Unwinding threads and yarns

Unwinding threads and yarns

Agios Nikolaos, P.O.Box 137,592 00 NaousaTel.: +30 23320 25111, Tel. & Fax +30 23320 52053

e-mail: [email protected]

Educational team:

Stylianou PaschalinaTeacher – in charge of C.E.E.

Natsios DimitriosMathematician – in charge of C.E.E.

Loukidou MariaTeacher

Kavallari DespinaEconomist

Heimonopoulou MariaBiologist

Bekiaris GeorgiosTeacher

Bletsou EliaKindergarten teacher

This educational material was written and compiled to meet theprogramme requirements of the Centre for Environmental Education(C.E.E.), Naousa, by Stylianou Paschalina Teacher, KavallariDespina Economist, Loukidou Maria Teacher, Bousdi AlexandraKindergarten teacher, Bekiaris Georgios Teacher.

Literary supervision: Naziridou Myrofora, Literature teacher, 3rd Junior High School, Naousa

Artistic editingAkis Thomaidis, tel.: +30 23320 22345

Partial copying of worksheets is permitted for school EnvironmentalEducation programmes as long as the source is referred to.

MINISTRY OF EDUCATION AND RELIGIOUS AFFAIRS (M.E.R.A.)

CENTRE OF ENVIRONMENTAL EDUCATION

NAOUSSA

3-day educational programme

Unwinding threads and yarnson the looms

of industrial Naoussa

2

Dear friends,

Welcome to the Centre for Environmental Education (C.E.E.) of Naoussa. We are

delighted that you have chosen to take part in our programme. We are proposing a

different way of learning, an educational process which includes participation,

teamwork, individual creativity, immediate observation.

We are aiming at pleasure in learning through deep personal satisfaction, aesthetic

enjoyment and the knowledge that is gained through immediate contact with the

natural – man-made – structured environment, and through the creation of a

cooperative atmosphere, a friendly attitude and recreation.

The study of industrial heritage is a contemporary school subject which will help us

to understand the world around us and make a self-assessment. Walking along the

industrial footpath of Naousa, a town or particular importance in the weaving sector,

we will discover the secrets of the monuments of industrial civilization and the role it

played in the moulding of the identity of this region.

We believe that knowledge, understanding and sensitization will come as a natural

consequence of the first-hand experiences you will take away with you. We hope that,

on completion of the programme, apart from pleasant memories, we will also have

instilled in you concerns which are relevant for every one of us as regards our

relationship with the environment, in which we carry out our everyday activities. You

will arrive at an understanding of life today and its problems, taking into account the

recent past.

The educational team of C.E.E. Naoussa

getting off to a good start!getting off to a good start!

The activities are denoted by age groups. With specific diagrams we give extra comments-

explanations for students and educators who take part in our programme and put it into practice.

Elementary School Junior High School Senior High School Explanations

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useful informationuseful information

PROGRAMME PHILOSOPHY

PROGRAMME AIMS

The region is studied as a historical-cultural and environmental unit, exploiting the various givenscientific fields. By using educational methods such as brainstorming, projects, environmentalfootpaths, dramatization and role plays, the potential for free expression, creativity and first handexperience are assured. The course and duration of the industrial footpath are backed up withcorresponding worksheets.

METHODOLOGY

The theme of this programme was chosen with a view to making known the historical andcultural tradition of this region, interpreting its relationship with the natural environment with theprogression and development of the local community, while constantly taking into account thesustainable conservation of the industrial heritage of our region.

14.00 – 14.30 Arrival at Centre, welcome, settling in.14.45 – 15.15 Lunch.15.15 – 17.00 Rest period – free time for students. General educational conference

for accompanying teachers and members of the C.E.E. educational team.17.00 – 19.30 Start of programme. Meeting in the general activity hall of the Centre.

Division into work groups, introductory educational games. Analysis of the 3-day programme. Introductory briefing on the theme with DVDs and transparencies, discussion.

19.30 – 20.00 Dinner.

PROGRAMME SCHEDULE DAY 1

PROGRAMME TITLE

Unwinding threads and yarns on the looms of industrial Naoussa

Students

- become acquainted with the pre-industrial and industrial monuments of Naoussa.

- are made aware of the local history and geography, that is to say, the local natural andman-made environment.

- become sensitized to the importance of finding solutions to save the monuments ofindustrial civilization with the aim of achieving their sustainable conservation.

- develop an ecological-historical-democratic conscience, based on their first-handexperiences.

useful informationuseful information

4

DAY 308.30 – 09.00 Breakfast.09.00 – 12.00 Students separate into groups for role plays. They summarise and present the

complete experience thay have gained from the programme they have followedand report their findings and conclusions. They prepare and present their workto their fellow students and follow this up with discussion. Finally, they rate theeffectiveness of the programme and offer comments.

12.00 – 12.30 Lunch – Departure.

DAY 2

08:30 - 09:00 Breakfast.09:00 - 14:30 Field trip. Students separate into their groups and walk along the industrial

footpath of Naousa. 1st Stop: The Kyrstsi-Lanara industrial buildings:Students observe and discover the basic architectural elements of industrialbuildings. 2nd Stop: Stoubani Bridge: Student are given a brief history of theregion at the memorial site where the women of Naousa sacrificed themselves.Students identify the monuments of industrial civilization, search for traces ofindustrial activity, get to know the rich vegetation along the river which flowsthrough the town and discuss the management of this natural wealth. 3rd stop:Varvaresos Factory: Visit to the still operative Varvaresos cotton mill. Studentsbecome familiar with the production line, the factory’s original water turbine andthe contemporary one which is operated by water power, make comparisons anddiscuss the problems arising from the region’s de-industrialisation, as well as therecycling of industrial waste from raw materials. 4th Stop: Batania Bridge:Students observe watermills, hand-made blankets, small dams and the use ofwater in the pre-industrial era. They connect past and present, discussing theneed for renewable energy sources. 5th Stop: Hospital Bridge: Following thecourse of the river and that of the town’s industrial development, studentsidentify the industrial remains of the most well-known industrial units of Naousa.6th Stop: Kyrstsi-Lanara industrial complex: Students are introduced to thefirst organized industrial complex in the history of Naousa, they discuss the needfor reinstatement of these industrial remains and suggest solutions and ways ofbringing them back into operation. 7th Stop: Byzantine Museum, Veria:Students visit the Byzantine Museum in Veria (an old water mill) and its exhibits,with the use of multi-media, they see and hear an interview with the mill owner.They then discuss the sustainable management of the monuments of industrialcivilization.

14:30 - 15:00 Return to C.E.E. Lunch.17:00 - 19:00 Visit – acquaintance with the modern town of Naousa.

19:30 Return to C.E.E. Dinner.

route maproute map

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Locate the position of each factory on the mapand fill in its name and present condition (good,mediocre, bad)

AIMS- to work as a team.- to discover industrial and pre-industrial monuments

first-hand.- to recognize human intervention (positive-negative) in

the natural and man-made environment.- to develop critical judgment.- to learn to read a map.

1st stop3rd stop

2nd stop

4th stop

5th stop

6th stop

7th stop

towards Veria

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worksheetworksheet

What do we believe this is...AIMS

- To get to know what industrial heritage means.- To understand meanings related to the subject of

industrial heritage.- To work as a team to prepare for the field trips.

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1. What is industrial heritage?

2. Why is it considered important?

3. Write down some of the most important products our country produces now or produced in the past:

worksheet (continued)

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worksheet (continued)

4. Mark the regions on the map of Greece which have a significant industrial heritage:

5. Why do we find industries close to water?

6. Looking at a building, is it easy to discover what exactly it is? Write down some ofthe main characteristics of an industrial building:

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worksheet (continued)worksheet (continued)

7. Use adjectives to describe an industrial site: (huge, old, dark, dirty, light, dangerous,powerful, beautiful, impressive, illegal, happy, pleasant, etc., write down others that you canthink of…)

8. Point out some important social and environmental issues which are immediatelyrelated to industrial development in our country:

9. Many industrial areas in our country have been de-industrialised and abandoned. Writedown the reasons why this has happened.

10. Write down industrial areas:

ñ which are in operation: ...................................................................................

ñ which have been abandoned: ..........................................................................

ñ which have been destroyed: ...........................................................................

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an empty warehouse:

worksheet (continued)worksheet (continued)

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11. What would you do if youwere the owner of:

an abandoned

factory:

a mine:

a shipyard:

a flour mill:

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1st stop1st stop

AIMS

- to get used to observing the architecture of buildings and the use of construction materials.

- to become acquainted with the site surrounding the factory.

And the factory had its own story to tell…

1. Observe and write down:

2. Where exactly it is built:

3. The driving force of the factory was:

4. Ask and learn about how river dams operate.

5. What does a spinning mill produce?

the name of the factory

:

........................

........................

.......

its address:

........................

........................

.......

Beside the river

Within the town limits

Far from the town limits

Elsewhere

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1st stop (continued)1st stop (continued)

buildings ofindust.unit

typeof roof

particularcharacteristicsmulti-storeysingle storey

6. The constructional installations of an industry are made up of buildings which serve thevarious functional needs of the unit. Write down the buildings, their function, and theparticular characteristics of their construction:

7. Observe the chimney. Describe its shape andconstruction material. When was it built and by whom?

8. Why are chimneys such an important element ofindustrial buildings?

9. Why are chimneys usually built so tall?

12

1st stop (continued)1st stop (continued)

10. Observe carefully the architectural elements of the building and mark with an ✔ the

elements which you find:

Saw-like roof

Gabled roof

Hipped roof

Visible skylights

Interior skylights

Stonework

Plaster

Storeys

Square door/window

columns

Overhanging roof

Square windows

Overhead windows

Slanting crown

Lath

Limestone

Bow windows

Columns

Tiles

Portico

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3rd stop3rd stop

"White coal"AIMS

ñ To get to know the process of energy production by means of water powerñ To develop a positive attitude as regards renewable sources of energyñ To get to know a factory production line

Renewable or benign forms of energywhich come from various natural processes such as the sun, the wind, geothermics, rainfall, biomass energy, theenergy of the waves. The term ‘gentle’ refers to their basic characteristics. To start with, no kind of activeintervention, such as extraction, pumping or combustion, is needed for their exploitation in contrast to the energysources which have been used up to now. All they need is the exploitation of their already present natural energyflow. Secondly, these are clean forms of energy, very environmentally friendly, which do not disengagehydrocarbons, carbon dioxide or toxic and radioactive waste.

The mechanics of water power were the heart of every factory; machinery and production depended on it. In theconstruction of a factory, the positioning of the water turbine played a vital role. It was usually placed at the lowestpart of the cliff in order to make full use of the falling water. The design of the building, both its direction and itslayout, was based on this, as were the positioning of other work spaces and the general positioning of the productionmachines.

1. Write the benign forms of energy that you know on the sails of the windmill:

3rd stop (continued)3rd stop (continued)

2. On the diagram, fill in the numbers which correspond to the basic parts of the Franciswater turbine:

1

2

3

4

5

pipeline for water falling from the cataractpipeline for intake of waterspiral turbine cover

3. Note down the energy converters on the Francis hydro-turbine

4. Observe the hydro-turbine of the factory and write down the information you find:

5. Ask and write down another name for hydro-turbine:

place constructed

.............................

date constructed

.............................

type of hydro-turbine

.............................

axle for energy transferelectro generator

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3rd stop (continued)3rd stop (continued)

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6. The hydro-turbine produced kinetic energy. Describe the process of energy transferto the factory machinery.

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7. Write down themachines thatcorrespond to eachstage of cottonprocessing, for themanufacture of thread:

wadding formationwick creationdoubling of fibresattenuationwinding on bobbinsweaving preparation weaving

production stage machine

leatherbelt

spinning machine

pipeline forfalling water

horizontal axle formotion transmission

hydro-turbinevertical axle

pulleys cogwheels

the water mill, a machinethat operates with water

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4th stop4th stop

The water mill is the first mechanism that is not set in motion by means of man or animal power, but bywater. The operation of the mill, which is in fact a hydro-machine, depends on the exploitation of the energywhich is supplied by water (hydraulic energy) and the production of kinetic energy. Water mills were often builton a site where it was easy to secure a double supply of water, such as the confluence of two streams. Apartfrom rivers and streams, mill sites could also be found on the routes of pipelines which brought in a town’swater supply. Since it was not always easy to ensure constant flow, the water from the river was collected intanks or water towers. From there, with the aid of an supplementary pipeline, the water reached the mill. Smalldams or weirs were built for the collection of water.

1. 1. Look at the topographical diagram and mark the mills of Naousa. Write down theother hydro-kinetic installations as well

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1. Distribution of hydro-kinetic pre-industrial factories in Naousa:

Water mills – Woolen mills

Water powered saw mills

Weirs for water distribution

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4th stop (continued)4th stop (continued)

North South West East

The Raios water millThis mill is situated on the bank of the river. It was built at the end of the

19th century and contains a pair of millstones. It is a two-storey buildingwith a four-angled roof, a characteristic example of local traditionalarchitecture. The mill system, the millstones, the wooden framework, thegrain silo and the horizontal water wheel have all been preserved. Oblongboarding on the ground indicates the position of the millstream.

2. Supplied with a compass and a camera, start your observation of the exteriorconstruction of the mill. Answer the questions and tick the relevant boxes:

near the river away from the river

ñ Where is the building located?

ñ What is the mill’s position in relation to the building?

stone cement wood mud bricks

ñ What materials were needed to build it?

water sun wind

ñ Which force of nature did man exploit to operate water mills?

horizontal (Byzantine)vertical (Roman)

The function of a water mill:

ñ What was the mill wheel like?

yes no

ñ Is the mill wheel visible?

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stone wood cement

ñ What is the millwheel made of?

the top the bottom

ñ Which part of the millwheel moves?

3. The reopening of a water mill could be of great benefit to the area in many ways,as is apparent from the following phrases. Read them and fill them in on the mill wheel,starting from the most important. Fill in the gap on the mill wheel with the correspondingnumber.

1. Production of energy2. Minimization of flooding3. Recreation & physical exercise4. Residential water supply5. Water for irrigation6. Sesame oil7. Flour8. Halva & tahini (sesame butter)

9. Employment for local inhabitants10. Water for washing11. Cultural heritage12. Επικοινωνία13. Economic development14. Water oxygenation15. Ecological sensitization16. Aesthetic value


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1. The water spinner is also called "dristella".

2. The water spinner was operated byelectricity.

3. The water spinner could be open-air.

4. It was constructed with metal.

5. It was used for washing woolen fabrics and make the fibres of new fabrics fluffier.

6. The most common textiles to be put in the dristella were flocatis (hand-made woollen rugs) to make the pile fluffier.

7. The more the woolen textiles were spun inthe water spinner, the fluffier they became.

4. 4. Look at the water spinner. Read the sentences andmark with a ✔ X if they are true or false:

True False


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H O D D C L D X K D L D Y V N K J D S K G D F D M D O U T P U T H O P P E R I F B M D S L B S A C O V E RO S D H P O O E M R S X V C O R E J L F Z D S L H D P U Y G D S M X U Y S T O P P E R F D S S G Y K E Y A T R D S D R I V E S H A F T L J F C X S K P U B A N KS D F F S T L F R K J F G S A G F J S F A Z P O W Q S H U S F K L Y W O R G J S R O F K D Y D Q C L O PJ D F I K Y W E D G E H D E F S H O R T P I V O T DO J D P U D H M O H J U R M G Y F G D G L K F H F KC L I H M U E D E E Y K M I L L S T O N E E R I A R KK H D O D J E F H L K L H I T U U Q J W K T J X C DE F G N F D L D H L K G H O P P E R K S Q J H J L G JY J R H C H F D J D D F J G K H L F J D G G K J E K P

5. Look for the words. Some are hiddenhorizontally and others vertically. Thechart below will help you to find them.

HOPPER – COVER AXLE – MILLSTONE – KEYWEDGE – DRIVE SHAFT

STOPPER – SIPHON – CORE JOCKEY – MILLWHEEL – HOOP

SHORT PIVOT – BANKOUTPUT HOPPER – CUP

core of bottom millstonelever

output hopper

drive shaft

stopper

cup

hopper

cover

top millstone

key

wedge

spindle

siphon

Core

millwheelhoop

short pivotbank

jockey

Sectional diagram of watermill mechanism

The workshop of the mill

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6. The words have got mixed upon the millwheel. Help the miller towrite them in the right places.

The ………………………… and the mill stopped.

Every ………………………… needs water.

Come in ………………………… grind and don’t give …………………………

You only get flour from two ………………………… .

A good ………………………… grinds everything.

He put the water in the …………………………

Cheap on ………………………… and expensive on ………………………… .

A mill needs ………………………… , not wishes.

If the water is cut off, the mill won’t ………………………… .

Even if the miller loses his ………………, the …………………… will be made.

The old water mills of Naousa not only ground wheat, but sesame as well, and they produced sesame oil and tahini (blacksesame for the production of a nutricious paste (tahini) and white for halva). The tahini was placed in hessian sacks bymeans of a special process, sesame oil was produced, an oily substance that was part of the basic diet of the localinhabitants.

• It was essential to keep thewatermillin motion.

• This oil was extracted fromsesame by means of a specialprocess.

• They ground it to make flour.

• The watermill assisted in the …of nature.

• Current produ-ced from water.

• He was the owner of the mill.

• Tahini was put in sacks made ofthis.

• The strong … of the river wasnot essential.

• Two of these were needed togrind grain.

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W

A

T

E

R

M

I

L

L

7. Fill in the puzzle:

Threads

A broken bottle

A ball

Bits of fluff

A bone

A spool

Screws

Ball-bearings

An empty crisp packet

A piece of fabric

Batteries

A drive belt

A cogwheel

A shuttle

A plastic bottle

A spindle

A syringe

A torn garment

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5th stop5th stop

1. A lot of objects were found all mixed up in an old abandoned factory. Cross out theones that have nothing to do with the function of the factory:

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2. Visit an old factory and fill in the chart below with the construction materials whichwere used in the past to build a factory:

Stone

Wood

Concrete

Iron

Plaster

Asbestos

Sheet iron

Tiles

Plastic

Bricks

BuildingMaterials

Casing-Masonry

Interiorpartitions Floor Fittings Roof

The industrial complex ofLongos-Kyrtsis-Tourpalis,A case of regeneration

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1. Look at this factory poster and find out about the factory:

6th stop6th stop

AIMS

ñ To get to know the history, architecture and the waya factory is run ñ To think seriously about the development and newuse of the installations

The factory was founded in: It was restored in

What was the raw material? Who were the factory owners?

Why are four languages used? Which international fairs gave it awards?

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The factory of the Longos-Kyrtsis-Tourpalis company was in operationfrom 1875 to 1936, when part of itwas burnt down. The complex issituated east of Naousa, lower downthan the main level of town’sdevelopment. Since its operation depended on the waterfalls, its situation was chieflydetermined by the need to use the hydraulic energy of the Arapitsa river. The complexcomprises the three-storey watermill (1850), spinning mill (1874), which was also the central core of theindustrial unit, the weaving plant (1900), a series of warehouses and offices, and the guardhouse. Thewatermill operated by means of a particular waterfall, while the spinning mill used a second, artificiallyconstructed waterfall installation.

The hydrokinetic system of the spinning mill:

The water comes down the canted pipe (karouta) [1] and drives the turbine [2], which in its turn transmits themotion, by means of driving belts [3] and pulleys [4], to the horizontal axle [5], which runs through the wholefactory and puts its machines in motion.

2. Study the space and its constructions and discuss the process of putting thefactory in motion.

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5. Describe the factory roof:

4. Look at the designs of factory windows and find the shape of the windows of thefactory we are studying:

3. 3. Look carefully at the building and write down what material was used to buildthe walls:

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6. How many building installations are there? ..................................................

Write them down in chronological order according to their date of construction:

7. On the chart below, fill in the sections of the complex and their use in the firstphase of their operation and today:

8. 8. Has the transformation and reuse of this industrial monument preserved thebuilding’s identity?

ñ ............................................................................................................................

ñ ............................................................................................................................

ñ ............................................................................................................................

ñ ............................................................................................................................

Section of complex initial use use today

yes no

Justify your answer:

A watermill-museum

1. Write down the details which show theidentity of the building:

• County ………...……………………………..……..

• Ownership …………………………………………

• Use ……………………………………………………..

• Source of energy ………………………………

• Main construction materials

…………………………………………………………………

• Description of exploitation of

energy source

…………………………………………………………………

• Name of building ………………………........

• Date of construction ………………………

• Date ceased to operate …………………

• Raw materials …………...……………………..

• City ………………...................………………….

• Reason for closure …………………………..

• Goods produced ……………………………….

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7th stop7th stop

AIMS

ñ To get to know a successful case of a factory building beingreused ñ To get to know the cultural heritage which is housed in abuilding belonging to industrial heritageñ To exercise observational and note-taking skillsñ To work together

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2. Stroll through the museum and write down the exhibitswhich impress you:

ñ ............................................................................................................................

ñ ............................................................................................................................

ñ ............................................................................................................................

ñ ............................................................................................................................

ñ ............................................................................................................................

ñ ............................................................................................................................

...............................................................................................................................

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Our Lady, the undying rose Our Lady, the guide

Saint Nicholas in Myris

Our Lady of the loving kiss

Saint George

3. Find these holy pictures in the museum:

4. Discuss and write down the reasons why the watermill operates as a Byzantinemuseum:

5. Various educational activities can be organized at a museum. Suggest someactivities which could be carried out:

6. You have been asked to design a poster to publicize the museum. Use colour andimagination to present your proposal.

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worksheetworksheet

Match the names with the pictures:

1. Production line2. Hydro-turbine3. Water spinner4. Spinning mill5. Canted pipeline6. Dam7. Warehouses8. Wine factory9. Chimney

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vocabulary vocabulary

abandoned: forsaken by owner or inhabitants.

bobbin: a spool or reel that holds thread or yarn forspinning, weaving, knitting, sewing, or making lace.

crown: an ornamental circlet or head covering, oftenmade of precious metal set with jewels and worn as asymbol of sovereignty.

deindustrialization or –sation: a decline in theimportance of a country's manufacturing industry.

lath: a thin strip of wood or metal, usually nailed inrows to framing supports as a substructure for plaster,shingles, slates, or tiles.

mine: An excavation in the earth from which ore orminerals can be extracted.

portico: a porch or walkway with a roof supported bycolumns, often leading to the entrance of a building.

reuse: to use again, especially after salvaging orspecial treatment or processing.

shipyard: a yard where ships are built or repaired.

stonework: the technique or process of working instone.

transformation: the act or an instance oftransforming.

wadding: soft layer of fibrous cotton or wool used forpadding or stuffing.

weaving: to make (cloth) by interlacing the threads ofthe weft and the warp on a loom.

weir: a fence or wattle placed in a stream to catch orretain fish.

wick: a cord or strand of loosely woven, twisted, orbraided fibers, as on a candle or oil lamp, that drawsup fuel to the flame by capillary action.

1. Distribution of hydro-kinetic pre-industrial factories in Naousa:

Water mills – Woolen mills

Water powered saw mills

Weirs for water distribution

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BIBLIOGRAPHY

Demiri K., Greek Textile Factories, Cultural Foundation ETBA, Athens 1991Repousi M., Deligianni O., Education and Industrial Heritage, Thessaloniki, Centre ofEnvironmental Education, Naousa, Thessaloniki 2007Babiniotis G., Dictionary of Modern Greek Language, Lexicon Centre E.P.E. Athens 2002Economou A., (Presentation work) The Industrial heritage of Naousa, Naousa 2004Economou Al., "Industry in Naousa from the 19th to the 20th century." from Naousa 19th-20thcentury, Cultural Society of Naousa 1999.

Ministry of State Education & ReligionTHIS PROGRAMME IS FUNDED BY THE

EUROPEAN COMMITTEE AND NATIONAL SOURCES

Documents

Unwinding threads and yarns