotion and of such strong personal loyalties as he gaveand received should have been wasted in the land of his birth must remain amatter of regret.”

Background InformationCells are the basic functional units of all living organisms. They may

exist singly or in aggregates. When cells join together to take on a special-ized function within a larger organism, they form a tissue. There are twomajor divisions into which all cells fall—prokaryotic (organized nucleusabsent) and eukaryotic (organized nucleus present). Bacteria make up theformer division while the cells of plants, animals, fungi, protozoa, and algaecomprise the later. Animal and plant cells share many characteristics. Theyalso differ in several important ways.

Activity 8.1 — Observing CellsGive each youth a raw shelled egg. Talk about the fact that an egg is a

very large cell. Have them crack their egg into a dish and have them locatethe cell membrane and the nucleus. The cell membrane is the shell, and the


nucleus will appear as a small white spot on the yolk. Have the youth try toidentify the functions of the yolk and the albumen (egg white). (Appendix:Lesson 8, Egg Worksheet)

Activity 8.2 — Identifying CellsHand out to youth the “Cell Parts” worksheets from Appendix: Lesson 8.

Using a larger diagram of an animal and plant cell, identify the parts andfunction of these cells. Have youth work in groups of two and three.

Activity 8.3 — Relating Cells to Other StructuresTell the youth to imagine that a school building, recreation center, or

house is a giant plant cell. Have them tell and draw where the nucleus,chloroplast, vacuoles, and cell walls would be located. An example using aschool building would be: nucleus—principal’s office; chloroplast—schoolcafeteria; vacuoles—trash cans and dumpsters; and cell wall—wall of schoolbuilding or fence around school grounds.

Evaluation Techniques• youth take a quiz on vocabulary terms—multiple choice, fill in, or

matching

• youth individually or in groups develop “cells” to be displayed inclassroom

• labeling of blank microscope/cells

Digging Deeper1. Using the enclosed handout (Appendix: Lesson 8), youth may construct

their individual cells (plant or animal). Various construction materialsmay be used, depending on what is available (be creative). As a groupactivity, youth can construct a larger than life size cell using a portion of abulletin board or a wall, two or three dimensional. Materials mightinclude: sponges, cotton, foil, clay, boxes, juice cartons, etc.

2. In this activity, youth will learn how to use the microscope (see TeacherReferences in Appendix: Lesson 8) and observe structures that are toosmall to see with the eye. Youth are to learn the basic parts of the micro-scope, and color and label the parts on the youth handout. Discuss thepurpose of a microscope—to magnify a specimen with two lenses (seeTeacher References in Appendix). Conclude this activity with mathemat-ics questions on Teacher Reference sheet in Appendix.

3. Discuss normal vs. abnormal cells with the group. Youth will comparedrawings of normal cells versus a sickle cell, cancer cell, etc. Speculate onthe effects this has on the body (see Teacher References in Appendix).Youth will research sickle cell, cancer, and other abnormal cells. Followwith discussion.

Teacher/Leader

Appendix: Lesson 8

EmbryologyTerminology, page146

Parts of an Egg, page 147

Parts of an Egg AnswerKey, page 148

Cell Parts, pages 149-150

Teacher/Leader

Appendix: Lesson 8

Normal/Abnormal Cells:Teacher References, pages151-152

Plant Cell, page 154

Plant Cell Teacher Refer-ence, page 153

Animal Cell, page 156

Animal Cell: TeacherReference, page 155

Microscope Worksheet,page 158

Microscope, TeacherReference, page 157

Microscope WorksheetAnswer Sheet, page 159


Suggested Reading MaterialsThe Cellular and Molecular Biology of Invertebrate, by Roger Sawyer and

Richard Showman: University of South Carolina Press, 1995.

The Biology Careers: 14 aspects of 32 careers, by various authors: ChicagoPress.

Working for Life: Careers in Biology, by Thomas Easton: Medford NJ, PlexusPress, 1984.

Opportunities in Biological Sciences, by Charles Winter: VGM Press 1984.

That’s What Friends Are For, by Ronald Kidd: Nashville Tenn., T. Nelson Press,1978.

The Life of a Cell: Its Nature, Origin, and Development, by J. A. Butler, NY, BasicBooks, 1964.

Inside the Living Cell: The Secrets of Life, by J. A. Butler, NY, Basic Books, 1959.

Cells and Genetics, Life Science Series, by Beverly Hartman, American TeachingAids, Simon and Schuster, Minneapolis, MN, 1992.

CareerOpportunities• biologist

(research, educator,medical field)

• cytologist (studiescells) specializing incancer/sickle cellresearch

• visitations to localhospitals or researchcenters where cancerresearch is being held

• invite various speakerstied into the study ofcancer/sickle cellanemia researchcenters


Benjamin Banneker—Geniusof the Scientific World


✔ Science ✔ Environmental

✔ Mathematics ✔ Medicine/Health/Science


Personal Development Recreational/Leisure/Education

Chemistry

Music

General

Objectives• Youth will be able to identify the contributions of Benjamin Banneker to

early American society.

• Youth will be able to identify vocabulary associated with the life andaccomplishments of Benjamin Banneker.

• Youth will be able to design and develop their own almanacs, designtheir own communities, and chart solar system patterns.

Measurable Outcomes• Youth will have proficiency in the spelling and definition of vocabulary

terms (80 percent or better).

• Youth will write a five-sentence paragraph on the importance ofBanneker.

• Youth will create their own almanacs using original poetry.


50-minute

sessions


6th through 8th

Lesson 9


Materials Needed• drawing paper

• pencils or pens

• construction paper

• ruler

• compass

• flashlight (simulate eclipse)

• model of sun and earth

Vocabularyalmanac: an annual publication including calendars with weather forecasts,

astronomical information, tide tables, and other related information

astronomer: a scientist specializing in the study of the universe beyond theearth (i.e., dimensions, motion, composition, and evolution of celestialbodies)

blueprints: a photographic reproduction, as of architectural plans or technicaldrawing, rendered as white line on a blue background; carefully de-signed plan or model

civil engineer: a person trained in the design and construction of publicworks (bridges, roads, buildings, etc.)

eclipse: the partial or complete obscuring of one celestial body by another

genius: an exceptional intellectual or creative person

mathematician: a person skilled in the study of (math) number, form, andarrangement within numerical and operational symbols

solar system: the sun together with the nine planets that orbit it

surveyor: a person trained in the measurement of dimensional relationshipson the earth’s surface, especially for use in locating property boundaries,in construction layout, and in mapmaking

Introduction to LessonUse this activity to introduce youth to the concepts of astronomy from

Benjamin Banneker’s perspective and the travel of light waves. Have youthwork in groups of three to set up the model for light wave travel. Refer toLight Wave handout in Appendix: Lesson 9 for instructions and materialsneeded.

Have youth record their observations and draw their conclusions. Discussthese questions:

1. What evidence is there that light travels in a straight line?

2. How does this activity show that light does not travel around corners?

3. Is there any different way the cards could be arranged so the light beamcould pass through the three holes? Explain your answer.

Teacher/Leader

Appendix: Lesson 9

Light Wave Handout,page 160


Using the same model, have youth demonstrate a solar eclipse andshadows.

A solar eclipse like the one shown in the figure occurs when the moon isbetween the earth and the sun. Then the moon casts a shadow on the earth.People in areas of the shadow find that light from the sun is either partly ortotally blocked by the moon.

A shadow forms when an opaque object blocks the path of light. In a solareclipse, the moon blocks light from the sun.

EARTHSUN

MOON

Biographical Sketch of InventorBenjamin Banneker was a self-taught mathematician, outstanding as-

tronomer, author of almanacs, surveyor, humanitarian, and inventor. He wasborn near Baltimore, Maryland, in 1731. An only child, Banneker lived all ofhis life on his parents’ farm on the Patapsco River in Baltimore County.Young Benjamin attended integrated private schools. He obtained an eighthgrade education by age 15 and excelled in mathematics. He took over hisparents’ farm and became an excellent farmer.

Josef Levi, a traveling salesman, showed Banneker a pocket watch,something he had never seen before. He became so fascinated with the watchthat he took the watch home and spent days taking it apart and putting itback together. In 1753, using the watch as a model, Banneker produced thefirst wooden clock ever built in the United States. It was made entirely ofwood, and each gear was carved by hand. His clock kept perfect time,striking every hour, for more than forty years. News of the clock created sucha sensation that people came from all over to see it, and the genius who madeit.

During the Revolutionary War, George Ellicot, a neighbor, introducedBanneker to the science of astronomy, which he rapidly mastered. His apti-tude in mathematics and knowledge of astronomy enabled him to predict thesolar eclipse that took place on April 14, 1789. In 1792, Banneker beganpublishing an almanac that was widely read and became the main referencefor farmers in the mid-Atlantic states. It offered weather data, recipes, medi-cal remedies, poems, and anti-slavery essays. This almanac was the firstscientific book written by a African-American, and was published annuallyfor more than a decade.


Banneker’s major reputation stems from his service as a surveyor on thesix-man team which helped design the blueprints for Washington, D.C.President Washington had appointed Banneker, making him the first blackpresidential appointee in the United States. Banneker helped in selecting thesites for the U.S. Capitol building, the U.S. Treasury building, the WhiteHouse, and other Federal buildings. When the chairman of the civil engineer-ing team, Major L’Enfant, abruptly resigned and returned to France with theplans, Banneker’s photographic memory enabled him to reproduce them intheir entirety. Washington, D.C., with its grand avenues and buildings, wascompleted and stands today as a monument to Banneker’s genius.

Banneker’s preoccupation with scientific matters in no way diminished hisconcern for the plight of African-Americans. In a twelve-page letter to Tho-mas Jefferson, he refuted the statement that “African-Americans were inferiorto Whites.” Jefferson changed his position and, as a testimonial, sent a copy ofBanneker’s almanac to the French Academy of Sciences in Paris. Another wasused in Britain’s House of Commons to support an argument for the educationof African-Americans. Banneker was living proof that “the strength of mind isin no way connected with the color of the skin.”

Banneker’s predictions were consistently accurate, except for his predic-tion of his own death. Living four years longer than he had predicted,Banneker died on October 25, 1806, wrapped in a blanket observing the starsthrough his telescope.

Background InformationBenjamin Banneker was recognized as a mathematician, astronomer,

surveyor, and author of an almanac. Discuss the following questions withyouth: “Why would someone invent a wooden clock or an almanac? How didBanneker convince others that they were needed?” The following activitieswill help youth identify some of the contributions of the inventor to Americansociety and to apply the principles of problem-solving and inventiveness insimilar situations.

Activity 9.1 — Solar System in 3-DYouth will construct their own 3-D solar system and map out their system

following a review and discussion of the solar system handout. (Appendix:Lesson 9)

Materials Needed• large piece of white cardboard or paper

• metric ruler

• drawing compass

• local map

A. Scale models are useful because they help you understand the relation-ships among the parts of a system. The scale for this model will be 1 mm= 1000 km. Set up a data table. It should list the diameter of each planetin kilometers and the scale diameter. The table should also list the dis-tance of each planet from the sun and the scale distance. See Table onpage 164 for diameters and distances from the sun.

Teacher/Leader

Appendix: Lesson 9

Solar System Handout,page 161-162


B. On a piece of cardboard, draw a circle to represent each planet accordingto your scale measurements. Label each circle with the name of the planetthat it represents.

C. Find the location of your school on a local map. The school will representthe sun. Draw a line on the map in any direction from your schoolthrough the town. Using your scale and the map scale, mark and labelwhere on the line the planets you have drawn would be placed. Forexample, if Jupiter is 1 km from the school according to your scale, youwould find on your line the point that is 1 km from the school accordingto the map scale and then mark and label it.

Activity 9.2 — My AlmanacYouth will create their own personal almanac. Include as much data as

possible and personalize it to the individual youth. Include weather informa-tion, favorite recipes, poems, short stories, songs, movies, television shows,healthful living tips, school/class data, etc.

Activity 9.3 — Solar System Relaying EventGroup youth into two or three teams, depending on numbers. Individual

players from each team must match the planet with its proper position in thesolar system. They will also match the planet with its description.

Evaluation Techniques• quiz on vocabulary terms—fill in the blank, multiple choice, or matching

• youth give an oral presentation of their almanacs

• youth have all nine planets associated with the solar system in propersequence

Digging DeeperShare the copy of the blueprint handout from the Appendix with the

youth.

1. Youth will research the “blueprint” concept.

2. Youth will design their own communities or neighborhoods, detailingmajor avenues, buildings, and residential or business districts.

3. Youth will do individual or group research on climate and its effect on ourenvironment through a study of different biomes.

Teacher Suggestion:Have samples of alma-nacs on hand for youthto review and studyprior to completing thisactivity. Provide anoutline for youth tofollow in preparing theiralmanac. (Farmer’sAlmanac, LittleRichard’s Almanac, etc.)

Teacher/Leader

Appendix: Lesson 9

Blue Print Handout,page 163


Suggested Reading MaterialsBedini, Silvie A. The Life of Benjamin Banneker. New York: Scribners Press,

1972.

Patterson, Lillie. Benjamin Banneker: Genius of Early America. Nashville, TN:Abingdon Press, 1978.

Goff, Margaret. Benjamin Banneker: Astronomer and Scientist. Champaign, IL:Garraro Publisher, 1971.

Pinkney, Andrea. Dear Benjamin Banneker. San Diego, CA: Harcourt, Brace andCo., 1974.

Physical Science: Series of Authors—Silver Burdett & Ginn Publishers—textbooks

General Science: Series of Authors—Silver Burdett & Ginn Publishers—textbooks

Freeman, Ersky. 1001 Black Inventions.

Van Sertima, Ivan. Blacks in Science. Rutgers University.

Gibbs, C.R. From Africa to America. Black Inventions-3D Pub. 1995.

Burt, McKinley: Black Inventors of America. National Book Company, 1989.

Pyramid Books: Washington DC; (201) 369-1100

Harambee Books & Crafts: 1367 Filmore Avenue, Buffalo, NY 14211;(716) 895-3010

In Touch Books & Video: 2224 S. Atlantic Avenue, Longbeach, CA; (301)490-2665

Artistic Apparel: Cincinnati, OH 45202

Black Art Plus: 51 Parsons Avenue, Columbus, OH 43215;(614) 469-9980

CareerOpportunities

• astronomer

• mathematician

• educator

• urban planner

• draftsman

• writer

• surveyor


The Million Dollar WalkerMethod

Subject Areas Subject Matter Module

Language Arts Agriculture





Chemistry

Music

General

Objectives• To introduce youth to Madame Walker and other inventors who were

instrumental in revolutionizing the African-American hair industry of1900s

• To provide youth with a variety of experiences that may stimulateinterest in careers in science, business, or the beauty industry

• To show youth why hair products, tools, and a marketing plan weredeveloped

Measurable Outcomes• Youth will be able to identify and discuss the contributions that Ma-

dame Walker and other inventors of her time made to the businesscommunity and science.

• Youth will be able to identify structure, shape, and composition of hairand skin.

• Youth will create a consumable product, tool, concept, method, etc.,that addresses a problem relative to hair or skin.

• Youth will be able to identify steps to be taken to insure proper hygiene.


50-minute

sessions


4th through 5th

6th through 8th

Lesson 10


Materials Needed• diagram of hair and skin

• magazines

• poster paper

• glue

• enclosed handout

• Madame Walker’s bibliography

• See ingredients in packet to do protein experiment

Vocabularychemistry: the science dealing with the composition, reaction, and change

that occurs from substances forming and decomposing

cosmetology: the science of beautifying and improving the complexion, skin,hair, or nails

entrepreneur: one who organizes, manages, and assumes the risk of abusiness

formula: a chemical composition of a substance (recipe)

hair: an appendage of the skin; a slender thread-like outgrowth of the body

ingredient: something that is a part of any combination or mixture

method: a way, technique, or process for doing something

philanthropist: a person who provides goodwill to a person or organizationby giving great sums of money or time

pomade: a fragrant hair dressing that softens and give sheen to the hair

protein: a complex organic substance present in all living tissues such as skin,hair, and nails

sebum: fatty or oily secretions of the sebaceous glands that give luster andpliability to the hair, and keeps the skin surface soft and supple

sulfur: a chemical element whose compounds are used in bleaching, in hairpreparations, and in medicine

trichology: the study of hair and its diseases

Introduction to LessonPoll the youth to find out what kind of hair and skin products they use,

such as: sprays, shampoos, conditioners, moisturizers, mousses, straighteners,colorings, etc. Divide the youth into groups and direct them to make picto-graphs using magazine pictures and advertisements depicting what they use.Ask them what the product’s intended use is and how they use it. Have themread labels and find key ingredients that they think make the products dowhat they say they will do. Ask them to explain why the container or themagazine advertisement motivated them or their family members to purchaseand use the product. Ask if the product really works.


As you read or tell the Madame Walker story, have the youth listen forvocabulary words that are hidden in her biography. Have the words listed onthe board. Youth should have the same list, and as the story is told have theyouth cross out words they have heard. At the end of the story go over thewords and have the youth give definitions based on the context of what theyheard. For reinforcement for learning the words, go over the words to insurethat youth have the correct meanings.

Biographical Sketch of InventorMadame C. J. Walker was born in 1867 to ex-slave parents, Minerva and

Owen Breedlove, who lived on the shores of the Mississippi River in northeastLouisiana. When she was six years old, her parents died and she was raised byher sister. She was very poor and had no formal education. At age 14, “to get ahome,” Madame Walker said, she married Mr. McWilliams. She became amother at 20. Her husband died that same year and she and her daughtermoved from Vicksburg, Mississippi, to St. Louis, Missouri. For the next 18years she worked as a washerwoman. Historians indicate that in 1905, Ma-dame Walker started losing her hair. “… After a prayer for God to save herhair, she claimed that in her dream she received a formula for a unique hairgrowth treatment for Negro women’s hair.” Although she never revealed herformula, it is believed that sulfur was the key ingredient. Because her treat-ment straightened and softened the hair, African-American women no longerneeded to use a flat iron to press their hair or use harsh chemicals that harmedblack hair.

In 1905 she moved to Denver, Colorado, and married C. J. Walker, anewspaperman. He helped her promote and advertise her product,Madame C. J. Walker’s Hair Grower. Her marriage did not last, but shecontinued developing hair care products, softeners, and condition-ers.

To market “The Walker Method” or “The Walker System,”“hair culturists,” sold the products door to door. These“Walker Agents” became very popular throughout theUnited States and the Caribbean where they also madehair treatment housecalls. The agents were always dressedin white shirts tucked into long black skirts and carriedblack satchels containing preparations and combing toolsnecessary for dressing hair.

Madame Walker had 3,000 agents selling an ever-expandingline of products and doing demonstrations. They all signedcontracts promising to only use her products and to maintain ahygienic regimen which influenced regulated practices thatwere written into state cosmetology laws. “In frequent visitsand communications to her agents she preached ‘cleanlinessand loveliness’ as assets and aids to self-respect and racialadvance.” Madame C. J. Walker’s Hair Grower was the mostimportant preparation demonstrated. “Sales of the Pomade” and acollection of sixteen other beauty products, many packaged decora-tively in tin containers that carried the portrait of Madame Walker,accompanied by heavy advertising in mainly black newspapers and


magazines, and her own frequent instructional tours, made Madame Walkerone of the best known African-American women in the country by the 1920s.Her fame spread to Europe, where the Walker System coiffure of dancerJosephine Baker so fascinated Parisians that a French company produced acomparable pomade, calling it “Baker-Fix.”

Other African-American women became successful emulating her system.Among those were Mrs. Annie M. Turnbo Malone, and Madame Sarah SpencerWashington.

“One editorial commented in 1919 that it was a noteworthy fact that thelargest and most lucrative business enterprises conducted by colored people inAmerica have been launched by women—named Madame Walker and Mrs.Malone” (Stussy).

Madame Walker’s fortune, including substantial real estate holdings, wasvalued at a million dollars. In 1910 the Mme. C. J. Walker ManufacturingCompany moved to Indianapolis, Indiana, and is still standing today. She wasalso a philanthropist and gave generously to black charities such as NAACP,YMCA, Tuskegee Institute, Palmer Memorial Institute, Mary McLeod Bethune’sDaytona Normal and Industrial Institute for Negro Girls and an academy forgirls in West Africa.

On May 25, 1919, at the age of 52, Madame Walker died of chronic kidneyfailure and hypertension at the Villa Lewaro Estate at Irvington-on-theHudson, New York. Her last words were that she developed this business, “Notfor me, but for my race!” She was proud to be called, “the Negro entrepreneur”because she reached her goal of developing and employing African-Americansin every aspect of her product manufacturing and distribution.

Background InformationIn 1898, Ms. Lyda D. Newman patented the first hairbrush with synthetic

bristles. Soon after, two other African-American inventors revolutionized haircare and created an industry. These women were Sarah Breedlove McWilliamsWalker, known as “Madame C. J. Walker,” and Marjorie Joyner.

Marjorie Joyner (1896-??) began to work for Walker’s company in Chicagoin the mid-1920s. Frustrated because only a day after her treatment everyclient “looked like an accident going someplace to happen,” Joyner inventedthe permanent wave machine (patent #1,693,515-Nov. 27, 1928). This was adome-shaped device that applied electrical current to pressed and clampedone-inch section of hair, creating a hairdo that would last a considerable time.

Joyner herself “never got a penny … but that’s OK” from her invention,but later became Director of Walker’s nationwide chain of beauty schools, andco-founded the United Beauty School Owners and Teachers Association(1945). With their “Pay While You Learn” policy, these schools have providedan accessible and profitable career for thousands of African-Americans.

Others followed in Walker’s and Joyner’s footsteps, founding beautyschools for blacks all over the United States. Jessie T. Pope of Detroit inventedthe thermostatically controlled curling iron, patented it with help from EleanorRoosevelt (1946), and founded a company to manufacture it (1958).


Activity 10.1 — HairWhat is hair? Begin the activity by asking questions about hair and

listening to the youth’s answers. See “Hair Fact Sheet” in the Appendix. Passout the fact sheet and have the class identify structures of the hair and skin.Have a large diagram showing the cross section of the hair, hair cuticle,follicle, and structure (see Appendix: Lesson 10). Have youth draw thesestructures on paper and, working in groups, label the parts. People of differ-ent ethnic groups have different hair textures (i.e., from the coarse straightblack hair of Asians, to the dark kinky and curly hair of African-Americans).Discuss and explore the beauty of the difference. Too often one type of hair isconsidered “good” and another “bad.” Discuss the problem with this type ofthinking and labeling.

Activity 10.2 — Hair CareDiscuss the importance of hair and skin care. Proper washing and comb-

ing or brushing is part of general hygiene. Have a cosmetologist visit the classand demonstrate proper hair and skin care for male and females.

Activity 10.3 — Hair StylesHairstyles for men and women have changed over the years. They are also

different in different parts of the country and different groups. Share some ofthese different styles with youth. Have them share the different styles theyhave observed. Discuss why people wear their hair in certain styles (i.e.,religious reason or to be in style). Have youth:

• talk with parents or other adults about the hairstyles they wore as achild. Bring in pictures to share with class. Have youth tell what societywas like at the time. Have them compare that with today’s society. Whatmotivates hairstyles today?

• draw pictures of hair styles in combination with hair ornaments.

• cut out different pictures of different hairstyles and have them give thestyles creative names.

• project what hairstyle kids will be wearing in the next generation.

Activity 10.4 — Hair ProductsHave youth develop an illustrated booklet describing products such as

combs, irons, hair pins, brushes, hair preparations, etc., that are used in haircare. Include a picture (cut or drawn), a description of the product, its pur-pose, and use.

Activity 10.5 — Hair ProblemsHave youth identify a problem that may exist regarding hair, skin, present

available products, hair ornaments, etc. Using “A Problem-SolvingWorksheet” in the Appendix, list several solutions. If the youth cannot comeup with enough ideas, use the “Word Dance” (Appendix: Introduction) togenerate ideas. Allow youth to decide if they want to work in groups. Havethem come up with solutions and present their creative ideas to the group.Also have them give a simple plan of advertising or marketing their product.

Teacher/Leader

Appendix: Lesson 10

Hair Fact Sheet #1,page 164



Hair Structure, page 167

Teacher/Leader

Appendix: Lesson 10

A Problem SolvingWorksheet, page 168

Appendix: IntroductionWord Dance, page 115


Activity 10.6 — Hair ChainsIn the eighteenth century, scientists became interested in a kind of sub-

stance found in all living things that acted differently from all other sub-stances. If a fluid like blood or egg white was heated, it did not become aboiling liquid like water or oil. Instead, it became a solid. And, if this was notstrange enough, once changed to a solid, it could never again be a liquid.Nothing could be done to return blood or egg white to its original liquid state.It did not take scientists long to realize that this strange material that changedpermanently when heated was the very basis of all life. For this reason, theynamed it “protein,” meaning “of first importance.”

Proteins have turned out to be the most complicated and numerous of allthe compounds found in living things. Some proteins, like egg white, dissolvein water; some, like hair, are fibers. Some, like muscle protein, are responsiblefor movement in animals. But all proteins have certain things in common. Inaddition to the elements carbon, hydrogen, and oxygen, all proteins alsocontain nitrogen. The atoms of these elements, along with an occasional atomof sulfur, form small molecules called amino acids. Proteins are chains ofamino acids.

Only 20 different amino acids make up most proteins. These differentamino acids are like our 26 letter alphabet. When you think of all you can saywith 26 letters, you can see how 20 amino acids can be used to form so manydifferent kinds of proteins.

When human beings and other animals digest their food, the protein isbroken down into amino acids. This supply of amino acids is absorbed intothe body and used to build new proteins. Every living organism forms its ownparticular brand of proteins from a supply of amino acids.

Scientists have found protein to be one of the most challenging kinds ofmaterial to study. You can use some of their methods of investigation to learnhow different kinds of protein behave. Does it dissolve? What shape do thetiny particles have that are suspended in the water? Use a magnifying glass.

You have just demonstrated a very important property of proteins. That is,that the shape of a protein molecule plays an important part in determininghow it behaves. Protein molecules in egg white are like tiny balls of yarn.Their round, compact shape enables them to dissolve in water. When youbeat egg white, you are, in effect, unraveling these balls of yarn. The longchains that form are too large to dissolve. The process of changing proteinfrom its natural form is called denaturing. It is impossible to restore dena-tured egg white to its original form.

The process of changing liquid protein into a solid by heating it is calledcoagulation. Coagulation is a kind of denaturing. Egg white coagulates atabout 156 degrees F. It changes from an almost colorless, transparent, fairlythick liquid to a white solid. The protein in egg yolk also coagulates whenheated.

Protein coagulation is one of the main reasons food changes when it iscooked. Cooked meat and fish become firm and batters change from liquidsto solids. In fact, most baked goods have a “skeleton” of coagulated milk andegg protein that supports them.

Custard is a homogeneous mixture of eggs, milk, and sugar that has beenheated to coagulate the protein in eggs and milk. The purpose of the next


experiment is to see how different amounts of heat affect the coagulation ofthese proteins.

Materials and Equipment• 1/2 cup of sugar • 4 custard cups or other ovenproof cups

• 1/8 teaspoon salt • a pan the cups will fit into

• 3 eggs • a bowl

• 2 cups milk • an electric beater or rotary egg beater

• 1 teaspoon vanilla extract

ProcedurePreheat the oven to 325 degrees F. Beat the sugar, salt, and vanilla extract

into the milk. Add the eggs and beat well. Divide the mixture equally intofour custard cups. Set the cups in the pan and cover the bottom of the panwith about one inch of water. This is to make sure that the bottom of the cupsare not heated more than any other part. Put the custards in the oven for 30minutes.

After 30 minutes, remove one cup of custard. Remove the next cup at 40minutes, the third cup at 50 minutes, and the fourth cup at one hour.

Which custard has been properly cooked? Which custard separates from awatery liquid most easily?

When eggs first coagulate, the protein is able to trap and hold otherliquids such as the water in the milk and egg whites. If eggs are cooked toolong or at too high a temperature, they become tougher and tougher and canno longer hold water. Scrambled eggs, for example, from which water hasseparated have been either overcooked or cooked too quickly.

Properly made custard is a smooth, shiny, yellow pudding that slicescleanly when you put a spoon into it. There is no trace of water from eitheregg or milk.

All custards are good to eat. The overcooked custards should be drainedbefore eating. They can be topped with fruit.


Evaluation Techniques• Youth will define vocabulary words by playing a match game. One

team will hold all definitions. The other team will hold words. Given 3minutes, the two teams must match up words without talking.

• Youth will share one thing that they learned or became impressed withregarding Madame Walker.

• Group will share innovation projects that address a hair or skin prob-lem.

• Youth will identify the cross section and structure of hair using adiagram with no titles.

Digging Deeper1. Research other early inventors or entrepreneurs in the hair care industry

such as: Ms. Lyda D. Newman, Marjorie Joyner, W. H. Sammons, Mrs.Annie Turnbo Malone, and Madame Sarah Spencer.

2. What relationship did Mr.Vertner Woodson Tandy have to MadameWalker’s $250,000 villa? Describe the villa, its contents, and value. Haveyouth relay what they learn by drawing pictures and writing a storyabout a house they would build and furnish if they were extremelywealthy.

3. What warning did the physicians at the Kellogg Clinic at Battle Creek,Michigan, give her? What was the purpose of this clinic?

4. Organize a tour with parents to visit Madame Walker’s former Manufac-turing Company located in Indianapolis, Indiana.

5. Find out more about the singer Josephine Baker. What kind of music didshe sing? What did she look like? What style of hair did she wear?

6. Find out the reasons why hair turns gray.

7. Research current techniques that are used today to regrow hair.

Suggested Reading MaterialsStandard Textbook of Cosmetology Monet Universities of Hair Design,

Cincinnati, Ohio.

African-American Women Inventors of the Early 20th Centuryhttp://W3.mit.edu/invent/WWW/InventorsA-H/Aaweek3.html

Madame C. J. Walker (Sarah Breedlove McWilkins Walker): Inventor Busi-ness Womenhttp://www.lib.lsu.edu/lib/chem/display/Walker.htmc

• beautician

• barber

• chemist

• skin care chemist

• make-up designer

• hair care chemist

• nail care chemist

• fragrance chemist

• researcher

• teacher

• product developer

• advertisementspecialist

• marketing specialist

CareerOpportunities


Mistakes That BecameSuccesses


✔ Language Arts Agriculture





Chemistry

Music

✔ General

Objectives• To help youth understand that inventions may happen by mistake

or accident

• To help youth become familiar with some of the current inventionsthat were a result of mistakes or accidents

• To help youth use their creativity to imagine how other familiarproducts or inventions might have been invented

Measurable Outcomes• Youth will be able to name inventions that were a result of mistakes or

accidents.

• Youth will be able to re-create simple inventions that were a result ofmistakes or accidents.

• Youth will create a display depicting mistakes that worked and acciden-tal discoveries.

Materials Needed• chocolate chip cookies, 1 per youth

• piggy banks (Have each youth bring in one.)

• See activities for specific materials required.

• Frisbees, 1 per 2 youth; molded plastic; 1 per 2 youth, pie tins,(aluminum)

Time FrameThree

45-minute

sessions


4th through 5th

6th through 8th

Lesson 11


Vocabularymistake: wrong action; making an error due to poor judgment and/or insuffi-

cient information

Introduction to Lesson1. Distribute a chocolate chip cookie to each youth. Check for food allergies

to chocolate. Have youth enjoy the cookies as you share how the choco-late chip cookie came to be.

2. Chocolate chip cookies were invented in 1930 by Ruth Wakefield whohad not planned to invent this country’s favorite cookie. While makingcookie dough at the Toll House Inn, she ran out of powdered baker’schocolate. She substituted small pieces of semi-sweet chocolate with theexpectation that the bits of chocolate would melt and disperse through-out the dough; thus ending up with chocolate cookies. To her surprise,the bits of chocolate had not melted into the dough and her cookies werenamed Toll House Cookies after the Inn in which she worked. (Adaptedfrom: Mistakes That Worked by C. F. Jones.)

3. Follow the chocolate chip cookie information with these discussionquestions:

• What kind of chocolate do you think Mrs. Wakefield was first using?Why?

• Why didn’t the chocolate pieces melt when baked in the dough?

• Is there any way Mrs. Wakefield could have ended up with chocolatecookies by using the chocolate pieces?

4. Based upon experiences, information, facts, and figures, can you think ofexamples of situations when the end results were different from what weexpected?

Biographical Sketch of InventorNot applicable for this unit.

Background InformationIt is easy to fail and then abandon the whole idea. It is more difficult to

fail, but recognize another use for the failure. We might be amazed by thenumber of great inventions and discoveries that were accidental, unplanned,and unintentional.

Bite into a chocolate chip cookie, sip a Coca-Cola. Dip your tea bag whileenjoying a breakfast brown ‘n serve roll with your favorite cheese omelette.What do all of these have in common? They were all inventions that hap-pened by mistake or by accident. The invention of fudge, ice cream cones,maple syrup, Popsicles, potato chips, penicillin, X-rays, Frisbees, piggybanks, Silly Putty, bricks, glass, and Post-it Notes also came about by mistake.

In the following activities, youth will experience some inventions thatwere unexpected or the end result was totally different from what was origi-nally planned.


Activity 11.1 — Frisbee Disc1. Share the background of the Frisbee Disc with youth:

The original Frisbee was spelled Frisbie, was metal, and was a pie tin usedin the Frisbie Bakery. Some Yale University youth purchased some FrisbiePies. After they had eaten the pies, they began tossing the empty pie tinsto each other, thus inventing what we know today as the Frisbee. Themetal frisbees were followed by plastic models. Today there are flying disc(Frisbee) clubs, tournaments, and festivals. (Adapted from: Mistakes ThatWorked by C. F. Jones.)

2. Divide the youth into groups. Have a Frisbee throwing contest and recordthe results. Compare molded plastic with aluminum.

3. Have groups invent a new Frisbee game and share with the entire group.

Activity 11.2 — Piggy Bank1. Have youth bring in piggy banks and share observations about the types

and designs of each bank.

2. Share the background of “Piggy Bank” with the youth:

The piggy bank is one of the most popular mistakes ever made! It wasinvented more than four hundred years ago when people began tossingspare coins into pots made of a clay called “pygg.” “Pygg” became thename for earthenware but the term was forgotten over the years. And so, itis not surprising that in the 1800s, when potters were asked to make pyggbanks, they designed a pig-shaped bank. These new banks became verypopular and the term “piggy bank” was used to refer to coin banks. Today,hundreds of years after the “pygg” bank was invented, coin banks shapedlike pigs are still used to save those extra coins for a rainy day.

3. Follow the directions below to make a piggy bank of your own. Then startsaving money you may have been given for special occasions or haveearned by doing chores.

Materials• plastic jug with handles (large bleach or fabric softener jugs work well)

• markers (permanent)

• craft knife or penknife (Be sure an adult supervises the use of thisknife.)

• felt (optional)

• scissors

• glue


CareerOpportunities

• chemist

• engineer

• teacher

• researcher

• journalist

• historian

Digging DeeperHave youth invent a new sport or a variation on an old one by using some

of the equipment listed. After the game has been invented, share it with thegroup and try it out. Write out the rules, directions, and other details. Pos-sible equipment includes:

•broom • mop • laundry basket • rope•wastebasket • sheets • tennis ball • bean bags•balloons • pillows • dustpan • basketball•softball • bases • glove • net•football • cones • spoon • bat•volleyball • Ping-pong ball

Suggested Reading MaterialsMistakes that Worked, Charlotte F. Jones, Double Day Books

The History of the Frisbee, Wham-O, San Gabriel, California

Directions1. Wash the jug thoroughly and allow it to air dry. Screw the cap on.

2. To make the coin slot, draw a rectangular shape about halfway betweenthe base of the handle and the bottom of the jug. Make the slot largeenough to fit the largest coin you intend to slip through it.

3. Use a penknife or craft knife to cut out the rectangular slot.

4. Place the jug on its side as shown in the picture.

5. With permanent marker, draw the pig’s eyes, mouth, ears, feet, and tail onone side of the jug. Do the same on the other side so that the pig’s featurescan be seen from either side. To add more color and texture to the piggybank, cut the pig’s features out of felt and glue them on the jug.

6. Put several coins in the piggy bank to keep it on its belly and prevent thebank from rolling to one side or the other.

7. To remove the coins you have collected, unscrew the cap and empty thepig.

Activity 11.3 — Unplanned Results1. Have youth research inventions that resulted from mistakes or that were

unplanned. Youth will prepare a report and share with the group. Possibletopics may be found in Mistakes that Worked by C. F. Jones.

2. Brainstorm a list of items used when playing sports or participating insports. Have youth research the sport and how some of the items weredeveloped. Have youth share what they learned with the entire group.

Evaluation Techniques• Youth are able to identify common everyday products that were the

result of mistakes.


Quiet Talk and Messages


✔ Language Arts Agriculture





✔ Chemistry

✔ Music

✔ General

Objectives• To help youth understand the importance of communications between

individuals and the unique ways of interpreting messages and themeaning of words, phrases, symbols, etc.

• To help youth appreciate and gain an understanding of “UndergroundRailroads” as a part of early cultural history

Measurable Outcomes• Youth will have increased knowledge of Underground Railroads.

• Youth will have knowledge of Harriet Tubman’s contributions to com-munications and freedom.

• Youth will be able to define vocabulary words.

• Youth will be able to appreciate alternative methods of communications.

Materials Needed• copy of Ohio’s Underground Trails (see Appendix, page 169)

• large sheets of paper

• copy of “Swing Low, Sweet Chariot” song lyrics (see Appendix, page 170)

• a big sheet of construction paper or brown paper grocery bags

• scissors

• crayons, pencils, markers

• buttons, old scraps of fabric, yarn, string, bottle caps, paper, old magazinesor newspapers, dried noodles, peas, or beans, Popsicle sticks, toothpicks,leaves, twigs, small stones

Time FrameThree

45-50 minute

sessions


6th through 8th

Teacher/Leader

Appendix: Lesson 12

Ohio‘s UndergroundTrails, page 169

Swing Low, Sweet Chariot,page 170

Lesson 12


Vocabularystations: places where those who were seeking freedom would hide

conductors: people who helped transport individuals to freedom

Underground Railroad: a network of people who worked together to hideescaped slaves and to help them to freedom

abolitionists: individuals who believed slavery was wrong

Introduction to Lesson1. Ask youth to remain silent and quiet during this activity.

2. Have youth stand and arrange themselves in a line in their birthday order;i.e., day of the month or month of the year; remind them to remain silent.

3. Once the youth have arranged themselves, have them say their birthday.Make adjustments as needed.

4. Have the youth introduce themselves to each other by creating a map orquilt using the letters of their first name.

5. For each letter of their name, they are to write down something specialabout themselves that they would like to share with the rest of the group.

6. Distribute paper, markers, and supplies, and allow 15 minutes for theyouth to create their map or quilt.

7. When the youth are finished, have them form a circle and share theinformation. Stress that the map or quilt is an alternative way of commu-nicating through pictures rather than words.

Biographical Sketch of InventorHarriet Tubman was born a slave in Maryland around 1820. She preferred

working outdoors rather than indoors, and was noted as a hard worker butdefiant and rebellious.

At an early age she tried to help a runaway slave but was injured in theprocess and suffered permanent injuries as a result. Her childhood influencedher views and determination to escape slavery by making a trip to the Mason-Dixon line with the help of individuals along the Underground Railroad. Shesettled in Philadelphia.

She was nicknamed the “Moses of African Americans” for leading themout of slavery and to freedom. She made 19 trips and freed more than 300slaves on the Underground Railroad.

She later served for the Union Army in Washington, D.C., as a govern-ment nurse, and won military admiration. At the end of the war, she returnedto New York, extremely poor, having received no government pension formore than 30 years.

Harriet Tubman spent her last years in an African Methodist EpiscopalZion Church Home, which she initially planned to build on land she pur-chased in South Carolina. She continued to help people until her death inMarch 1913.


Background InformationThrough symbols, signals, codes, key words, songs, spirituals, special

routes, and places, individuals were guided to freedom along UndergroundRailroad routes (see Appendix). The Underground Railroad was not an actualrailroad built under the ground to transport slaves north to freedom. Instead,it was a secret or “underground” system of routes and safe-houses to helpslaves travel to northern states or to Canada. In coded messages, the slaveswere referred to as “parcels” or “passengers.” Those who guided them on theirdangerous journeys were called “conductors.” “Stationmasters” were peoplewho allowed slaves to hide in their homes or “stations.”

Maps of Underground Railroad routes included paths through Illinois,Ohio, Indiana, Pennsylvania, Delaware, and the New England states. Fugitiveslaves were transported by water as well. Fishing boats, canal boats, cargoships, ferries, flat boats, and canoes were all used by the Underground Rail-road.

Stations were located between ten and twenty miles apart because ahealthy man could walk that distance in one night. A variety of stations wereused, including attics, barns, corn cribs, cellars, secret rooms, fake closets,hidden tunnels, and chimneys. To get from station to station, slaves walked,rode horses, and hid under piles of vegetables or straw in wagons or in falsecompartments built into the bottoms of wagons.

Since bounty hunters and pro-slavery settlers were everywhere, conduc-tors and stationmasters had to develop special signals and codes to pass alonginformation on the “underground telegraph.” Key words such as “hope” or“sunrise” were used in place of the names of cities or days of the week. Alantern with a shade of a special color, a chimney with a row of bricks paintedwhite, a flag hung outside a door, or a statue outside of a safehouse were allsignals used to help fugitives. The most famous conductor of them all, HarrietTubman, sang spirituals to alert passengers and stationmasters.

The accompanying activities will assist youth in communicating in wayssimilar to those used on the Underground Railroad and to appreciate andlearn about the contributions that Harriet Tubman made to society and ourculture.


Activity 12.1: Path to a New Life

SituationYou are part of a slave family in Mississippi in 1850. You want a better life

than the one you are experiencing on a plantation. You plan to leave your familyand home for a “new life.”

Remember, telephones, cars, airplanes, and electricity do not exist. You maytake nothing with you but your clothes. And you must be careful about who youtrust.

DecideIn small groups, brainstorm responses to these questions: Will you go alone

or take your family? Will you go with a “guide” or do it yourself? Will you travelby boat, horse, or on foot? How will you get food, water, and shelter? Whatdirection(s) will you travel? During what parts of the day will you travel? Howlong will it take you to reach your destination and your new life? What dangersmight you encounter on your escape route? When you arrive at the new loca-tion, where will you live and how will you support yourself?

Using the background information provided and the Ohio UndergroundTrails map, youth are to prepare a map of their possible route to a new life fromthe plantation in Mississippi to northern Ohio. The map may use symbols,codes, songs with messages, diagrams, and other means to show the routetraveled (see Appendix: Lesson 12, page 171)

Activity 12.2: Directions by SongYou are to meet your friends in the neighborhood. Make up a song that

would tell only your friends where to go, how to get there, and what time tomeet you.

1. Select the melody. Keep it simple since you will only be using voices to singthe song.

2. Decide where you will meet and make up words that will tell each otherwhere to go, how to get there, and what time to meet.

3. Share the song with your friends and see if theyknow the directions.

4. Draw a map on paper. Show buildings, streets,etc., in detail.

5. Then cut out shapes using the materials pro-vided: paper, fabric, clay, pictures, etc. Gluethese to the appropriate places on the map.

6. Use creativity to add details to the map:

• Pave the streets

• Add signs, stop signs

• Use twigs and leaves for trees and bushes

7. Test the map by seeing if your friends canidentify and locate the destination.


CareerOpportunities

• journalist

• historian

• researcher

• advocator

• musician

• computerprogrammer

• civil engineer

• map designer

Teacher/Leader

Appendix: Lesson 12:

Swing Low, Sweet Chariot,page 170

Activity 12.3: Messages in SongMany secret songs were used as a way to communicate “harmless” words

that had different meanings than they appeared to have on the surface.

In small groups, interpret the messages in the song “Swing Low, SweetChariot” (See Appendix: Lesson 12). After determining what might have beenmeant by the words in the song, youth are to create a “Freedom Quilt,” “Mes-sage in the Song Quilt.”

Using scraps of cloth with the information interpreted from the song,make a quilt map to convey the message communicated in order to follow theroad to freedom.

Evaluation Techniques• Youth are able to write definitions for the vocabulary words.

• Youth are able to share their knowledge of Harriet Tubman and theUnderground Railroad by writing reports and completing the accompa-nying activities.

• Youth are able to demonstrate knowledge of Harriet Tubman’s personalqualities, skills and abilities, and as an inventive, creative individual.

Digging DeeperYouth should complete at least one of the “research questions” listed below:

1. Research the story behind Henry Brown’s escape from slavery in a barrel.Share your findings with the group as if you were Henry relating the storyto his friends.

2. Read any of the following novels:

Brady by Jean Fritz

A Lantern in the Window by Aileen Fisher

By Secret Railway by Enid Meadowcroft

Bimby by Peter Burchard

Youth will prepare a written book report and an oral report to present tothe group about the novel and their interpretation of the author’s work.

3. Prepare a “Picture Book” of the interpretation of the novel that they read.Share the “Picture Book” with another class or group of youth.

Suggested Reading MaterialsCivil War—A Nation Divides, T. S. Denison & Co, Inc.

Thematic Unit—Civil War, Teacher Created Materials, Inc.

Sweet Clara and The Freedom Quilt, Deborah Hopkinson; Dragonfly Books

Mysteries of Ohio’s Underground Railroads, Arthur W. McGraw

A Girl Called Boy, Belinda Murmence

Thee, Hannah!, Marguerite de Angeli

Voices in the Night, Rhoda W. Bacmeister

Canalboat to Freedom, Thomas Fall

The Slave Dancer, Paula Fox


Invention Extension


Language Arts ✔ Agriculture





✔ Social Studies ✔ Chemistry

✔ Music

✔ General

Objectives• Youth will explore and identify African-American inventors.

• Youth will develop a broad understanding of African-Americans’ role ininventions related to agriculture.

• Youth will seek data from a variety of resources.

• Youth will develop an invention using their understanding of theinvention process.

Measurable Outcomes

Time FrameThree

45 minute

sessions


4th through 5th

6th through 8th

Less

on 1

3

• Youth will know the invention process.

• Youth will develop or invent something.

• Youth will identify several African-American inventors and theiraccomplishments.

Materials Needed• books on inventors (see resources section)

• chalk or markers

• chalkboard or bulletin board area

• paper or poster board

• copy of sample list of African-American Inventors and Inventions

• handout on African-American Inventions


Vocabularyinvention: new product or object that has been developed; new process or

way of doing things; new ideas or ways of looking at things; new theory,painting, etc.

invention process: step-by-step method of how new things come about or aredeveloped

inventor: an individual who produces or develops a “first time” somethingthrough ingenious thinking and experiment

time line: significant events arranged by years, dates, sequence; arranged fromthe past to the present

Introduction to LessonIntroduce the youth to the idea of time lines and sequencing through this

introductory activity focusing on personal, significant events in their lives.

Materials Needed• strip of wrapping paper (12" x 36")—one per youth

• pre-cut construction paper strips (8 1/2" x 1") or adding machine tapecut into strips—several per youth

• marking pens

• glue or paste

Directions1. Have youth think about significant events in their lives from date of birth

to the present. Give examples to get them started.

2. Have youth write events down on paper strips/year.

3. Have youth arrange the event strips by year on the paper. Put the firstevent on the left-hand side.

4. Hang the time lines on the walls for all to see and share.

Biographical Sketch of InventorNone required for this unit.

Background InformationNo matter where you grow up—in the suburb, on a farm, in the city, in a

house, or in an apartment, you can make a difference. Important inventionshave been created by people from all walks of life. Many inventors have facedgreat adversity to make dreams become reality. Did you realize that many earlyagricultural harvesting machines and production tools were developed byslaves working in the south? After the end of the Civil War, these individualswent on to patent their inventions, since it was no longer illegal for slaves toobtain patents.


Early corn harvesting and production equipment was patented by African-Americans; H. L. Jones, corn harvester, on June 3, 1890; Robert P. Scott, cornsilker, on August 7, 1894. Farm equipment companies continue to invent,redesign, and manufacture equipment for the agricultural industry. Some oftoday’s inventions are only slight modifications from the early inventors’ work.

Early versions of lawn mowers and sprinklers used by families today wereinvented and patented by African-Americans shortly after the end of the CivilWar. Joseph H. Smith on May 4, 1897, invented a lawn sprinkler; John AlbertBurr on May 9, 1879 invented the lawn mower. Today, we recognize lawnmower names, but not the faces of the individuals who invented them.

The products were developed to make the work of the farmers easier andless labor intensive.

A youth sitting in your classroom may one day be the inventor of a carthat runs on corn oil or discovers a treatment to allow a person with spinalcord injuries to walk again. Imagination, determination, and persistence arecharacteristics that many inventors have shared.

Activity 13.1 — Why and What1. Ask youth to define an invention through brainstorming. List their defini-

tions on the chalkboard or on a large piece of paper.

2. Ask youth to name as many inventions as they can think of and recordthem on the chalkboard or paper. Ask youth to guess why these inven-tions were invented and whether they were invented by people of color.Have youth do research to find the dates of the inventions and the namesof those who made the inventions that are listed on the chalkboard orpaper.

3. Youth share their findings with the group and why the item was invented.

Activity 13.2 — And More Inventions1. Use the African-American Inventions handout (Appendix: Lesson 13) to

highlight some important inventions created by African-Americans.

2. Explain to youth that they are to research items invented by African-Americans as listed on the sample list. Remind youth that items may havebeen invented by more than one person, and that some inventions aremodifications of or improvements to earlier inventions.

3. The teacher or group leader will bring in some common items from homeor school, or pictures of some common items. Invention teams will dolibrary research on items they are interested in, and will record when theitems were invented, by whom, and why.

4. Write the dates of the inventions and inventors on small pieces of posterpaper. Write the name of the item on a separate piece of poster paper.

5. Set this up as an educational game for the invention teams, similar toJeopardy.

6. Create a time line on the chalkboard or bulletin board. Place the dates onthe bottom of the time line in sequence. Youth will place the items on thetime line according to the year invented.

Teacher/Leader

Appendix: Lesson 13

African-American Inven-tions, pages 172-173


• creating an Invention Newsletter

• displaying inventions at schools, libraries,etc.

3. Odyssey of the Mind, OM Association, Inc.,promotes divergent thinking in young peoplethrough participating in activities to enhancetheir creative skills through problem solvingand independent thinking. More informationmay be obtained by contacting:

7. For older youth, place all the inventions in a basket. Have themtake turns selecting an invention from the basket. Have themplace the name of the invention above the date on the time linewhen they think it was invented. Youth who select the inventionthey researched must select again.

8. Discuss which inventions were placed right and which werewrong. Rearrange the time line accordingly.

9. Youth share information they gathered on their inventor andinvention.

10. Summarize the inventors/inventions time line.

Activity 13.3 — Invent Teamwork1. Have “invention teams” invent something or improve on some-

thing that already exists (for example, a better lemon squeezer,new cereal snack mix, new game, etc.).

2. Review the “inventive process” with the teams.

3. The invention teams will share what they invented with the entiregroup.

Evaluation Techniques• Have youth name three African-American inventors and their

accomplishments.

• Have youth describe the steps (processes) they used in creatingtheir invention for class.

• Have youth write a definition for invention.

Digging Deeper1. Have an “Invention Extension Day” and invite parents, grandparents, and other guests to see the

youth’s inventions and learn about the inventors they studied. Guests may be amazed at when and whoinvented many things we take for granted, as well as how creative and inventive youth can be.

2. Talk with youth about how they can share what they learned with others in their school, families, andcommunities. Explore a variety of techniques such as:

• teaching activities to other youth• creating a poster, story, poem, or song• preparing a scrapbook or photo collection• making a videotape• role playing a character they studied or

created• creating a play about the life of an inven-

tor they studied• organizing an Invention Fair

• writing a newspaper article


CareerOpportunities

• Librarian

• Teacher

• Historian

• Journalist

• Researcher

• Museum curator

Suggested Reading MaterialsBerry, C. E. 1989. How Things Work. Time Life Books.

Graham, Ian. 1987. Inventions. The Bookwright Press.

Hudson, Wade. 1995. Great Black Heroes: Five Notable Inventors. Scholastic.

Jeffries, Michael and Lewis, Gary A. 1992. Inventors and Inventions. Smithmark.

Kerrod, Robin. 1989. Secrets of Science: How Things Work. Marshall Cavendish.

Llewellyn, Claire. 1995. How Things Work. Scholastic, Inc.

Opportunities for Learning, Inc. Black American Innovators Poster Set.

Oxlade, Chris. 1994. Everyday Things. Franklin Watts.

Raintree Publishers. 1990. What Does It Do? Invention Then and Now.

Teacher Created Materials. 1994. Focus On Inventors—Thematic Unit.

Caney, Steve. 1985. The Invention Book. Workman Publishing Company, Inc.New York.

Stewart, Jeffery C. 1996. 1001 Things Everyone Should Know About African Ameri-can History. Doubleday, New York.

OM Association, Inc.P.O. Box 547Glassboro, NJ 08028-0547Phone: (609) 881-1603Fax: (608) 881-3596Web address: http://www.odyssey.org

4. Invention Convention in the Classroom—based on Project XL: the Inventive Thinking Curriculum Project,The U.S. Patent and Trademark Office, Project XL, Washington, D.C. 20231, Phone: (703) 557-1610.

5. Project Outreach—Teens Making a Difference—Service/Learning program for teens that focuses on devel-oping creative solutions to community problems. For information contact:

Project Outreach9258 Clyo RoadDayton, OH 45458-9103Phone: (937) 885-2301

6. Student Internet Web Sites

• “The Faces of Science: African Americans in the Sciences”http://www.lib.lsu.edu/lib/chem/display/faces.html

• “WIZKIDS” http://www.gen.umn.edu/programs/wizkids.

7. Inventing Network Resources

• Science, history, and children’s museums often host inventing classes and camps, i.e. Camp Inventions,sponsored by Inventure Place, Akron, Ohio, National Inventors Hall of Fame: 1-800/968-IDEA

• The Internet contains a number of sites about inventing, two good websites dedicated to young inventors:Legal Pad Junior - http://www.legalpadjr.com/clubhouse

• World Invention Trade association - http://www.wirehub.n/~invent/index.html

• Young Entrepreneur, www.kidsway.com, KIDSWAY, Inc., P.O. Box 7987, Atlanta, GA 30357-9911


The 10 Percent StretchObjective:To help youth realize that no matter how well they are performing now, theyare probably capable of doing better.

Procedure:Ask youth to step to the side of the room. Request that the person extend anarm and reach as high on the wall as he or she can. Be prepared to havesome way to assess approximately how high the person’s outstretchedfingertips reached. Now ask the youth to extend his or her arm again, and,by really stretching, reach as high on the wall as possible. Note how far thefingertips extended this time (it will invariably be farther). Stress a fewmajor points from this exercise (or, preferably, ask the group to derive itsown conclusions from the demonstration). Ask them to note the effects of a10 percent improvement by a baseball player, for example, more hits, moretotal bases, fewer errors.

Discussion Questions:

1. What apprehensions do we have about doing something new ordifferent?

2. Could you improve your performance in some area by 10 percentor more? In what areas?

Materials Required: None.

Approximate Time Needed: 5 to 10 minutes, depending on discussiontime.

Adapted from: Richard L. Huges, et al., Leadership, (Homewood, Illinois:Irwin), 1993, pp. 37–39

Brainstorming1. Youth do self-assessment “Pre-Test” prior to “Brainstorming” by creating a bar graph of their

behavior.

2. Youth complete “Pre-Test.” Follow with “The 10 Percent Stretch.”

Evaluation

3. Explain “Brainstorming” as found in Lesson 1, page 22.

4. Have youth participate in a “Brainstorming Exercise,” for example,

“How Many Uses?”: Put a common object in front of each youth and ask them to list howmany uses they can think of for that object. Collect and store these lists with other pre-testmaterials. One source suggests using a paper clip.

5. Following these exercises and completion of the lessons in “The African American InventorsProject” curriculum, have youth complete the “Post-Test Brainstorming Evaluation.”


EvaluationPre-Test Brainstorming ChecklistInstructions: Youth are to color the corresponding squares for each of the items on the Brainstorm-ing Checklist.

Never Sometimes Always

1. I keep an open mind. ❑ ❑ ❑

2. I accept all ideas. ❑ ❑ ❑

3. I try to think of as many ideas as I can. ❑ ❑ ❑

4. I jump from idea to idea. ❑ ❑ ❑

5. I share as many ideas as I can. ❑ ❑ ❑

6. I add new ideas to other people’s ideas. ❑ ❑ ❑

7. I discuss ideas until time is up. ❑ ❑ ❑

8. I listen to all ideas. ❑ ❑ ❑

Youth’s Name ____________________________________________________


EvaluationPost-Test Brainstorming ChecklistInstructions: Youth are to color the corresponding squares for each of the items on theBrainstorming Checklist.

Never Sometimes Always

1. I keep an open mind. ❑ ❑ ❑

2. I accept all ideas. ❑ ❑ ❑

3. I try to think of as many ideas as I can. ❑ ❑ ❑

4. I jump from idea to idea. ❑ ❑ ❑

5. I share as many ideas as I can. ❑ ❑ ❑

6. I add new ideas to other people’s ideas. ❑ ❑ ❑

7. I discuss ideas until time is up. ❑ ❑ ❑

8. I listen to all ideas. ❑ ❑ ❑

Youth’s Name ______________________________


Evaluation

Knowledge Pre-Post Test1. Pictures of inventions and names of inventors matching game.

2. Suggest cards be used, thus removing the stigma of a paper and pencil test.

3. Divide the group into teams; relay or round table events to complete the matching exercises.

4. Matching inventors with the product or invention. A sample is attached.

African American Inventor/Inventions

Draw lines that match the inventor with the product or invention.

Inventor Product or Invention1. G. W. Carver Player piano roller

2. Madame C.J. Walker Mathematician/astronomer, surveyor, almanac

3. Dr. Ernest Just Developed many products from soybeans, peanutsand sweet potatoes

4. Benjamin Banneker Cell biologist

5. J. H. Dickinson Hair straightening device

6. Granville Woods Blues musician

7. Garrett Morgan First hair brush with synthetic bristles

8. Marjorie Jorner Blues

9. Elizabeth Cotten Oil cup

10. Lyda D. Newman Folk song writer and guitar musician

11. Elijah McCoy Telephone transmitter

12. B. B. King Traffic signal

Youth’s Name ___________________________________________________


Famous African AmericansMatch the column on the right with the column on the left by placing the appropri-ate letter next to the person’s name it represents.

______ 1. Martin Luther King, Jr. a. A very smart and beautiful queen

______ 2. Marcus Garvey b. Highest paid entertainer in America

______ 3. Booker T. Washington c. First Anglican bishop of Johannesburg

______ 4. Alex Haley d. Jazz singer

______ 5. Carter Woodson e. Nationalist

______ 6. Maxine Waters f. Had his own school in Tuskegee

______ 7. William “Count” Basie g. Nobel Peace Prize

______ 8. Frederick Douglass h. Wrote Roots

______ 9. Jesse Jackson i. Father of Negro History

______ 10. Desmond Tutu j. Piano player

______ 11. Cleopatra k. First assembly women in California

______ 12. Bill Cosby l. Anti-slavery speaker

______ 13. Billie Holiday m.Known for Operation Push

______ 14. Leontyne Price n. Track and field star

______ 15. Jesse Owens o. Lawyer, former public official

______ 16. Paul Lawrence Dunbar p. Supreme Court Justice

______ 17. Asa P. Randolph q. Religious leader in Harlem

______ 18. Barbara Jordan r. Opera singer

______ 19. Benjamin O. Davis s. Saxophonist-composer

______ 20. Charlie Parker t. Poet

______ 21. Malcolm X u. Labor leader

______ 22. Thurgood Marshall v. U.S. Army general

______ 23. Jackie Robinson w. Baseball player

______ 24. Alice Walker x. Tennis player

______ 25. Ida B. Wells y. Journalist

______ 26. Richard Allen z. Slave leader

______ 27. Arthur Ashe aa. Novelist

______ 28. Nat Turner bb. Blues singer

______ 29. Matthew Henson cc. Clergyman

______ 30. Bessie Smith dd. Attorney-politician

______ 31. Ronald Brown ee. Poet-author

______ 32. Langston Hughes ff.Explorer

Evaluation

Youth’s Name ________________________________________


Historic African American WomenMatch the column on the right with the column on the left by placing the appropriate letter next to theperson’s name it represents.

______ 1. Phillis Wheatley a. First African American female sculptor

______ 2. Maggie Walker b. Novelist, poet, anti-slavery lecturer

______ 3. Mary Bethune c. Gifted vocalist

______ 4. Frances Harper d. First African American nurse in the United States

______ 5. Mary Lewis e. First African American female motion picture star

______ 6. Elizabeth Greenfield f. Financial genius

______ 7. Dr. Ida Gray g. First African American composer

______ 8. Crystal Fauset h. First to enter medical profession

______ 9. Ellen Craft i. Champion of women’s rights

______ 10. Madame C. J. Walker j. First African American female dentist

______ 11. Harriet Tubman k. First African American female pilot in 1922

______ 12. Sojourner Truth l. Served as a Union spy in Civil War

______ 13. Mary Terrell m. First African American newspaper woman

______ 14. Ella Stewart n. Founder of professional school for women and girls

______ 15. Susan Steward o. First African American woman to have a four-year accreditedcollege degree in the United States

______ 16. Mary Mahoney p. First African American woman state legislator

______ 17. Florence Price q. Master of Disguise

______ 18. Nina McKinney r. Nationally known pharmacist

______ 19. Mary Bowser s. Pilgrim of Freedom

______ 20. Nannie Burroughs t. Conducted Underground Railroad

______ 21. Bessie Coleman u. First African American millionaire business woman

______ 22. Mary Pleasant v. First female bank president

______ 23. Mary Cary w. First African American female poet

Youth’s Name_________________________________________________

Evaluation


African Americans in Science and EngineeringMatch the column on the right with the column on the left by placing the appropriate letter next to theperson’s name it represents.

______ 1. Benjamin Bannecker a. Performed the first “open heart” surgery July 9, 1893

______ 2. James Forten b. Invented the oiling device

______ 3. Jan Ernest Matzeliger c. Invented the fine carbon wire that lights up the Edison lightbulb

______ 4. Norbert Rillieux d. Invented the traffic light

______ 5. Granville T. Woods e. Developed synthetic products from peanuts, soybean, pecannut, sweet potatoes, and weeds

______ 6. Elijah McCoy f. Skin specialist

______ 7. Andrew Beard g. Discovered a remedy for arthritis pain

______ 8. Garrett Morgan h. Research biologist

______ 9. Lewis H. Latimer i. Invented a device that hooked railroad cars together

______ 10. George Washington Carver j. Invented a test used to detect VD and syphilis

______ 11. Daniel H. Williams k. Noted for his knowledge of ants and bees

______ 12. H. C. Webb l. Created the blood bank

______ 13. Frederick Jones m. Invented an air purification device for breathing

______ 14. Charles Turner n. Invented a brace for fractures of the spine and small poxvaccination

______ 15. Ernest Just o. First Black member in American society refrigeration

______ 16. Louis Wright p. Made high-voltage electricity from gas

______ 17. William Hinton q. Invented a machine which cleared unwanted growth in farmfields

______ 18. Percy Julian r. Designed a gas mask testing device for the Air Force

______ 19. Theodore Lawless s. Devised the control units in artificial heart simulators

______ 20. Charles Buggs t. Essayist, inventor, mathematician, and astronomer

______ 21. Charles Drew u. Invented the automatic brakes to slow or stop trains

______ 22. Meredith Gourdine v. Patented a sugar refining process

______ 23. J. Ernest Wilkins, Jr. w. Mathematician, physicist of atomic power

______ 24. Rufus Stokes x. Invented a machine for making shoes

______ 25. Otis Boykin y. Invented a device to handle the large heavy sails of the bigships

______ 26. Vance Marchbanks, Jr. z. Did research on why some bacteria (germs) do not react tocertain medicines

Youth’s Name __________________________________________

Evaluation


EvaluationAnswer Sheet Famous African

Americans page 114

1. g

2. e

3. f

4. h

5. i

6. k

7. j

8. l

9. m

10. c

11. a

12. b

13. d

14. r

15. n

16. t

17. u

18. o

19. v

20. s

21. q

22. p

23. w

24. aa

25. y

26. cc

27. x

28. z

29. ff

30. bb

31. dd

32. ee

Historic AfricanAmerican Womenpage 115

1. w

2. v

3. o

4. b

5. a

6. c

7. j

8. p

9. q

10. u

11. t

12. s

13. i

14. r

15. h

16. d

17. g

18. e

19. l

20. n

21. k

22. f

23. m

African Americans inScience and Engineering page 116

1. t

2. y

3. x

4. v

5. u

6. b

7. i

8. d

9. c

10. e

11. a

12. q

13. o

14. k

15. h

16. n

17. j

18. g

19. f

20. z

21. l

22. p

23. w

24. m

25. s

26. r


Name: _____________________________________________________

Below is a list of phrases used to describe Creative Problem Solving.

You are to arrange this list in sequence starting with 1 as the first step insolving a problem to 8 as the last step in the process of problem solving.Place a 1 by step one, 2 by step two, and so on through the last step.

___________ Take Action/Follow Through

___________ List Alternatives and Possible Solutions

___________ Gather Information

___________ Decide on Which Action to Take

___________ Analyze Values/Goals

___________ Identify the Problem/Issue

___________ Weigh Consequences of Alternatives

___________ Evaluate Results of Action Taken/Modify and Try Again ifNeeded

Creative Problem Solving Pre-Test

Evaluation


EvaluationCreative Problem Solving Post-Test

Name: ____________________________________________________

Below is a list of phrases used to describe Creative Problem Solving.

You are to arrange this list in sequence starting with 1 as the first step in solving a problem to 8as the last step in the process of problem solving. Place a 1 by step one, 2 by step two, and sothrough the last step.

___________ Take Action/Follow Through

___________ List Alternatives and Possible Solutions

___________ Gather Information

___________ Decide on Which Action to Take

___________ Analyze Values/Goals

___________ Identify the Problern/Issue

___________ Weigh Consequences of Alternatives

___________ Evaluate Results of Action Taken/Modify and Try Again if Needed


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Noted African AmericansMarian Anderson 1902– World’s greatest contralto vocalist

Crispus Attucks 1723–1770 First American killed, BostonMassacre

Benjamin Banneker 1731–1806 Mechanical genius, first Ameri-can clock (1761)

Mary McLeod Bethune 1875–1955 Educator and founder ofBethune-Cookman College(1872)

Julian Bond 1940– Georgia State Senator (1968)

Tom Bradley 1917– First black mayor of Los Angeles(1973)

Sen. Edward W. Brooke 1919– U.S. Senator from Massachusetts(1966)

Jim Brown 1936– Greatest offensive back, profes-sional football

Dr. Ralphe J. Bunche 1904–1971 Winner, Nobel Peace Prize(1950)

Dr. George Washington Carver 1860–1943 Renowned agricultural scientist

Wilt Chamberlain 1934– Greatest offensive player,professional basketball

Shirley Chisholm 1924– First black woman, House ofRepresentatives (1969)

Frederick Douglass 1817–189S Foremost abolitionist voice

Dr. Charles Drew 1904–1950 Pioneer, advanced research ofblood plasma

W. E. B. Du Bois 1868–1963 Prominent critic, editor, scholar,author, and civil rights leader

Edward “Duke” Ellington 1899–1974 Composer, musician, and jazzpioneer

Althea Gibson 1927– First black tennis star to playForest Hills and Wimbledon(1950)

Berry Gordy, Jr. 1929– President of the multi-million-dollar Motown RecordingCompany

Adm. Samuel L. Gravely, Jr. 1922– First black to command a U.S.warship, U.S.S. Falgout (1962)

Patricia R. Harris 1924– Attorney; first black woman toserve as ambassador

Evaluation


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Langston Hughes 1902–1967 Major American writer of thetwentieth century

Rev. Jesse L. Jackson 1941– National Director for PeopleUnited to Save Humanity (PUSH)

Gen. Daniel “Chappie” James, Jr. 1920– Four-Star General, U.S. Air Force

John H. Johnson 1918– Heads black publishing companywhich produces “Ebony”

Dr. Percy L. Julian 1899– His research helped create drugsfor sufferers of arthritis

Rev. Martin L. King, Jr. 1929–1968 Most influential civil rights leaderof the twentieth century

Joe Louis 1914– Great professional heavyweightboxing champion (1937–1949)

Thurgood Marshall 1908– U.S. Supreme Court Justice(1967)

Jan Ernst Matzeliger 1852–1889 Invented the shoe-lasting ma-chine revolutionizing the shoeindustry (1883)

Jesse Owens 1913– Won four gold medals in trackand field at 1936 Berlin Olympics

Adam C. Powell, Jr. 1908–1972 U.S. Congressman from NewYork (1944); Chairman, Educa-tion & Welfare Committee

A. Philip Randolph 1889– Civil rights leader, President,International Brotherhood ofSleeping Car Porters

Paul Robeson 1898–1976 Famed athlete, actor, singer,scholar, and civil rights activist

Jackie Robinson 1919–1972 Broke color barrier in organizedbaseball (1947)

Harriet Tubman 1820–1913 Greatest Underground Railroad“conductor” during mid-nine-teenth century

Nat Turner 1800–1831 Led three major slave uprisingsduring early 1800s

Booker T. Washington 1856–1915 Educator and statesman, founderof Tuskegee Institute (1881)

Robert C. Weaver 1907– Secretary, Department of Housingand Urban Development (1966)

Evaluation


Volunteer Job Description forINVENT: An African American Inventors Curriculum

Position TitleAfrican American Inventors 4-H Volunteer

Time RequiredMinimum of 2 hours per week for an 8-week period, minimum hours 16;

orientation and training, 4 hours; total hours 20.

LocationRespective community/school as selected and agreed upon by local Exten-

sion Agent 4-H Youth Development.

General Purpose• Serve as liaison with the Extension 4-H Professionals, youth, and adults

involved in the program.

• Support 4-H Professional, volunteers and youth in conducting/providing/teaching meaningful educational experiences for the enhancement of lifeskills in young people.

• Inform youth participants, parents, and others about additional 4-H Youtheducational program opportunities.

Specific Responsibilities• Be culturally sensitive to diversity in young people and their needs and

abilities.

• Be committed to young people and accept each as an individual.

• Coordinate and teach the African American Inventors Curriculum 4-Hlessons through experimental learning.

• Advise participating youth regarding their participation in educationalprogram opportunities and encourage parental/adult involvement.

• Conduct learning activities within the guidelines and policies of Ohio StateUniversity Extension 4-H Youth Development, state and county levels.

• Participant in appropriate orientation/training as provided through thecounty office.

• Complete appropriate volunteer application.

• Be familiar with Youth Protection Policy and procedures.


• Keep accurate records of hours devoted to the African American Inven-tors Curriculum (time log and what was accomplished).

• Assist with the evaluation of lessons taught; materials; and evaluation ofyouth participants.

Qualifications• Ability to use diverse materials that are culturally applicable to specific

youth audiences.

• Knowledge of specific cultural history and perspectives as they relate to“The African American Inventors Curriculum.”

• Create a “flexible” environment that encourages self-discovery anddevelopment, creativity and inventiveness in youth.

• Ability to teach and relate to a diverse group of youth, grades 4 through 8.

• Ability to motivate youth and nurture their self-esteem, decision-making skills, responsibility and leadership skills.

• Sincere interest in teaching and sharing knowledge and skills withyouth in an educational setting.

• Ability to organize information and materials and to delegateresponsibility.

• Ability to communicate verbally and in writing.

• Ability to work with limited supervision and to be a self-starter.

• Have an interest in working with other adults and professionals in thecommunity for the benefit of youth.

• Perceive oneself to be inventive, creative, an explorer, and a goodproblem-solver.

Resources Available• Extension will provide appropriate orientation and training for volun-

teers in using the African American Inventors Project lessons.

• Extension will provide an African American Inventors Curriculummanual for volunteers to use.

• 4-H professionals will be available to meet with the African AmericanInventors Curriculum volunteers on a regular basis.

• Extension will provide appropriate recognition for participating youthand volunteers.

Job Description


Inventing Network Resources• Science, history, and children’s museums often host inventing classes

and camps, i.e., Camp Inventions, sponsored by Inventure Place;Akron, Ohio; National Inventors Hall of Fame; 1-800-968-IDEA.

• The Internet contains a number of sites about inventing. Two good websites dedicated to young inventors are:

Legal Pad Junior http://www.legalpadjr.com/clubhouse/

World Invention Trade Association http://wirehub.n/~invent/index.html

• Young Entrepreneur, www.kidsway.com, KIDSWAY, Inc., P.O. Box 7987,Atlanta, GA 30357-9911

Responsible toExtension 4-H Youth Development Professional

Job Description



Word Trees—Word Web—Mind Mapping



Word Trees—Word Web—Mind Mapping



Problem Solving/Decision Making Process

1. Define the problem or issue. Is the problem yours or someone else’s?

2. Consider alternatives and choices to solving the problem or issue. Identify and explore choices.

3. Consider the consequences of each choice or alternative. Give the positive and negative aspects ofeach possible choice.

4. Identify personal values and goals. These guide our choices.

5. Decide and take action. Pick a solution to the problem or issue and detail a plan to carry it out.

6. Evaluate the outcome of your decision. What happened?


Principles of Creative Thinking: Word Dance


Crown curb fingerprint guerrilla iodine jam silver microscope nail posi-

tion priest doctor salt mouth horizon griddle candle banjo anteater tent

drop funeral gear carpet windsurfer champagne salmon underwear dia-

per fog lugnut microphone paperweight griddle rifle paperclip EKG

copier desk vibrator earrings shower podium Scotch hat jet stoplight

confession lap roulette spaceship judge explorer dice electrical-outlet

nose drain puppy bookmark torch tomb can gold spear beans sparkplug

bat lawnmower pit pothole bookends fly cufflinks belt tie piano skyline

creek snow biology cow cowboy bandage calendar calculator cake fence

toothbrush rainbow apartment wagon magnifying glass wire dock rock

top cursor tire drawer sock taxi zebra elevator stairs branch ladder bus

toy hair rubberband oil pond dream pencil steak template compass tat-

too insulation wheat legs bread paper soda insurance pennant chess

stew waiter goose sandwich sneakers chair gutters zipper want ads vest

crab lottery soldier disk mug necklace flashlight monument dam

teacher bank china fan steering pinwheel silk earthquake supermarket

leash teabag noodles theater mast mug cabin bone buffalo disk chop-

sticks alligator globe computer stone brainwash pet ladle clock desk

comforter lamp subway ivy oceanfront parsley globe minnow sex inter-

section seed egg glasses fork radio noose jeans mailbox batch sugar

aerial shelf aspirin Rolex jeep foetus cell leaf baton journey key blood

poem blueprint angel safari brook stone tree coffee clouds sin butt rock

suicide Genesis parachute comb maid hubcap snail iceberg steering

wheel carton secretary eyebrow salesman wallpaper costs chapter

kitchen locker bed thumb basket purse arch seam bonnet orange remote

control myth syrup ribbon pencil sharpener locker hat professor dinette

costume as heaven was pudding party ape shadow picture frame tractor

garden tabby cat zipper goose castle megaphone rail anvil straw mist

card match tray beer film crystal leaf cloud umbrella nut



Learning StationsIt is suggested that Learning Stations be set up for the respective lesson activities to encourage and

facilitate individual learning as well as cooperative learningwithin the formal/informal educational settings.

Research/Publication Station1. Review three inventors with a partner. Fill out the

“Inventor Review Sheet.” Use the resources in thebasket marked “Invent.”

2. From the three inventors you reviewed, put a tallymark next to the inventor’s name. If the inventor hasalready been selected by another person, you mustselect another. The list you are to mark on is taped tothe table.

3. Complete an “Inventor Research Report Sheet.”,Appendix page 119.

4. Create a “Picture Book” about your inventor.

Activity StationCombining and synthesizing:

• Inventing products by combining two different tools

• Inventing ways of doing things by creating a game

• Inventing ideas by combining folk tales to create a new folk tale

Other lesson activities may be set up as learning stations. The above is provided as an example.

Invention StationProvide youth with squares of white paper (approximately 7" X 9"). Each youth should choose a

different invention. On the top portion of the paper, they should make a drawing of the invention. On thebottom, they should write the name of the invention,the date of the invention, and a brief historicalaccount. When the squares are finished, mount eachone on a different color of construction paper andtape them together to form a quilt. Hang in theclassroom or in the hall for all youth to read.


Categories StationMake several cards out of tag board or other heavy, durable paper. Write one ofthe following headings on each card:

Inventions that were “premature”

Inventions that were “mistakes”

Inventions that are especially beneficial to people

Harmful inventions

Inventions that were a result of teamwork

Inventions that made big changes in the world

Inventions that are needed for the future

Inventions that brought people closer together

Small inventions that made a big difference

Laminate the cards and attach the following instructions:

Research information about inventions. When you find an invention that willfit into one of these categories, write its name on the appropriate card with thespecial marking pen.

Matching StationMake cards that have the name of an invention on one card and its inventor

on another card. Write numbers in the corner of each card so that each inventor-invention pair has the same number.

Youth take the deck of cards and turn each card face down on a desk. Theythen take turns turning over two cards. When they can turn over two cards thatmatch (an invention and inventor) they place the pair in their pile. The personwith the most pairs at the end of the game wins. Examples of cards would be:

1. Garret Morgan—traffic signal

2. Granville Woods—railway telegraph

3. Benjamin Banneker—almanac

Learning Stations


Appendix: Lesson 1

Inventor Review SheetYour Name _____________________________________________________________________________

1. Name of inventor reviewed: _____________________________________________________________

Characteristics or qualities the inventor had to be inventive/creative:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________



______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________



______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________


Appendix: Lesson 1

Front Page NewsLook at some front page articles in a newspaper. These are articles about important people and/or

current events. Note that the articles answer such questions as who, what, when, where, how, and why.

You are a newspaper reporter. You have been assigned to write a front-page article about an inventoryou have just studied or researched. Do some research to learn more about the inventor and then write afront-page article about him or her. Write about that person as if you knew him or her personally.

Today’s News

Reported by: _________________________________ Today’s date: _______________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

• Feathers, sand, leaves, twine, yarn, shells, dried herbs, etc., for decorating the tubes


Appendix: Lesson 1

Back-to-Back Activity Pattern


TabTab

Tab

Tab

Appendix: Lesson 2

Invention/Inventor Fact PyramidChoose an inventor or invention. Locate interesting and important facts about your subject. On each

side of the pyramid, write one fact relating to the inventor or invention. Assemble the pyramid using thedirections below. Place facts and illustrations on each face of the pyramid. Share the pyramid with yourclassmates. Display it on your desk or in a special place in the classroom. Youth may decorate/create/invent/design their pyramid to their own choice.

Directions: Cut out the pattern along the solid lines. Fold inward along all dashed lines. Glue or tapethe tabs to the adjacent edges making sure that the tabs remain inside the pyramid.


Appendix: Lesson 2

Inventor Research Report SheetInventor’s name: _________________________________________________________________________

Dates of birth/death: _____________________________________________________________________

Highlights of the inventor’s early life: ________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Describe the inventor’s education and career: _________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

What was (were) the inventor’s most important contribution(s)? _________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Explain what the inventor’s most famous invention(s) does: _____________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Your name: _____________________________________________________________________________

Date: __________________________________________________________________________________

References used: _________________________________________________________________________

______________________________________________________________________________________


EXIT

ROOM 2 ROOM 3 ROOM 4

CLOSET

OFFICE

RESTROOM

RESTROOM

ENTRANCE

ROOM 1

STREET

YARD

Appendix: Lesson 2

Map of Donated Building for New Community Center


Appendix: Lesson 3

Who Was George Washington Carver ?

An Introduction to Gardening Polymers

Plastics fall within the realm of the enormously complex field of organic chemistry—chemistrybased on carbon — a science whose polysyllabic jargon alone is enough to discourage the mostdedicated layperson. Plastics are made up of huge molecules called polymers — from the Greek poly,many; and meros, units. They are abundant not only in nature, comprising trees, hair and fingernails,for instance; but also synthetic plastics. Monomers, the units within polymers, come from fossil fuelsin the case of synthetic plastics. Put three such monomers together — ethylene, propylene andstyrene, and you end up with three common polymers, polyethylene, polypropylene and polystyrene,respectively.

The enormous molecules, those of polyethylene, are 14,000 times the size of water molecules, andgive polymers their identity, their usefulness, their very reason for being. Large molecules confertoughness and elasticity, qualities important in plastics, such as:

• Polyethylene, the most common packaging plastic and the most common plastic used in agricul-ture. The usual type for black and clear mulches. This tough plastic, impermeable to moisture, isused to make VisPore, a 4-mil cover dotted with tiny holes that allow the passage of air but notinsects. Polyethylene cannot be spun into fabric like other polymers.

• Polyester, well-known for its use in clothing. This is the plastic in Reemay, the first Americanspun-bonded row cover. It is permeable to air and water and hence needs no slitting. Reemay,which becomes brittle in the sun in a season, has a shorter life-span than some of the othercovers.

• Polypropylene, used for carpet backing, syrup bottles, and some household appliances. It pro-duces agricultural covers that are softer and less opaque than Reemay and less quick to stiffenwith age. It’s the same plastic we use to make baby diapers. Some of these permeable fabrics areultra violet stabilized so they can be reused a second, third and sometimes a fourth season, butthey must be removed and reapplied with care, to avoid tearing.

• Polyvinyl alcohol, a new material that is both light and strong, absorbs water, and thus mayprovide some humidity control and increase frost protection under cover. This water absorptioncauses some shrinkage, so permeable vinyl covers must be applied especially loosely. This is themost expensive cover of all, but it is also the least vulnerable to ultra-violet degradation, useful foras long as 8 years.

Adapted from the article: The Undercover Plot by Jennifer BennettHarrowsmith Country Life, Sept/Oct 1990


Appendix: Lesson 3

George Washington Carver:An African American Leader for Agriculture

Worksheet1. Based upon the brief story of George Washington Carver, list some questions you would like to have

answered about his life and work as an inventor.

a. _____________________________________________________________________________________

______________________________________________________________________________________

b. _____________________________________________________________________________________

______________________________________________________________________________________

c. _____________________________________________________________________________________

______________________________________________________________________________________

d. _____________________________________________________________________________________

______________________________________________________________________________________

2. Answer these questions from the information provided in the brief story which you read.

a. Why do you think Carver invented what he did? (What motivated him?)

______________________________________________________________________________________

______________________________________________________________________________________

b. What characteristics or qualities did Carver have that contributed to his success as an inventor?

______________________________________________________________________________________

______________________________________________________________________________________

c. What characteristics or qualities do you have that would contribute to you being an inventor?

______________________________________________________________________________________

______________________________________________________________________________________

d. How would you convince others that what you invented is needed? (marketing of your idea)

______________________________________________________________________________________

______________________________________________________________________________________


Appendix: Lesson 3


INVENTOR SERIESpresents

THE PEANUT Productsas discovered by

Dr. George Washington Carver

A new site that is dedicated to the memory of the many African-Americaninventors that helped to develop this land of diaspora that we have built.

This list is by no means the complete list of African-American inventors whohave contributed to the successful creation of this society. This hopefully will bebecome a community site that shall grow with the help of the electronic users.

Please submit all known inventors who were of Alkebu-lan (AFRICAN) descentand is not currently listed on this WebPage, to the Web Designer. This request is

made of all known inventors by any persons who want to help maintain thetruth. This also is requested of all similar sites.

Ron Landrum Web Designer

Click on the book to see an example of the book that everyone is talking about.

PEOPLE WITH NO PAST HAVE NO FUTURE!

The coming of

WORDS OF ALKEBU-LAN


Appendix: Lesson 3


WORDS OF ALKEBU-LANIS HERE !!

Although it is well known that Dr. George Washington Carver did not invent the peanut, it is not as wellknown of the many products that have come from the peanut due to the work of this great African-

american inventor and scientist. Listed below are some of the many products that have been producedfrom the peanut.

The symbol P. means Peanut

Beverages

Blackberry Punch

Evaporated P. Beverage

Cherry Punch

Normal P. Beverage

P. Lemon Punch

P. Koumiss Beverage

P. Orange Punch #1

P. Punch #2

Plum Punch

Cosmetics

All-purpose Cream

Antiseptic Soap

Baby Massage Cream

Face Bleach and TanRemover

Face Cream

Face Lotion

Face Ointment

Face Powder

Fat Producing CreamGlycerine

Hand Lotion

Hair and Scalp

P. Oil Shampoo

Pomade for Scalp

Pomade for Skin

Shampoo

Shaving Cream

Tetter and Dandruff Cure

Toilet Soap

Vanishing Cream

Dyes, Paints, and Stains

Dyes for Cloth (30)

Dyes for Leather (19)

Paints

Special Peanut Dye

Wood Stains

Stock Foods

Hen Food for Laying(P. Hearts)

Molasses FeedP. Hay Meal

P. Hull Bran

P. Hull Stock Food

P. Meal

P. Stock #1 and #2

FoodBar Candy

Breakfast Food #1

Breakfast Food #2

Breakfast Food #3

Breakfast Food #4

Breakfast Food #5

Bisque Powder

Buttermilk

Butter from P. Milk

Caramel

Cheese Cream

Cheese Nut Sage

Cheese Pimento

Cheese Sandwich

Cheese Tutti Frutti

Chili Sauce

Chocolate Coated P.

Chop Suey Sauce

Cocoa

Cooking Oil

Cream Candy

Cream from Milk

Crystalized P.

Curds

Dehydrated Milk Flakes

Dry Coffee

Evaporated Milk

Flavoring Paste

Golden Nuts


Please visit the entire series of the African-American (BLACK) Inventors Series sites.

This site is an attempt to thank the many African-American Women for their much too often unsung accomplish-ments which this country have greatly benefited from.

The African-American inventor covers so vast an area that this site attemps to list as many different venues aspossible. To enjoy the variety, please visit the African-American (BLACK) Inventors Series in General.

Here is the place to learn why the railroad system here in America and throughout the world could not have existedwithout the help of the African-American (BLACK) Inventors Series: In the Railway System.

Although all of the inventors mentioned in the entire series do deserve special mention, a special site has been setup for those inventors who have five or more patented inventions. African-American (BLACK) Inventors Series:Special Mention is the place to see.

Instant Coffee

Lard Compound

Malted Substitutes

Mayonnaise

Meal Substitutes

Milk (32)

Mock Chicken

Mock Goose

Mock Meat

Mock Osyter

Mock Veal Cutlet

Oleomargarine

Pancake Flour

P. Bar #1

P. Brittle

P. Bisque Flour

P. Butter, regular

P. Cake #1 and #2

P. Dainties

P. Flakes

P. Flour (11)

P. Hearts

P. Kisses

P. Meat Loaf

P. and Popcorn Bars

P. Relish #1

P. Relish #2

P. Sausage

P. Surprise

P. Tofu Sauce

P. Wafers

Pickle

Salad Oil

Salted Peanuts

Shredded Peanuts

Substitute for Asparagus

Sweet Pickle

Vinegar

White Pepper

Worcestershire Sauce

MedicineCastoria Substitute

Emulsion for Bronchitis

Goiter Treatment

Iron Tonic

Laxatives

Medicine similar to milk

Oil, emulsified with Mercury for veneral disease (2)

Rubbing Oil

Tannic Acid

Quinine

General ProductsAxle Grease

Charcoal from shells

Cleanser for hands

Insulating Boards (18)

Nitroglycerine

Paper (colored) from skins

Paper (Kraft) from vines

Paper (white) from vines

Printers Ink

Plastics

Rubber

Shoe and Leather Blacking

Soap Stock

Sizing for walls

Soil Conditioner

Wall Boards

Household ProductsLaundry Soap

Sweeping Compound

Washing Powder

Wood Filler

Gas

Gasoline

Coke (from hulls)

Diesel fuel

Fuel Bricketts

Glue

Illuminating Oil

Insecticide


URL:http://www.nps.gov/tuin Tuskegee NPS Homepage

Summary: FACILITIES AND OPPORTUNITIES: Visitor Center/Exhibits: The Carver Museum, the Oaks, Home ofBooker T. Washington, The Chappie James Museum, operated by Tuskegee University. Other Concessions, NPS-Managed Visitor Facilities and Opportunities: The Park bookshop, operated by the Eastern National Parks andMonuments Association, is located in the Carver Museum in the Historic Campus District.

URL:http://www.acnatsci.org/education/carver.html Natural History Museum and Services

Summary: For more information, call 215/299-1064. Every March, 800 to 1,000 Philadelphia school childrenparticipate in the George Washington Carver Science Fair. The largest of its kind in the country, the fair providesopportunities for students to gain enriched learning experiences through scientific inquiry and discovery.

URL:http://www.austin.isd.tenet.edu/comm_res/museums/gwc.htmlGEORGE WASHINGTON CARVER MUSEUM

Summary: GEORGE WASHINGTON CARVER MUSEUM 1165 Angelina Street, Art, Music, Social Studies, (re-sources from the African American perspective) Educational Resources: Education Programs.

URL:http://www.gwcarver.org/ USS George Washington Carver SSBN-656 Reunion Association

Summary: As you “Patrol” our Web Site we hope that our efforts help improve your knowledge about Carver andthe outstanding Crews that served her for 73 Strategic Deterrent Patrols and more than 26 Years of Proud Service toher country. If you want to find out how to contact former shipmates, join a rapidly growing association, learnmore about Reunion “98” or just browse around.

URL:http://norfacad.pvt.k12.va.us/project/carver/earlylif.htm George Washington Carver’s Early Life

Summary: George Washington Carver was born a sick, weak baby and a slave in Missouri in 1864. George tried toenlist into the school in Diamond Grove but was turned down because blacks weren’t allowed to go to that school.

URL:http://www.lib.lsu.edu/lib/chem/display/faces.html The Faces of Science: African Americans in the Sci-ences

Summary: None Available

URL:http://www.coax.net/PEOPLE/lwf/gwcvideo.htm VIDEO LIBRARY

Summary: None Available

URL:http://www.erols.com/rpdigest/02049.htm George Washington Carver, The Saint Scientist

Summary: Besides an informative exhibit area on Carver’s life and times, there is a peaceful and beautiful naturetrail. According to the small book, George Washington Carver, The Poor People’s Scientist, by Richard Pilant,“Unlike the stereotype of the scientist, Carver began each day early with prayer, praying that new ways might berevealed to him that day by which he could put more food in the . . .

URL:http://www.triadntr.net/~rdavis/carver.htm George Washington Carver

Summary: From the peanut, formerly of little use, Carver developed hundreds of products including plastics,synthetic rubber, shaving cream, and paper. He joined Tuskegee Institute in 1896 and declined many offers of otherjobs in order to be able to make a contribution to his people and to the South that he loved.

URL:http://www.nps.gov/gwca George Washington Carver NM Home Page

Summary: Along this trail you can see the Carver Birthplace Site, Carver Boyhood Statue, Carver Spring, Williamspond and spring, Moses Carver 1881 house and the Carver family cemetery.

Web Sites


Appendix: Lesson 3

Magical Glob WorksheetDraw a picture and then explain in your own words what you observed during your investigation.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Your name: _____________________________________________________________________________

Date: __________________________________________________________________________________


Appendix: Lesson 4

African American Music: Its Development


STRINGS BRASS

WOODWINDS PERCUSSION

Appendix: Lesson 5

Musical Instruments


ViolinViola

Cello Bass

Harp

Drum

Guitar

Cymbals

Timpani

Piano

Appendix: Lesson 5

Musical Instruments


French Horn

Trombone

Trumpet

Tuba

Clarinet

Oboe

Bassoon

Piccalo

Flute

Saxophone

Appendix: Lesson 5

Musical Instruments


On how many of these instruments can you change tones?Why are the tones different?

Get together with your friends and make music!

Expressive ArtsExploring music and sound

Appendix: Lesson 5

Musical Instruments

Make your own music!Look at these pictures. Tell how you would make and play each one, then do it!


Appendix: Lesson 5

Make Your Own RainstickRain plays an important role in both environment and cultural contexts. In

the environment, rain is a fundamental part of the water cycle. The amount andfrequency of rainfall contributes to the climate. The culture’s relation to climateis expressed through art and music. This can be seen by comparing the tradi-tions and habits of people from arid regions to those living in a tropical cli-mate. Rainsticks—instruments designed to imitate the sound of rain—are usedby some cultures to celebrate rain.

Music has always been an important part of human cultures. In earliertimes, instruments were built out of natural materials and used to imitatenatural sounds, such as the sound of rain. The rattle is one of the first musicalinstruments known to humans.

Sounds coming from a rattle are made by the materials striking againstthemselves. The rainstick is a tubular rattle. The sound from a rainstick iscaused by pebbles, beans, seeds, rice, sand, or tiny shells showering through amatrix of cactus needles, narrow strips of bamboo, wooden pegs, toothpicks, orpalm slivers.

Rainsticks originated before recorded history. Early cultures may have usedrainsticks in dances to celebrate the beginning of rain. Rainsticks are believedto have first been made in Africa. Today, rainsticks are most commonly associ-ated with South American Indian cultures. Some of these cultures include thefollowing tribes: the Cuna and Colorado in Ecuador, the Huichol in Mexico,and the Chaco in Peru.

While the rainstick is still used in some areas for traditional celebrations, itis becoming a popular item around the world. Some people find that therainstick produces a pleasing sound, producing feelings of comfort and well-being. A variety of techniques and materials can be used to make rainsticks.The resources used depends on culture and the environment.

The size of the tube and the type of materials used to make the rainstickwill determine the sound it produces. In addition, how someone chooses toplay the instrument, either shaking it like a rattle or slowly turning the angle ofthe tube, will affect the sound made by the rainstick.

This project requires adult supervision since power equipment is beingused, as well as sharp instruments.

Materials• Cardboard tube (toilet paper,

paper towel, gift wrap tube,mailing or paper holding tube)

• Hand drill

• Toothpicks

• Scissors

• Wire cutters

• Feathers, sand, leaves, twine,yarn, shells, dried herbs, etc.,for decorating tubes

• Wood glue

• Fill material (seeds, beans, rice,shells, beads, pebbles, etc.)

• Watercolor paints and brushes


GLUEInstructions1. Drill holes through the tube. The holes should be drilled

about 1 inch apart and follow a spiral pattern. Often thesetubes are wrapped by a thin layer of cardboard in a spiral.The seams of the wrap can be used as a guide for makingholes. Drill holes through both sides of the tube. Choose adrill bit that will make holes for toothpicks fit snugly.

2. Push toothpicks through holes, leaving a little bit of thetoothpick (a nub) remaining outside. Guide the toothpickthrough both holes, so it goes completely through the tube.

3. Apply wood glue to nubs. Allow to dry.

4. Cut off nubs if they stick out more than 1/5 inchfrom the tube.

5. Decorate the rainstick. Draw, paint or gluematerials onto the surface of the tube. To givethe rainstick a textured feel, you can paint athin coat of glue onto the rainstick and thencover with sand. When this mixture dries, it willhave a rough feel and appearance.

6. Seal one end of the tube with a cap (cardboard circle and masking tape).Add the fill material (beans, seeds, shells, pebbles, rice, beads, etc.) Donot put too much fill into the tube. Experiment with different materialsuntil you come up with the sound you like from the rainstick. Cover theopen end of the tube with your hand, invert it, close your eyes, and listen.Add more fill or take some out and repeat until you come up with a soundyou like.

7. When the rainstick has the sound quality desired, seal the other end ofthe tube with a cardboard circle and masking tape or a cap.

8. After completing your rainstick, play it for your friends and family. Youmay also enjoy reading the book, The Rainstick, A Fable by Sandra C.Robinson.

Make Your Own Rainstick


Appendix: Lesson 5

Make Your Own Thumb PianoThis instrument has many steps. You may want to find an older friend to

help.

Materials

• 4" X 5" to 6" X 3/4" to 1" block ofpine or other soft wood (Hardwarestores have 6 foot and 8 footplanks of pine, which work verywell. You will have to cut theplank into the desired lengths.Make sure that the wood is noharder than pine wood. NEVERuse plywood.)

• 2 nails, 3 1/2" long (The bestchoice of nails is a regular nailand one small-headed nail.)

• 8 wood staples

• 3 large bobby pins

• Masking tape

• Sandpaper

Directions1. Sand off the rough edges of your wood block, and choose a smooth, knot-free side for the top of the

kalimba.

2. Break the bobby pins in half. To do this, hold the pronged end and lay the pin on a table or other flatsurface, with the curved part of the other end facing up. Tap firmly with a hammer on the bend ofthe pin, then pull apart, as shown below in Figures 1 and 2.

3. Position five half bobby pins on the surface of the block in the U-shaped pattern (Figure 3). Thebroken ends should be about 1/2 inch from the 4-inch edge of the block, and the pins evenly spacedand parallel with the longer edges. When you have the pins set, secure them with a strip of maskingtape about halfway down the pins. Make sure it goes across all of them; this is necessary to keep thepins from moving when you go to step 4 (Figures 3 and 4).

4. Place the regular nail across the pins, about 1/8 inch from the broken edge of the center pin. Be surethe nail is lying across all the pins. Secure the nail with a wood staple at either end of the bobby pins.You may need some help holding the nail still while pounding the staples. Then, pound staples inbetween the rest of the bobby pins, over the nail (Figures 5 and 6).

5. Remove the masking tape. Take the small-headed nail and slide it underneath the bobby pins,pushing it up under them as far as you can. The bobby pins will now stick up in the air, and havebecome the keys of the instrument. Secure this nail with two wood staples, one at either end outsidethe pins (Figure 7). Your kalimba should look like Figure 8.

6. Tuning: You can tune your kalimba by gently moving the bobby pin keys, pulling them out fromunder the regular nail or pushing them farther under it. The more you pull the pins out, the lowerthe note; the more you push the pins under the nail, the higher the note. A common and usefultuning of the instrument is as follows (see Figure 3 for numbering of pins):

1 2 3 4 5Do Re Mi Sol La

This is how the kalimba on the “Tip-Toe” song is tuned, and you can find many other songs that fitthese notes also. Make up a song of your own!


4 2 1 3 5

Figure 1

Figure 2

Figure 3 Figure 4

Figure 5

Figure 6

Figure 7Figure 8

Make Your Own Thumb Piano


Appendix: Lesson 6

Inventor of Safety Devices:Garrett A. Morgan’s Breathing Device

DescriptionIt was in 1912 that Morgan created his most important invention, the

Safety Hood, later to become known as the “gas mask.” In his application for

a patent, Morgan referred to it as a “Breathing Device.” The patent was

granted in 1914 (U.S. Patent number 1,113,675). The device consisted of a

hood placed over the head of the user. A tube from this hood was provided

with an inlet opening for air, and the tube was long enough to enter a layer

of air underneath the dense smoke or gas. This tube could then be placed

beyond the reach of gas fumes and dust and through it pure air could be

furnished to the user. The lower end of the tube was lined for some distance

with an absorbent material such as sponge which was moistened with water

before use. This served to prevent the smoke and dust from going up the

tube, and also served to cool the air. There was a separate tube containing a

valve for exhaled air.

In Morgan’s words, “The object of the invention is to provide a portable

attachment which will enable a fireman to enter a house filled with thick

suffocating gases and smoke and to breathe freely for some time therein, and

thereby enable him to perform his duties of saving life and valuables without

danger to himself from suffocation. The device is also efficient and useful for

protection to engineers, chemists, and working men who are obliged to

breathe noxious fumes or dust derived from the materials in which they are

obliged to work.”


Appendix: Lesson 6

Inventor of Safety Devices:Garrett A. Morgan’s Breathing Device


Appendix: Lesson 7

Granville Woods’ Impact on Communications

Secret Song MeetYou want to meet with your friends somewhere at school or in the neighborhood, but you don’t want

anyone else to know where you’re going to meet. Make up a song that would tell only your friends whereto go, how to get there, and what time to meet you.

Directions:

1. In a group, select the melody you will use to carry your secret message to one another. Remember tomake it a simple melody, because you will only be using your voices to sing the song.

2. Decide where you would like to meet and make up words (words that mean something other thanwhat they seem to say) that will tell each other where to go, how to get there, and what time you willmeet.

3. Sing the song to your classmates and see if they can solve your group’s secret.

Your words:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

What they mean:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________


123

456

and for•• •••• •••• ••

of the•• •••• •••• ••

numeralwith sign•• •••• •••• ••

a b c d e f g h i j k l m• • •• •• •• •• •• •• •• •• • • ••

• •• •• •• •• •• •• •• •• • •

n o p q r s t u v w x y z•• •• •• •• •• •• •• •• •• •• •• •• •••• •• •• •• •• •• •• •• •• •• •••• •• •• •• •• •• •• •• •• •• •• •• ••

Appendix: Lesson 7


Braille and CommunicationsLouis Braille, born in Coupvray, France, in 1809 lost his sight as a child. As an adult, he learned to read

slowly from a book with raised letters. Some of the letters were easy to feel, but it was difficult to tell thedifference between the “C,” “O,” and “Q.” “I’s,” could be “T’s,” and “R’s” could be “B’s.” Other books for theblind were made with letters out of wood, wax, or even pins! Louis decided to invent a better way to makebooks for the blind.

In 1821, Louis met Captain Charles Barbier. The captain told of his “night writing,” a method of writingusing raised dots that enabled soldiers to send messages in the dark. A word was broken down into apattern of sounds. (It might take 100 dots to write one word!) The dots were punched into paper with apointed tool called a stylus. This gave Louis an idea! He invented a six-dot cell that looked like this:

Louis was excited. He knew his dot alphabet would work! Hestruggled for years to find people interested in his work. Finally in1847, the first Braille printing press ended the old, slow way of makingall the dots by hand. By 1900, every school for the blind was usingBraille’s invention. Now, sight-impaired people worldwide can readbooks due mostly to Louis Braille.

Extensions1. Write or call The Braille Institute in your city. Ask for information

on books and materials for the blind. Share this information withyour youth.

2. Let youth invent different games or toys for the blind. Make surethey use a variety of different textures.

3. Youth can make their own braille alphabets. Give them dried splitpeas to glue on their papers.


The river bank w

ill make a very good road,

The dead trees show

you the way,

Left foot, peg foot, traveling on --F

ollow the drinking gourd. (C

HO

RU

S)

Where the great big river m

eets the little river,F

ollow the drinking gourd,

The old m

an is a-waiting for to carry you to freedom

,If you follow

the drinking gourd. (CH

OR

US

)

The river ends betw

een two hills,

Follow

the drinking gourd,T

here’s another river on the other side,F

ollow the drinking gourd. (C

HO

RU

S)

Appendix: Lesson 7


Follow The Drinkin’ GourdThis Negro folk song was actually used as a means for conveying instructions to slaves who were preparing toescape to freedom via the Underground Railroad. The “drinkin’ gourd” refers to the Big Dipper, whose very tippointed to the North Star—and the key to freedom.

Underground Railroad songArrranged by Pete Seegar


PHOTOGRAPH HAIR

FEATHER NEWSPAPER

DUST

Appendix: Lesson 8

Cell Worksheet:The Basic Unit of All Living Things is the Cell

Cells are so tiny that we cannot see them without help. Humans can see things assmall as 0.001 meter across, but most cells are only about 0.00001 meter across! Whenthe magnifying glass and microscope were invented, scientists suddenly had a whole newworld to explore.

Using one of the instruments pictured,take a sample of each thing listed in the boxes,look at it, and draw what you see.

What does a microscope do to help you study tiny things?


Air Cell

Albumen

Chalazae

Shell

Yolk

Shell Membrane

Germ Spot

A.

B.

C.

D.

E.

F.

G.

Appendix: Lesson 8

Embryology Terminology

Name _______________________________________

Match the terms to the definition by writing the correct letter in each eggshell.

The white of an egg. This waterysubstance supplies the growingembryo with food and water.

The hard protective outer covering ofan egg. This has tiny pores in it toallow the passage of air and moisturein and out of the egg.

The “white spot” on the yolk wherethe embryo develops.

The two twisted cords at each end ofthe yolk. These keep the yolk frommoving about and sticking to theshell.

The yellow of the egg. This is theprimary food source for the growingembryo.

The pocket of air at the large end ofthe egg.

The two thin layers inside the egg-shell. Usually when the egg iscracked, this will stick to the shell.


Appendix: Lesson 8

Egg Worksheet: The Parts of an EggName ___________________________________________________________


Appendix: Lesson 8

Egg Worksheets Answers

yolk

germ spot

shellalbumen

shellmembrane

chalazaemembrane

air cell

The white of an egg. This watery substancesupplies the growing embryo with food and

water.

The hard protective outer covering of an egg.This has tiny pores in it to allow the passage

of air and moisture in and out of the egg.

The “white spot” on the yolk where theembryo develops.

The two twisted cords at each end of theyolk. These keep the yolk from moving about

and sticking to the shell.

The yellow of the egg. This is the primaryfood source for the growing embryo.

The pocket of air at the large end of the egg.

The two thin layers inside the eggshell.Usually when the egg is cracked, this will

stick to the shell.

Air Cell

Albumen

Chalazae

Shell

Yolk

Shell Membrane

Germ Spot

A.

B.

C.

D.

E.

F.

G.

F

A

D

B

E

G

C


Appendix: Lesson 8

Cell PartsLabel the cell parts.

Animal Cell

Plant Cell


Appendix: Lesson 8

Cell Parts AnswersAll cells have some things in common. However, animal cells are very

different from plant cells. It can take millions of cells to make a living thing.The diagrams below show just two kinds of plant and animal cells—there aremany differently-shaped animal cells in your body!

Write down your observations about how these cells are alike and different:Why do we find chloroplasts in plant cells and not in animal cells?

NucleusControl center

Cell WallGives cell rigid shape

ChloroplastWhere food is made

Cell MembraneLets gases and liquids in and out of cell

VacuoleStores wastes

Alike Different

NucleusControl center

Cell MembraneLets gases and liquids in and out of cell

VacuoleStores wastes

AnimalCell

Plant Cell


Appendix: Lesson 8

Normal/Abnormal Cells: Teacher References

Blending inheritance in humans is seen in thegenetic defect known as sickle-cell anemia, which isparticularly prevalent in eastern Africa, southernTurkey, southern Saudi Arabia, Sicily, Cyprus, andGreece and is common among Americans whoseancestors came from those regions.

Color the heading Sickle-Cell Anemia and titlesand structures A and B.

Sickle-cell anemia is caused by a gene that pro-duces an abnormal hemoglobin, called hemoglobin S,that coalesces to form long tubules whenever theoxygen concentration gets low, grossly distorting thevictim’s red blood cells and frequently causing them tobreak open. The name comes from the irregular, oftensicklelike shapes of the victim’s red blood cells. Thesesickled cells clog the tiny blood vessels called capillar-ies, preventing the tissues from obtaining enoughoxygen. They are often recognized as abnormal bywhite blood cells and devoured.

Persons homozygous for this condition are in greatdifficulty because they have too few red blood cells, alarge number of which are sickled all the time. They arein almost constant pain from tissue damage due to theinadequate oxygen supply. Persons heterozygous forthis gene may never know they have it but only noticethat they have less stamina in physical tasks than otherpeople. This is because the lowering of the oxygen flowto their muscles. Strenuous exercise, as in military basictraining, or exposure to the thin air of high altitudemay throw such people into a “sickle-cell crisis” inwhich large number of cells sickle, sometimes resultingin death.

Color the heading P1 Genotypes and P

1 Gametes

and titles and structures C through E in theassociated illustration.

Here is a cross between two individuals who areheterozygous for sickle-cell anemia. Each has one genefor normal hemoglobin, known as hemoglobin A, andone gene for hemoglobin S. To emphasize there is nodominance in sickle-cell anemia, the genes are symbol-ized by an H for hemoglobin and a subscript A or S.Neither gene dominates the other, so heterozygotesproduce both kinds of hemoglobin (about 45 percenthemoglobin S and 55 percent hemoglobin A). Sinceboth parents in this case are heterozygous, each

produces two kinds of gametes, one carrying the gene forhemoglobin A, the other the gene for hemoglobin S.

Color the heading Punnett Square and F1 Geno-

types and the gene symbols comprising the geno-types in the boxes.

As the Punnett square shows, the probabilities amongthe F

1 offspring are 1 in 4 for homozygous normal

(HAH

A), 1 in 2 for heterozygous, since there are two ways

to get one gene of each kind, and 1 in 4 for homozygousrecessive (H

SH

S). Thus two parents who may have no

symptoms could carry the defect in recessive form andhave a probability of 1 in 4 that any given child will beseverely afflicted with sickle-cell anemia.

Other kinds of abnormal hemoglobins are alsoknown, and they follow the same hereditary pattern.Interestingly, these abnormal hemoglobins are commononly in parts of the world where malaria is prevalent;there, 20 to 50 percent of the population may carry such agene as a result of natural selection.

Color the heading Natural Selection and theremainder of the illustration. (To save space, thegenes have been symbolized simply by A and S,rather than by H with a subscript letter). Use redfor F, pink for G, and pale pink or white for H.

In the malaria-free environment, people homozygousfor hemoglobin S generally die early in life, often beforereproducing. Occasionally, a sickling crisis prematurelytakes the life of a heterozygote as well. In such an envi-ronment, these genes are a significant disadvantage.

In a malaria-infested environment, however, peoplehomozygous for the normal hemoglobin A frequently diefrom malaria, while those heterozygous for hemoglobin Sfind that they have a high resistance to malaria. Thesporozoan parasite that causes malaria is simply not ableto attack their red blood cells as effectively, so theybecome the predominant genotype in their population.Where both parents are heterozygous, some of theirchildren are homozygous for sickle-cell anemia and dieyoung from that, and some of their children are homozy-gous normal and die from malaria. But approximately halfof their children are heterozygous and usually surviveboth problems. Over many generations, people heterozy-gous for abnormal hemoglobin come to make up a largerand larger percentage of the population because malariakills off so many people with normal hemoglobin.


GG

G

G

AS

G

H

H

H

H

H

H

F

F

F

F

FF

F F

G

GG

G

H

H

H

HH

H

H

SS

SS

SS SS

AA

AAAA

AA

AA

AS

AA

AS AS

AS

AA

AA AA

AA

AA

AA

AA

SS

SS

SS

SS

AS

AS

AS

AS

Appendix: Lesson 8

Normal/Abnormal Cells: Teacher ReferencesSickle-Cell Anemia

*Hemoglobin S Gene

D

Normal Red Blood Cell A

Segregation E

Sickled Red Blood Cell B

Hemoglobin A Gene C

P1 Genotypes *

P1 Gametes *

Punnett Square *

F1 Genotypes *

Natural Selection *

Homozygous for S F

Heterozygous G

Homozygous for A H

Malaria-free area *

Malaria-infested area *


Appendix: Lesson 8

Plant Cell: Teacher ReferencesIn a typical plant cell, we see virtually all of the

structures found in animal cells except for centriolesand certain protrusions used for locomotion orabsorption. On the other hand, plant cells containcertain structures not found in animal cells at all.

Color titles and structures A through H, includingthe heading Plastids. Use green for F and a lightcolor for D and D1. In nature, G is white. Color Hwith any bright color you wish (If this were aripening tomato, H would be red).

The plant cell membrane is essentially the sameas an animal cell membrane. Immediately outsidethe plant cell membrane, however, is a cell wallconsisting mostly of fibers of cellulose, althoughother kinds of molecules also become incorporatedinto it. When a cell is first formed by division of itsparent cell, the cell is relatively elastic and is called aprimary cell wall. As the cell grows, the wall is madethicker and more rigid and becomes known as asecondary cell wall. The cell wall is perforated bynumerous small pores called plasmodesmata (singu-lar, plamodesma), which appear to allow a directbridge of cytoplasm from one cell to the next.

Although animal cells often contain some smallvacuoles, plant cells usually contain one or a fewvery large ones. As plant cells mature, the vacuolestend to get larger and usually fuse to form a singlevery large vacuole that may comprise up to 90percent of the cell’s volume. These large vacuoles aresometimes called “water vacuoles” because theycontain large quantities of water. However, they alsocontain a wide variety of dissolved substances,including nutrients stored for later use, and toxicsubstances, which may be broken down into harm-less subunits in the vacuole. It is because of thedissolved substances that water flows into thevacuole and creates osmotic pressure, which isresponsible for the rigidity of plants. When water isin short supply, the vacuoles lose their osmoticpressure, and the plant wilts. Sometimes substancesare stored in vacuoles as solid crystals, and manyflowers receive their coloring from the pigments

dissolved or crystallized in their vacuoles. Themembrane of the vacuole is often called thetonoplast.

Plants are also colored by their plastids, butchloroplasts, which are green, have a much moreimportant function than merely making plantsgreen. They trap light energy and convert it tochemical energy for the manufacture of food inthe process called photosynthesis. Leucoplasts arewhitish in color and serve to store starch, lipid, orprotein. Chromoplasts are plastids that produceand store other pigments that impart color toparticular parts of a plant, as when fruit ripens orleaves turn color in the fall. They are formed bymodification of chloroplasts or leucoplasts.

Color all the remaining titles and structures inthe illustration, including the heading Nucleus.Use a dark color for J, light colors for K and R,and a very light color for Q.

Golgi complexes in plant cells are usuallycalled dictysomes. They are very much like theGolgi complexes in animal cells except that theyare usually smaller and more numerous. Inaddition to synthesizing various complex mol-ecules needed within the cell, they appear to beresponsible for manufacturing the components ofthe cell wall, which animal cells never have. Allthe remaining structures are virtually identical tothose found in animal cells: ribosomes synthesizeproteins and are found attached to the endoplas-mic reticulum and free in the cytoplasm; mito-chondria provide energy by oxidizing the carbo-hydrate made in the chloroplasts; microtubulesand microfilaments seem to provide support andproduce movement; lysosomes and microbodiescontain enzymes; and the apparently structurelessfluid making up the rest of the cytoplasm is calledthe hyaloplasm. The nucleus, too, is virtually thesame; for that reason, this illustration shows onlythe exterior of the nuclear envelope with itsnumerous pores.


Appendix: Lesson 8

Plant Cell

Cell Membrane A

Golgi Complex I

Microbody P

Cell Wall B

Ribosome J

Hyaloplasm Q

Plasmodesma C

Endoplasmic Reticulum K

Nucleus *

Vacuole D

Mitochondrion L

Nuclear Envelope R

Tonoplast D

1 Microtubule M

Nuclear Pore S

Crystal E

Microfilament N

Plastids *

Lysosome O

Chloroplast F

Leucoplast G

Chromoplast H

C

JK

NF C Q J S

R

O

J

I

G

M

C

PBB

A

K

FNIOF

H

Q

L

M

E

D

D1

P


Appendix: Lesson 8

Animal Cell: Teacher References

Although the earliest light microscopes show thecell as hardly more than a mass of amorphous fluidenclosed within a membrane, modern research hasshown that the cell is not only the structural unit ofliving organisms but also the functional unit. Each cellcarries out all the physical and chemical reactions weassociate with life. This illustration is an artist’s recon-struction of a typical animal cell as it might look withits upper half cut away. We see that the cell is organizedinto many distinct structures. These are called or-ganelles, and each is specialized for a particular func-tion. This illustration gives you an overview of theseorganelles; the following illustrations will cover thedetails of structure and function.

Color title A and the cell membrane with a palecolor.

The cell membrane (sometimes called the plasmamembrane or plasmalemma) completely covers theentire cell and serves to hold it together. It also activelyregulates what enters and leaves the cell. It is only about10 nanometers thick, so its thickness has to be greatlyexaggerated in the drawing to give you something thickenough to color. This is also true of the membraneswithin the cell. Everything else is drawn to scale.

Color titles and structures B through F. Color thepores (C) with a darker color. Color D and E inrather dark colors, and leave F uncolored (all theremaining space within the nucleus).

In animal cells (as well as in plant, protist, andfungus cells), the nucleus is separated from the rest ofthe cell by the nuclear envelope. Such cells are calledeukaryotic to distinguish them from prokaryotic cells,which lack a true membrane-enclosed nucleus and aremore primitively organized. (Prokaryotic cells are foundonly among the bacteria and their close relatives.) Thenuclear envelope is made of two layers of membrane.These are very similar to the cell membrane but havenumerous pores. Within the nucleus is a prominentstructure called the nucleolus—sometimes there are twoor more nucleoli—and a network of thin threads calledchromatin. The chromatin contains the hereditarymaterial of the cell. The fluid that fills the rest of thespace in the nucleus is called the nuclear sap.

Color the heading Cytoplasm and titles andstructures G through N. Color over the linesthat represent microfilaments.

The term “cytoplasm” is still used to designate allof the cell contents outside the nucleus but inside thecell membrane, although we realize that cytoplasm isnot the homogeneous substance it was once thoughtto be. One of the prominent organelles in the cyto-plasm is the mitochondrion, often called the “power-house of the cell” because about 90 percent of theenergy that eukaryotic cells get from oxidizing foodmolecules is developed there. The Golgi complex is astack of membrane sacs in which various moleculesare manufactured and packaged for “export” from thecell. Centrioles are cylindrical bundles of microtu-bules that seem to give rise to the longer spindlemicrotubules that separate the two duplicate sets ofchromatin at the time of cell division. Most animalcells have a pair of centrioles lined up 90 degrees toeach other. Additional microtubules are found singlyor in groups elsewhere in the cytoplasm. They appearto provide structural support to the cell and may beinvolved in movement. Vacuoles are fluid-filled sacsof membrane that may contain anything from foodbeing digested to oil droplets. Lysosomes look likesmall vacuoles but contain digestive enzymes.Microbodies look like small vacuoles as well, butcontain various enzymes not involved in digestion.Microfilaments are found in various places around thecytoplasm and are involved in movement and attach-ment to other cells.

Color titles and structures O and P. Be sure touse pale color for P to avoid obscuring theribosomes (O). Do not color Q.

Throughout the cytoplasm are many tiny struc-tures called ribosomes, which manufacture proteins.Some are free in the fluid portion of the cytoplasm,but many others are attached to the endoplasmicreticulum (ER), a system of membranes that extendsthroughout much of the cytoplasm. Some parts of theendoplasmic reticulum (known as the rough ER) havemany ribosomes attached; other parts (known as thesmooth ER) have none. The remaining portion of thecytoplasm, which seems to be a structureless fluid, iscalled the hyaloplasm. (Some biologists call it the cellsap or the cell matrix.)


Appendix: Lesson 8

Animal CellCell Membrane A Nuclear Sap F Vacuole K

Nucleus * Cytoplasm * Lysosome L

Nuclear Envelope B Mitochondrion G Microbody M

Nuclear Pore C Golgi Complex H Microfilament N

Nucleolus D Centriole I Ribosome O

Chromatin E Microtubule J Endoplasmic Reticulum P

Hyaloplasm Q

C

K

L

A

MOL

P

F+E

B

DLHI

AN

ML

OJ

K

L

G

P

+Q

J


Appendix: Lesson 8

The Microscope: Teacher Reference

Your microscope is expensive and fragile. It is important for you to use itcorrectly to avoid damaging it and to avoid breaking slides or destroying speci-mens. When you are using your microscope, it should rest securely on your tableor bench, away from the edge. When you carry your microscope, always use twohands. Hold its base with one hand and its arms with your other hand.

Always use an appropriate light source. If your microscope has a lamp, plug itin and turn the lamp on. If your microscope has a mirror, adjust it to get a goodamount of light through the eyepiece. CAUTION: Never use direct sunlight asyour light source. Make sure the diaphragm is sufficiently open so enough lightcan get through. This will be especially important if you look through the eye-piece and see nothing.

Always keep both eyes open as you look into the eyepiece. This is importantbecause it reduces eyestrain. If you find this difficult, cover your other eye withyour hand. This may feel awkward at first but it will become easier with practice.

Keep the lenses on your microscope clean. Never touch them with yourfingers. If the eyepiece or objective lenses get dirty, clean them with a piece of lenspaper moistened with alcohol (or xylene). Wipe the lens in a light circular motionand change the lens paper as it picks up the dirt. Make certain that you leave nostreaks on the lens. NOTE: Cleaning the lens with anything other than lens paper,or wiping too hard will scratch the lens.

The purpose of the microscope is to magnify your specimen. Microscopes usetwo lenses—the eyepiece and an objective—to magnify the image. The magnifica-tion is the number of times the size of an object appears increased. If the magnifi-cation of an object is 10x, it will appear 10 times larger than it really is.

The magnification of your microscope is equal to the product of the separatemagnifications of the eyepiece and the objective. (The magnification of each lensis written on the lens case.) If the eyepiece is 10x and the low power objective is10x, then the magnification under low power is 100x. In equation form, this iswritten:

(eyepiece magnification) X (objective magnification) = total microscopemagnification

1. If the magnification of the eyepiece is 10x and the magnification of the highpower objective is 40x, what is the total magnification under high power?

2. How many times larger than life will a specimen appear under this magnifica-tion?

If you have a scanning power (4x objective), note that it gives a very lowmagnification. This is useful for locating a specimen on the slide, but in manycases it is not appropriate for observation.


Your Name ___________________________

Appendix: Lesson 8

Microscope Worksheet


Appendix: Lesson 8

Microscope Answer Sheet

Eyepiece

Coarse Adjustment

Revolving Nosepiece

Fine Adjustment

10 x objective

4 x objective

Stage

Mirror

Disk Diaphragm

BASE

ARM


Appendix: Lesson 9

Light Wave Handout

Materials NeededFor each group of 3 youth:

• 4 index cards

• metric ruler

• hole punch

• 4 slit rubber stoppers

• sheet of white paper

• small flashlight

• copies of handout

DirectionsA. Position an index card lengthwise in front of you. Mark a point 3.2 cm

from the bottom and 2 cm from the right side. Hold this and two othercards together and, at the point, punch a hole through the cards.

B. Slide each card into a stopper so it stands upright on a lab table. Theholes should be in the lower right corner.

C. Draw a line lengthwise down the middle of a sheet of white paper.

D. Starting from the bottom, mark the line at 6 cm, 12 cm, 18 cm, and 24cm.

E. On each point at 6 cm, 12 cm, and 18 cm, place a card with a hole. Theholes should line up. At the 24 cm mark, put the card with no hole. Atthe edge of the paper, put a flashlight so the light and holes are lined upas in the illustration.

F. Darken the room. Turn on the flashlight. Observe the path of the light.What is seen on each card?

G. Block the light path by sliding the card at the 12 cm mark along thecross line. What is seen on each card?


Appendix: Lesson 9

Solar System Handout

The Solar SystemYou may have noticed that stars form patterns in the sky. These patterns

do not change, although different star groups are visible at different times. Afew objects, however, seem to wander among the stars. Some race across thesky and disappear within seconds. Others grow tails as they slowly moveacross the heavens. These objects that move against the background of thestars are members of the solar system. The solar system is the sun and theobjects that move around it. The solar system includes the planets and theirmoons, asteroids, meteoroids, and comets. The members of the solar systemare much closer to the sun than the stars are.

Neptune Pluto

Uranus

Saturn

Jupiter

asteroidbelt

Mars

EarthVenus

Mercury

The PlanetsScientists divide the planets into two groups: the inner planets and the

outer planets. The inner planets are Mercury, Venus, the Earth, and Mars—thefour planets closest to the sun. These planets are very dense. It is thought thatthey each have a metal core and a rocky mantle. The Earth, Venus, and Marsall have atmospheres.

The outer planets are Jupiter, Saturn, Uranus, Neptune, and Pluto. Eachof these planets is thought to have a rocky core. Jupiter, Saturn, Uranus, andNeptune are surrounded by a layer of liquid hydrogen and a thick atmo-sphere.

Pluto is different from the other planets. The table shows informationabout the planets. Notice that compared with the other outer planets, Pluto isnot very big. Compared with the inner planets, Pluto is not very dense. Howdoes the temperature of Pluto compare with the temperatures of the otherplanets?


AsteroidsBetween Mars and Jupiter, thousands—perhaps millions—of pieces of rock and metal orbit the sun.

The largest of these objects are called asteroids. Some asteroids are several hundred kilometers wide, butmost are small. The region where most asteroids are found is called the asteroid belt.

How did asteroids come to occupy this region of space? Some scientists think that the asteroids maybe pieces of a planet that once existed but was torn apart millions of years ago. Other scientists havesuggested that the asteroids are materials that never came together to form a planet.

DISTANCEMASS DENSITY FROM SUN GRAVITY

DIAMETER (Earth (H2O (in millions TILT OF (Earth KNOWNPLANET (in km) = 1.0) 1g/cm3) of km) REVOLUTION ROTATION AXIS =1) TEMPERATURE SATELLITES

Mercury 4.878 0.055 5.4 57.9 88.0 d 59.0 d o.o° 0.38 450° C daylight 0-180° C dark

Venus 12.100 0.8 ? ? ? 245.0 d 6. ° ? 47° C ?

Earth 12.756 1.0 5.5 149.6 365.25 d 23.93 h 23.5° 1 15° C 1

Mars 6.787 0.1 3.9 227.9 687.0 d 24.6 h 25.2° 0.38 - 50° C 2

Jupiter 142.800 318.0 1.3 778.3 11.86 y 9.9 h 3.1° 2.54 -130° C 16cloud tops

Saturn 120.000 95.0 0.7 1,427.0 29.47 y 10.7 h 26.7° 1.07° -185° C 20cloud tops

Uranus 50.800 15.0 1.3 2,87.0 84.0 y 16.0 h 97.9.6° 0.9 (?) -215° 15cloud tops

Neptune 48.600 17.0 1.8 4,497.0 165.0 y 18.0 h 29.6° 1.15 (?) -200° C 2cloud tops

Pluto 3.000 (?) 0.002 1.0 5,900.0 248.0 Y 6.4 D 60.0 (?) 0.03 (?) - 250° C 1

The Planets


Appendix: Lesson 9

Blue Print Handout

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Appendix: Lesson 10

Hair Fact Sheet #1

SebumThe production of sebum is influenced by five factors, some of which are subject to personal

control, namely:

1. Diet

2. Blood circulation

3. Emotional disturbances

4. Stimulation of endocrine glands

5. Drugs

Diet exerts an influence upon the generalhealth of hair. It is most easily corrected. Theover-eating of sweet, starchy, and fatty foods maycause the sebaceous glands to become over-activeand secrete too much sebum (oil).

Blood, circulation: Hair derives its nourish-ment from the blood supply, which in turn getscertain elements from food. In the absence ofnecessary food elements, the health of hair maydecline.

Emotional disturbances or mental tensionsare linked with hair health through the nervoussystem. Its well-being is affected by all the emo-tions and thoughts. Healthy hair is an indicationof a healthy body.

Endocrine glands: The condition of theendocrine glands influences their secretion.During adolescence, they become very active.Their activity usually decreases after middle age.Endocrine gland disturbances influence the healthof hair.

Certain drugs, such as hormones, if takenwithout a doctor’s advice, may adversely affect hairin permanent waving and other hair treatments.

Hair StructureShapes of hair: Hair, as a rule, has one of three

general shapes. The hair as it grows out assumes theshape, size, and direction of the follicle. A cross-sectional view of the hair under the microscopereveals that usually:

1. Straight hair is round

2. Wavy hair is oval

3. Curly or kinky hair is almost flat

There is no strict rule regarding cross-sectionalshapes of hair. Oval, straight, or curly hair havebeen found in all shapes.

1. Straight hair is usually round. 2. Wavy hair is usually oval. 3. Curly or kinky hair is almost flat.


Appendix: Lesson 10

Hair Fact Sheet #21. An average daily shedding of hair is estimated at 50 to 80 hairs.

2. Hair is composed of: carbon, 50.65%; hydrogen, 6.36%; nitrogen, 7.14%;sulfur, 5.0%; and oxygen 20.85%.

3. The two principal parts of hair are:

a. Hair root, found beneath skin surface

b. Hair shaft, the structure that extends above the skin surface

4. Hair structure is straight, wavy, or curly.

5. Hair is found all over the body except on the palms, soles, lips, andeyelids.

6. After growing 0.117 inches a week for about 3 years, a hair falls out and isreplaced.

7. The number of hairs a person has varies with the color of the hair:blonde, 140,000; brown, 110,000; black, 108,000; and red, 90,000.

8. Sebaceous glands of the skin frequently become troublemakers. Whenthey over-produce they bring on a common form of oily dandruff. Thiscan be an important contributing cause of hair loss or baldness.

9. The purpose of hair is to protect the head from heat, cold, and injury.

10. Hair stream are angles that are set by nature and create a natural flow toone side.


Appendix: Lesson 10

Hair Fact Sheet #3

REPLACEMENTOF HAIR

The growth of the scalp hair occurs more rapidly between the ages of 15and 30, but declines sharply between 50 and 60. Scalp hair grows faster inwomen than in men.

Hair growth is also influenced by:

1. Seasons of the year

2. Nutrition and hormones

Climatic conditions will affect the hair in the following ways:

1. Moisture in the air will deepen the natural wave.

2. Cold air will cause the hair to contract.

3. Heat will cause the hair to swell or expand and absorb moisture.

Hair growth is not increased by any of the following:

1. Close clipping, shaving, trimming, cutting, or singeing have no effectupon the rate of hair growth.

2. The application of ointments or oils will not increase hair growth. Theyact as lubricants to the hair shaft but do not feed the hair.

3. Hair does not grow after death. The flesh and skin contract, thus givingthe appearance of some growth.

4. Singeing the hair will not seal in the natural oil.

Normal hair shedding. A certain amount of hair is shed daily. This isnature’s method to make way for new hair. The average daily shedding isestimated at 50 to 80 hairs. Hair loss beyond this estimated average indicatessome scalp or hair trouble.

Eyebrow hairs and eyelashes are replaced every four to five months.

Hair Shaft

Papilla Papilla

Hair Shaft

Hair Shaft

1. At an early stage of shedding the hair shows its separation from the papilla.

2. At a later stage of the hair shedding you willnote a new hair growing from the same papilla.


Appendix: Lesson 10

Hair StructureCROSS SECTIONOF HAIR CortexCuticle

Cuticle Scales

Menulla

Hair Shaft or Stem, that part of thehair that extends wholly above theskin.

Epidermis or Outer Layer of theskin. (Cuticle or Scarf Skin)

Root, that part of the hair that lieswithin the follicle.

Hair Follicle, tube-like inversion ofthe skin through which the hairreaches the surface of the skin.

Sebaceous or Oil Glands

Arrector (Pili) Muscle

Bulb

Papilla

Medulla of HairCortex of HairCuticle of HairInner or Epidermic CoatOuter or Dermic CoatInner Root SheathOuter Root Sheath

CuticleScales

MAGNIFIED VIEW OFHAIR

CROSS SECTION OF THEHAIR AND FOLLICLE


Appendix: Lesson 10

Problem-Solving WorksheetOften a problem seems difficult to solve because we limit our options for solutions. This exercise asks youto come up with more solutions than you may have thought possible.

First, identify the problem (be specific!):

______________________________________________________________________________________

______________________________________________________________________________________

Now the solutions. Use all the blanks. Write down any solution you think of, even if it’s not practical.Remember, a “crazy” idea can trigger the most innovative solutions.

_________________________________________ ________________________________________

_________________________________________ ________________________________________

_________________________________________ ________________________________________

_________________________________________ ________________________________________

_________________________________________ ________________________________________

This is a good time to take a break. Set this aside for a day or two. Let these solutions roll around in yourmind. When you pick up this list again, choose what seem like the three best solutions. Write down whyyou chose them:

Solution: Why?

_____________________________________ _____________________________________

_____________________________________ _____________________________________

_____________________________________ _____________________________________

Look over your solution lists again. Take another break if you can. Then pick your favorite solution andwrite about it in more detail:

Solution:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________________________________________


Appendix: Lesson 12

Ohio’s Underground Trails


Appendix: Lesson 12

“Swing Low, Sweet Chariot”

Words: TraditionalMusic: Negro Spiritual; arr. R. Nathaniel Dell (1882-1943)Arr. Copyright © 1936 Paul A. Schmitt Music Company. Copyright assigned to Belwin Mills. Made in U.S.A.Internation Copyright Secured. All Rights Reserved.


Appendix: Lesson 12

Comparing African Symbols and American Quilt Patterns

African Symbols African SymbolsAmerican QuiltPatterns

American QuiltPatterns

Bakongo and EpkeLeopard Society

(mirror reflection ofBroken Dishes pattern)

Broken Dishes

Nine Patch

Basic Unit

Hourglass orBow Tie

Double X Pattern

Five-Pointed StarEgbo Secret Society

Five-Pointed Star

Aiyana Secret SocietyTwo Superimposed Pyramids

Poro Secret SocietyTwo Double Pyramids

Hausa:Five Houses

(pattern found on embroi-dered menswear as part of

the eight knives design

Birds in the Air andFlock of Geese

Pinwheel Hidden inHourglass and Bow Tie

RepeatedHourglass and Bow Tie(pattern forming a block)

Epke Cloth ofthe Leopard Society

(repeated right trianglesforming a patterned block)


Appendix: Lesson 13African American Inventions

Item Year InventorDry Cleaning Process 1821 Thomas Jennings

Corn Harvester 1834 Henry Blair

Elevator 1867 Alexander Miles

Printing Press 1872 W. A. Lavalette

Fire Extinguisher 1872 Thomas J. Martain

Player Piano Roller Mechanism 1878 J. H. Dickinson

Eye Protector Glasses 1880 Powell Johnson

Telephone Transmitter 1880 Granville T. Woods

Swinging Chair 1881 Payton Johnson

Light Bulb Filaments (improved) 1883 Lewis Latimer

Hand Stamp 1883 William B. Purvis

Shoe Lasting Machine 1883 Jan E. Matzeliger

Lantern or Lamp 1884 Michael C. Harney

Egg-Beater 1884 Willis Johnson

Typewriting Machine 1885 Lee S. Burridge and Newman R. Marshman

Guitar 1886 Robert F. Flemmings, Jr.

Hair Straightening 1887 Madame C. J. Walker

Fountain Pen 1890 William P. Purvis

Refrigerator 1891 John Stanard

Horseshoe 1892 Oscar E. Brown

Ironing Board 1892 Sarah Boone

Clothes Dryer 1892 George T. Sampson

Rotary Engine 1892 Andrew J. Beard

Mop 1893 Thomas W. Stewart

Human Heart Surgery 1893 Daniel Hale Williams

Potato Digger 1895 F. J. Wood

Lemon Squeezer 1896 John T. White

Lawn Sprinkler 1897 Joseph H. Smith

Pencil Sharpener 1897 John L. Love

Ice Cream Mold and Disher 1897 Alfred L. Cralle

Dust Pan 1897 Lloyd P. Ray

Overshoe 1898 Alvin L. Rickman

Oil Cup 1898 Elijah McCoy

Golf Tee 1899 George F. Grant

Caps for Bottles and Jars 1899 A. E. Longand and A. A. Jones

Lawn Mower 1899 John Albert Burr

Bicycle Frame 1899 Issac R. Johnson

Cell Biology 1912 Dr. Ernest Just

Comb 1920 Walter H. Sammons

Traffic Signal 1923 Garrett A. Morgan

Process of Producing Stains & Paint 1927 George Washington Carver

Father of Blood Plasma 1939 Dr. Charles R. Drew

Blues 1949 B. B. King

Air Conditioning Unit 1949 Frederick M. Jones

Gamma Electric Cell 1971 Henry T. Sampson


Appendix: Lesson 13

African American Inventions

1880 Telephone TransmitterGranville T. Woods

1883 Light Bulb Filaments (improved)

Lewis Latimer

1887 Hair Straightening Madame C. J. Walker

1893 Human Heart SurgeryDaniel Hale Williams

1896 George Washington Carverdiscovers many uses for

peanuts and sweet potatoes

1923 Traffic SignalGarrett Morgan

1939 Father of Blood PlasmaDr. Charles Richard Drew

1971 Gamma Electric CellHenry T. Sampson


Bibliography

1001 Black Inventions, Freeman, Ersky.

1001 Things Everyone Should Know About AfricanAmerican History, Doubleday Publishing.

4-H SPACES, 4-H Youth Programs, CooperativeExtension Service, Michigan State University.

African-American Folktales for Young Readers,Young, Richard and Judy; August HousePublishers, Inc.

American Teaching Aids, Cells and Genetics, LifeSciences Series, Hartman, Beverly, Simon andSchuster, Minneapolis, Minnesota.

Beans About Water, Ohio State University Extension,4-H602GPM.

Black Achievers Series, Russell, Charles and Mary,C&M Publication; Coloring Book, ActivityBooks, Volumes II, III, IV, V, and VI.

Black Pioneers of Science and Invention, Haber,Louis; Harcourt Brace and Company.

Civil War, Thematic Unit, Teacher Created Materials,Inc.; John and Patty Carratello.

Dr. Charles Drew, Shoecraft, William D.; Did YouKnow Publishing, Inc.

Focus on Inventions, Teacher Created Materials;Sterling, Mary E.

From Victory to Freedom: Afro-American Life in theFifties; National Afro-American Museum &Cultural Center.

George Washington Carver, Scientist & Symbol,McMurry, Linda O., Oxford University Press.

George Washington Carver, Shoecraft, William D.,Did You Know Publishing, Inc.

George Washington Carver, The Genius Behind thePeanut, A Publication of the National PeanutFestival.

Heroes, Interdisciplinary Unit, Teacher CreatedMaterials; Burke, Betty and Cain, Janet.

Inventions, Inventors & You, Dianne Draze; DandyLion Publications.

Inventions, Thematic Unit, Teacher CreatedMaterials; Goldfluss, Karen and Sima,Patricia.

Invention & Extensions, Doris Spivack & GeriBlond; Incentive Publications, Inc.

Kids Explore America’s African-American Heritage,Westridge Young Writers Workshop; JohnMuir Publications.

Kids Make Music, Hart, Avery and Mantell, Paul.

Making Simple Musical Instruments, Hopkin, Bart.

Mistakes that Worked, Jones, Charlotte;Doubleday Books.

Nine African American Inventors, Hayden, Robert C.

Standard Textbook of Cosmetology Moné Universi-ties of Hair Design, Cincinnati, Ohio.

The Children’s Book of Kwanzaa, Johnson,Delores;Atheneum Books for Young Readers.

The Civil War, A Nation Divides, Jane Pofahl; T. S.Denison & Company, Inc.

The Cross-Curriculum Guide for Using the Did YouKnow Series, Did You Know Publishing, Inc.

The Invention Book, Carney, Steve, WorkmanPublishing Company.

Tracing the Path: African American Contributionsto Chemistry in the Life Sciences; Teacher’sGuide and Video Tape (18 minutes); Ameri-can Chemical Society, Washington, D.C.


Learning Outcomes












Notes


Acknowledgments

Hair Fact Sheets and Hair Structure, reproduced by permission.

Milady’s Standard Textbook of Cosmetology Revised By MiladyDelmar Publishers, Albany, New York, Copyright 1995

Back-To-Back Activity is used with permission.

DARE to be You, Colorado State University Cooperative ExtensionFt. Collins, CO 80523

Build Your Own Rainstick is used with permission from The Watercourse/Montana State University and the Council for Environmental Education(CEE) from the Project WET Curriculum and Activity Guide. For Furtherinformation about Project WET (Water Education for Teachers), contact thenational office at: (406) 994-5392 or fax (406) 994-1919.

From Inventions and Extensions: High Interest, Creative-Thinking Activities byDoris Spivack and Geri Blond, IP# 192-3, copyright 1991 by IncentivePublications, Inc., Nashville, TN 37215. Used by permission.Not for reproduction.

Make Your Own Thumb Piano, used with permission by Glen McClure fromthe Great Garbage Concert for Kids Environmental Song Activity Book. Formore information contact McClure Production Inc. 716-243-0324 [email protected]


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My Hands to larger service,

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American African Inventors 01