African American Inventors

4-H 956-GPM
INVENT
An African American Inventors Curriculum
1 INVENT: An African American Inventors Curriculum
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INVENT: An African American Inventors Curriculum

Development of this project was made possible through a grant from the Ohio 4-H Foundation; OSU Extension, Southwest District; and OSU Extension, Urban Programs.
Authors
Deborah Lewis Monetta Roessler Karen Williams Patty House Kenneth Williams Robert Cox Extension Agent, 4-H Youth Development, Lorain County, Ohio 4-H Program Assistant, Hamilton County, Ohio Urban Extension Programs Specialist, OSU Extension Southwest District, Vandalia, Ohio Extension Agent, 4-H/Agriculture and Natural Resources, Franklin County, Ohio Teacher, Walnut Hills School, Cincinnati, Ohio Extension Agent, 4-H Youth Development, OSU Extension Adventure Central/Five Rivers Metro Parks, Dayton
Acknowledgments
Annie Berry Robert Horton, PhD Stan Bowen Roberta Turner, PhD Jeanne Gogolski Carol Warkentien Kim Wintringham Sandra Born Senior Statistician/Evaluator, OSU Extension 4-H Curriculum Specialist, OSU Extension Bowen Advertising & Art Studio, Columbus Johnson Park Middle School, Columbus, Ohio Educational Consultant Educational Consultant Technical Editor, The Ohio State University 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 nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or Vietnamera veteran status. Keith L. Smith, Associate Vice President for Ag. Adm. and Director, OSU Extension TDD No. 800-589-8292 (Ohio only) or 614-292-1868 5/995M?????
Table of Contents
Introduction ................................................................................................................................................... 6 George Washington Carver Brief History (18641943) .............................................................................. 14 Lesson 1: What DoesIt Take to be Creative/Inventive? .............................................................................. 19 Lesson 2: Inventions and Inventors ............................................................................................................ 25 Lesson 3: Who Was George Washington Carver? ....................................................................................... 36 Lesson 4: The Blues ...................................................................................................................................... 43 Lesson 5: Musical InstrumentsJ. H. Dickinson ...................................................................................... 47 Lesson 6: Inventor of Safety Devices .......................................................................................................... 52 Lesson 7: Granville Woods Impact on Communications ......................................................................... 57 Lesson 8: Dr. Ernest JustResearcher, Health Professional, and Cell Biologist ..................................... 63 Lesson 9: Benjamin BannekerGenius of the Scientific World ............................................................... 69 Lesson 10: The Million Dollar Walker Method ........................................................................................... 75 Lesson 11: Mistakes That Became Successes ............................................................................................. 83 Lesson 12: Quiet Talk and Messages ........................................................................................................... 87 Lesson 13: Invention Extension .................................................................................................................. 92 Evaluation Brainstorming ................................................................................................................................ 97 Knowledge .................................................................................................................................... 100
Appendix
Volunteer Job Description for Invent: An African American Inventors Curriculum ............... 109 Introduction Word TreesWord WebMind Mapping ................................................................................... Problem Solving/Decision Making Process ............................................................................ Principles of Creative Thinking: Word Dance ......................................................................... Learning Stations ...................................................................................................................... Lesson 1 Inventor Review Sheet .............................................................................................................. 118 Front Page News ........................................................................................................................ 119 Back to Back Activity Pattern .................................................................................................... 120 Lesson 2 Invention/Inventor Fact Pyramid ............................................................................................ 121 Inventor Research Report Sheet .............................................................................................. 122 Map of Donated Building for New Community Center ........................................................ 123 Lesson 3 An Introduction to Gardening Polymers ................................................................................. George Washington Carver: An African American Leader for Agriculture ........................... Who Was George Washington Carver? ..................................................................................... Magical Glob Worksheet ........................................................................................................... Lesson 4 African American Music: Its Development ............................................................................. 131 124 125 126 130
112 114 115 116
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Lesson 5 Musical Instruments: Families and Instruments ................................................................... Strike Up the Band .................................................................................................................... Make Your Own Rainstick ......................................................................................................... Make Your Own Thumb Piano ................................................................................................. Lesson 6 Garrett Morgans Breathing Device .......................................................................................... 140 Lesson 7 Secret Song Meet ....................................................................................................................... 142 Braille and Communications ................................................................................................... 143 Follow the Drinkin Gourd ..................................................................................................... 144 Lesson 8 Cell Worksheet .......................................................................................................................... Embryology Terminology ......................................................................................................... Egg Worksheet: The Parts of an Egg ......................................................................................... Cell Parts Worksheet.................................................................................................................. Normal/Abnormal Cells: Teacher References ........................................................................ Plant Cell: Teacher References ................................................................................................ Animal Cell: Teacher References ............................................................................................. The Microscope Worksheet & Teacher Reference ................................................................... Lesson 9 Light Wave Handout ................................................................................................................. 160 Solar System Handout .............................................................................................................. 161 Blue Print Handout ................................................................................................................... 163 Lesson 10 Hair Fact Sheet #1 ..................................................................................................................... Hair Fact Sheet #2 ..................................................................................................................... Hair Fact Sheet #3 ..................................................................................................................... Hair Structure ............................................................................................................................ Problem-Solving Worksheet ..................................................................................................... Lesson 12 Ohios Underground Trails ........................................................................................................ 169 Swing Low Sweet Chariot ...................................................................................................... 170 Comparing African Symbols and American Quilt Patterns ................................................... 171 Lesson 13 African American Inventions ................................................................................................... 172 Bibliography ............................................................................................................................................... 174 Learning Outcomes ................................................................................................................................... 175 164 165 166 167 168 145 146 147 149 151 153 155 157 132 135 136 138
Introduction
The African American Inventors curriculum uses George Washington Carver, African-American scientist, teacher, and inventor, as a role model for creative problem-solving, invention, creative thinking, and analysis. As an inventor, his vast achievements contributed greatly to the scientific, educational, and economic advancement in the United States. The curriculum is designed to encourage 4th through 8th grade youth to develop creative and critical thinking skills, to encourage young people to view themselves as inventors and problem-solvers, to increase youths awareness of African-American history and cultural pluralism, and to comprehend and apply scientific principles in everyday life. The African American Inventors, funded through a grant from the Ohio 4-H Foundation, is a partnership of Ohio State University Extension County, District and State 4-H Youth Development Staff, Ohio State University Extension Urban Program Specialists, Ohio State University College of Education, and local 4-H volunteers and school teachers. We know about the basketball, football, baseball, and other greats in sports. The African American Inventors Project curriculum is a unique series of lessons to help youth learn about the contributions AfricanAmericans have made in other areas of society. African-American inventors have been responsible for groundbreaking contributions that have changed the world through their ingenious display of creativity and inventiveness. Through George Washington Carver and other noted African-American inventors, young people will be introduced to a variety of inventors who made their dreams a reality and who sought to solve a problem in a different way. George Washington Carver (18591943) spent much of his time reading, studying, and drawing plants and animals. He traveled to another part of 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 and always had several jobs while going to school. Carver eventually went to the Iowa Agricultural College, where he studied plant chemistry. He later became a professor at the Tuskegee Institute in Tuskegee, Alabama, where he worked for the rest of his life. Carver experimented with the chemicals in plants to make many useful products. He invented more than 300 products from peanuts, more than 100 from sweet potatoes, and hundreds more from other plants and plant products. In addition, Carver is credited for publishing informational bulletins that provided farmers with valuable tips. He was considered a researcher and educator, experiment station advocate, and early extension agent through his work with Farmers Institutes and Fairs. Indeed, George Washington Carver looked at something and was able to see beyond the ordinary to the extraordinary. He was able to see a problem and see beyond what is to what might be and did something about it. The African American Inventors curriculum is designed to help young people look at something that is already there and make something new out of itan important skill for an inventor. The following activities will help youth develop this skill.
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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 solutions and then critique various solutions (Appendix: Lesson 2 Worksheet) Reading: youth are encouraged to read as many sources on inventors and how to invent Probing questions: ask open-ended questions to ensure more than a yes or no response Flow charting: map out steps necessary to create an invention for logical 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 the African American Inventors lessons to help youth develop their creative, critical thinking, problem-solving skills. The accompanying lessons use the whole language concept of communications: reading, writing, listening, observing, illustrating, experiencing, and doing. In addition, the lessons cut across 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 performance and creativity, for example;
Please note that the curriculum lesson activities have been keyed/connected to the Ohio Department of Education Learning Concepts and Outcomes for the fourth and sixth grades. A summary of these outcomes arelocated in the Appendix, pages 177
Teacher/Leader
Appendix: Introduction Learning Stations, page 118
Super Machine
Provide 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 piece of paper and be able to be joined to either end of the supermachine that has been created by other people. Make your drawings original, detailed, and neat. When you are finished, put your name on the back of the drawing and tape it (along the back side) to one side of the supermachine that has been drawn by other people. When all drawings are joined together, you will have a long mural-like drawing of a machine. Each section should fit with the ones next to it.
Matching Game
Make 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 them face down on a desk. They then take turns turning over two cards. When they can turn over two cards that match (an invention and inventor) they place the pair in their pile. The person with the most pairs at the end of the game wins. Examples of cards would be: 1. Thomas Edison 2. Wilbur and Orville Wright 3. Johann Gutenberg 1. electric light bulb 2. airplane 3. printing press
Categories
Make several cards out of tag board or other heavy, durable paper. Write one of the 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 close together Small inventions that made a big difference
Laminate cards and attach the following instructions: Research information about inventions. When you find an invention that will fit into one of these categories, write its name on the appropriate card with the special marking pen.
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Things To Do With Junk

Provide youth with a box of good junk. Also provide cards with the following instructions:
Junk Card 1
1. Choose at least 10 items from the box. 2. Arrange the items in some sort of a logical group or sequence.
Junk Card 2
1. Choose two things from the box. 2. List all of the ways they are alike and ways they are different. 3. Think of a new invention you could make by combining the items or by changing one item to include one attribute of the other item.
Junk Card 4
1. Select ten different things from the box. 2. Make as many of the following things in one hour as you can: a) something useful in measuring b) something used for communication c) a trap for a pest d) something useful in a classroom e) some kind of shelter f) a container for mud g) a plaything for a small child h) something that can sail through the air for 15 feet i) something that can spin j) something that represents you k) a musical instrument
Junk Card 3
1. Choose one thing out of the box. 2. List all of the attributes, uses and features of your item. 3. Suggest ways you could change this thing or use it in a new way.
Time Line
Make 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 50 years, beginning with 3,000 BC and continuing to the present. Instruct youth to mark the date of inventions 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 time line and discuss when most inventions were invented and why most inventing took place during these times.
Connections
Divide a piece of tag board into squares. Cut out pictures of several different objects and glue each one into a square. You should have at least twenty pictures. Provide small markers in two different colors. Write the following directions for the game. This is a game for two players. Each player should choose a color of markers. The first player tries to make a connection between any two pictures by telling how they are related. You can say things like, they are both containers, they are made from the same materials, they are both alive, they can both be found in a bedroom, etc. If a connection can be made, a marker is placed on both pictures. The next player must make a connection between the last object named and any other object that does not have a marker on it. If a connection can be made, a marker is placed on the object that does not have a marker on it. If a connection cannot be made, the player must pass. The person who has captured the most objects is the winner.
Invention Quilt
Provide 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 and a brief historical account. When squares are finished, mount each one on a different color of construction paper and tape them together to form a quilt. Hang in the classroom or in the hall for all youth to read.
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Headlines
Tack several pieces of newsprint on a bulletin board. On each piece of paper, write some headlines from newspapers of the future that deal with invention events. Provide youth with pieces of paper to write the news articles to accompany each headline. They may also draw a picture to go with the article. As articles are written, they are mounted under the corresponding headlines. When you are finished, you should have several pages of a newspaper 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
Word TreesWord WebsMind Maps

1. 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 elses ideas no discussing of ideas individuals may pass 3. Using a long strip of butcher paper/spacious chalkboard, ask the youth to list as many words/phrases that have something to do with the word, topic, or subject designated; for example, characteristics/qualities of an inventor. 4. Keep youth stretching into new areas by suggesting examples and categories of ideas. 5. Using the list of words as recorded, have the youth create word treesword websmind maps. 6. Example:
Inventor Qualities
Creative
Cooperative
Problem Solver Curious Team Work
Teacher/Leader
Have youth complete the blank web form on pages 112 & 113
Analytical
7. Blank web forms may be found in the Appendix: Introduction. 8. Have youth create more complex webs until they have used all the words listed. 9. Youth may construct web mobiles to conclude this process. 10. Supplies needed would include: paper punch, string, tape, construction paper, magic markers, scissors. Display mobiles throughout the room.
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Introductory Activity I Describe An Inventor

To 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 and share results. 4. There is no right or wrong answer. Summarize that inventors come in all sizes, shapes, colors, and are unique just like each of the youth in the group. Supplies needed: Modeling clay for each youth Paper Pencils/markers/crayons
Introductory Activity II Creative People

To 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 they consider to be creative people. (In the event that participants seem to have difficulty identifying acquaintances, it is acceptable to list other wellknown creative people, for example, Walt Disney.) 2. Have them write down the names of two or three people that fit that category, and then next to the name of each person, write what that particular 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 participants to compare and contrast the names and qualities of creative people. 5. As you look over your individual lists, how many of those listed were male? Female? Tall? Short? Older? Younger? Make the point that physical conditions typically have no correlation with creative abilities. 6. What are some of the traits or qualities your friends have that make them creative? Could you learn these qualities? 7. Have you seen cases where friends show creativity even though it is not reinforced? 8. How does one become creative?
George Washington Carver Brief History (18641943)

Dr. George Washington Carver helped to revolutionize Southern agriculture and received world acclaim for his contributions to agriculture. The peanut industry of today is due to his development of more than 300 products from peanuts. The most amazing fact of Dr. Carver is the way in which he overcame enormous prejudices and poverty as he struggled from a nameless AfricanAmerican child to George Washington Carver, B.S.; M.S.; D.Sc; Ph.D.; Fellow of the Royal Society of Arts, London; and Director of Research and Experiments at Tuskegee Institute, all without a trace of bitterness, with total indifference to personal fortune, and with thoughts only of how to make the world a better place for all people. Dr. Carver never married, saying he would not subject a woman to the hours that he worked. His wants were simple. When he started at Tuskegee in 1896, his salary was $1,000 a year; when he died on January 5, 1943, his salary was $1,500 a year. He turned down many raises, saying he didnt need money. He never accepted a penny from his many developments or for visiting farms to teach the farmers better agricultural methods. While he received many titles during his 47 years at Tuskegee, his true avocation was teaching. He had the ability to guide his students to discover their own potential and the potential of the world around them. As a youth, he was known only as Carvers George in the town where he was born. Born into slavery, George had no last name until he left the farm at the age of nine to go to school. He was told to change his name to George Carver. Dr. Carver shared this about his boyhood: As nearly as I can trace my history, I was about two weeks old when the war closed. My parents were both slaves. Father was killed shortly after my birth while hauling wood to town on an ox wagon. I had three sisters and one brother. Two sisters and my brother I know to be dead only as history tells me, yet I do not doubt it as they are buried in the family burying ground. My sister, mother and myself were kucklucked (sold as a group), and sold in Arkansas, and there are so many conflicting reports concerning them I dare not say if they are dead or alive. Mr. Carver, the gentleman who owned my mother, sent a man for us, but only I was brought back, nearly dead with whooping cough, with the report that mother and sister were dead, although some say they saw them afterwards going north with the soldiers. My home was near Neosho, Newton County, Missouri, where I remained until I was about 9 years old. My body was very feeble and it was constant warfare between life and death to see who would be master. From a child, I had an inordinate desire for knowledge, and especially music, painting, flowers and the sciences, algebra being one of my favorite studies.
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Day after day, I spent in the woods alone in order to collect my floral beauties, and put them in my little garden I had hidden in brush not far from my house, as it was considered foolishness in the neighborhood to waste time on flowers There was no opportunity for a young African-American youth to get an education in Diamond, Missouri, where George was born, but he thirsted for knowledge. When he went with Moses Carver, the man who owned his mother, to Neosho, and he saw African-American children reciting their lessons at Lincoln School, he knew he had to go to school. He was only nine when he left the little log home where he lived and went to Neosho to start his education. He was lucky that a kind family took him in so that he could attend school. He soaked up knowledge like a sponge, and by the time he was about thirteen, he had learned all Lincoln school could teach him. When he heard some African-Americans say they were moving to Fort Scott, he saved every penny he could, and when he had enough to carry him through a term, he enrolled in school again. He allowed himself a dollar a week to live on, and studied by candlelight to satisfy his craving for knowledge. Probably the biggest disappointment in his life was when he enrolled in Highland College, Highland, Kansas, was accepted, then when he reported on the first day they turned him away because he was an African-American. He was deeply depressed, but finally determined not to let that stop his education. He drifted for a while, then moved to Winterset, Iowa, where he enrolled in Simpson College in 1890, making certain they knew he was AfricanAmerican. He was acceptedthe only African-American out of 300 students. George Carver studied piano and painting at Simpson College. He continued his painting after he transferred to Iowa State Agricultural College in Ames, Iowa, in 1891. He was not happy in the beginning at Iowa State. He was the only African-American in the school and he wasnt permitted to live in the dormitories with the other boys. Instead, he lived in an office the school converted for his use. Because of there being another George Carver enrolled in the school, it was at this time that he added Washington to his name to avoid any confusion with the other youth. But he soon made friends. His fellow students so admired his paintings that they tried to convince him to show his Yucca and Cactus at the Chicago Worlds Fair. When he said no because he did not have the clothes to wear, the boys kidnapped him, took him to a store, bought him a suit, then put him and his paintings on a train for Chicago. His painting won Honorable Mention out of hundreds on exhibit. Later, at Tuskegee, Professor Carver collected rocks of many colors which he 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 pale cream through rich yellow ochre and Indian red. While he was at Tuskegee Institute, his many award-winning paintings were painted using these homemade colors.
Dr. Carver was a man of many talents. After George Carver received his Bachelor of Agriculture degree at Iowa State in 1894, his teachers felt that he showed great promise and wanted him to continue his education. At his teachers urging, Mr. Carver enrolled in the Iowa State Masters program and was appointed to the faculty as an assistant in biology, which enabled him to teach freshmen courses. As a graduate student, George was just as impressive as he had been as an undergraduate, performing his work under the guidance of L. H. Pammel, a noted expert on plant diseases and fungi. Mr. Carver collaborated on several scholarly articles, and proved a popular teacher with his students. In fact, he might well have stayed at Iowa State as a faculty member (the only African-American teacher there)which was what the other teachers wanted him to doif it had not been for his ever-growing feeling 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 had been struggling to get Tuskegee Institute on its feet. Washington and the Board of Trustees had decided that the school, founded in 1881, needed an Agricultural Department, since 85 percent of the African-Americans in the state were farmers. And what better person to head up that department than George Washington Carver, the only African American in the nation to have a masters degree. Mr. Carver was then serving as an instructor at Iowa State, a white university. George Carver had been offered positions at two other colleges, but for him there was not a decision to make. Why, he exclaimed excitedly, this has been Gods plan for me all along. His friends at Iowa State could not bring themselves to try to keep him there, much as they wanted to. From the beginning, Professor Carver spent every spare moment he could away from the classroom, visiting the farmers in the region to instruct them on how to benefit from what God had given them. He developed what he called The Jesup Wagon, which was really a rolling classroom. His rolling farm school was so successful, the idea was soon adopted by the U.S. Department of Agriculture, and later put to use in several foreign countries. Professor Carver had 13 students in his first class at Tuskegee75 the next semester! After that his classes were always filled. Tuskegee Institute had very little money to equip his laboratory, but that didnt discourage Professor Carver and his students. They scrounged from the city dump and anywhere they could for materials to make their own lab equipment. He told his students, Start where you are with what you have. Make something of it and never be satisfied. Dr. Carver started worrying about the future of cotton when the boll weevil crossed into Texas from Mexico about 1904. He was also worried that the cotton, planted on the same land year after year, was depleting the soil of its nutrients. It was a race to see which would ruin the crops firstthe boll weevil or poor farming methods. Dr. Carver started talking with farmers about a crop to replace cottonthe peanuta 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. Carver and planted acres of peanuts.
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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. The peanuts used in the United States at that time were mostly cheap imports raised in China and processed in Japan. It was a sad time for the farmers and for Dr. Carver. The farmers had gambled their years earnings on the peanut and lost. And Dr. Carver felt responsible. Dr. Carver worried about the farmers whom he had persuaded to plant peanuts, because of a lack of a sufficient market for the nuts when they were harvested. Being a very religious man, he retired to Gods Little Workshop (his laboratory in Rockefeller Hall) to wrestle with how to accomplish the seemingly hopeless task of creating a market. He told the following little story about his experience while meditating in his lab: I asked the Great Creator what the universe was made for. Ask for something more in keeping with that little mind of yours, he replied. What was man made for? Little man, you still want to know too much. Cut down the extent of your request and improve the intent. Then I told the Creator I wanted to know all about the peanut. He replied that my mind was too small to know all about the peanut, 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 the earthto you it shall be meat. I carried the peanuts into my laboratory and the Creator told me to take them apart and resolve them into their elements. With such knowledge as I had of chemistry and physics I set to work to take them apart. I separated the water, the fats, the oils, the gums, the resins, sugars, starches, pectoses, and amino acids. There! I had the parts of the peanuts all spread out before me. I looked at Him and He looked at me. Now you know what the peanut is, He said. 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 put them all together, observing these laws and I will show you why I made the peanut. I therefore went on to try different combinations of the parts under different 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, he concentrated on developing useful products from those parts. He found that the peanut was a storehouse of wonders, and that when he combined its parts under various temperatures and pressures, many curious and uncommon forms poured in a never-ending streampeanut 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, metal polish, paper, ink, plastics, shaving cream, linoleum, shampoo, axle grease, and synthetic rubber, just to name a few of the more than 300 products developed. The peanut is 32 percent oil. The oil particles, Dr. Carver found, lack the gelatinous membrane common to animal fat; hence a hydrogenator or catalyzer could be used to reduce the peanut oil to oleo. The fat globules could be broken to produce milk which contained all the elements of cows milk, being low only in calcium.
Milk produced from peanuts proved to be truly a lifesaver in the Belgian Congo in the 1930s. Cows could not be kept there at that time because of the leopards and flies, so if a mother died, her baby died soon after because there was nothing to nourish it. Missionaries fed the babies milk made from peanuts and they flourished! Dr. Carver developed more than 300 products made from peanuts. But how to market them was the question. He made a kit in which he carried his products in many bottles. He carried his kit to county fairs and to visit the rich and famousindustrialists, governors, representatives, and senatorsalways demonstrating his products, trying to create a market for peanuts. The market for peanuts improved dramatically and, in 1918, when World War I was well underway, Dr. Carver had become such a well-known agriculturalist that the U.S. Department of Agriculture had begun consulting him for ways to overcome the wartime food shortages. Because of his fame as an agriculturist and as a scientist, the Peanut Growers Association asked him to speak to the prestigious Congressional Ways and Means Committee in Washington about the peanuts value, and about the need for the government to support the new American peanut industry. It was unusual for an African-American to appear before a congressional committee. They gave him only ten minutes to make his presentationhardly enough time to unpack his sample case. But when he started talking they wouldnt let him stop. He spoke for more than an hour, and, as he departed, a hearty round of applause echoed through the room. Because of his presentation, the committee increased the tariffs to where the 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 pigments which were used to make paint to paint the local churchthe same paint he used to execute his own paintings on canvas. From throw-away string and burlap he made exquisite needlework, and from bark and fibers he wove mats. From the world around him he found utilityand from utility he created beauty. His greatest accomplishment, however, was that he took time to teach his students his many skills. When Dr. Carver started his long search for a market for the peanut, he met Henry Ford and demonstrated to him his many developments. From that meeting the two struck up a friendship that was to last for the remainder of Dr. Carvers life. When the Carver Museum was opened at Tuskegee in 1941, Henry Ford and his wife were there to dedicate the museum. A replica of Dr. Carvers 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, National Peanut Festival Publication.
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Lesson 1
What Does It Take to Be Creative/Inventive?

Subject Areas
Language Arts Science Mathematics Self-expression Personal Development
Subject Matter Module

Agriculture Environmental Medicine/Health/Science Engineering/Electrical/ Aero-Space/Mechanical Recreational/Leisure/Education Chemistry Music General
Teacher/Leader
Have students take Pre-Test on Creative Problem Solving, page 105 Have students take Post-Test at the end of lesson, page 106
Objectives
To help youth learn brainstorming techniques. To help youth avoid negative self talk and withhold judgment during brainstorming. 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.
Time Frame
One to three 45-minute sessions
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.
Suggested Grade Level

4th through 5th 6th through 8th
Materials Needed
Balloons (510 per team) (teams of 25)
Teacher/Leader
Appendix: Lesson 1 Back-to-Back Activity Pattern, page 120
Clips for tying balloons Newsprint or other large paper Markers or crayons Back-to-Back Diagram (1 set per youth) Newspapers Bandannas Masking tape
Vocabulary
brainstorming: problem-solving technique to come up with ideas spontaneously 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 Lesson
1. 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 of doing things are created. Sometimes new games are created and thats what youre going to do. Each team will have 5 minutes to create an icebreaker that uses a bandanna or balloon. The teams will teach their icebreaker to another group. 4. Before starting, what makes a good icebreaker? List on newsprint: High energy, gets people involved and moving, chance for people to get acquainted, safe for shy people, and makes everyone feel a part of the group. 5. Allow five minutes for teams to invent their icebreaker, find another team 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?
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Biographical Sketch of Inventor

None required for this lesson.
Background Information
Everyone 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 beyond what is to what might be and do something about it. See and learn from experiences. Inventive/creative thinking is thinking independently, productively, and creatively. It is problem-solving and curiosity. It is imagining, inventing, and forming mental images to organize information into concepts and decisionmaking. 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 something new. The new thing is not necessarily new to the world, but new to the individual. In this technological age, practically everyone uses or is affected by the contributions of creativity, resourcefulness, and curiosity of those who have and will continue to change the world through being inventive and creative. Todays inventors and creators seldom work alone. They require the cooperative efforts of individuals from different backgrounds to turn ideas into workable and attractive inventions/creations that will appeal to others. Inventors must be able to communicate clearly to ensure that their creations/ideas are turned into reality. Ideas that seem to be very impractical at first may evolve into very useful solutions. This lesson helps youth develop creative/inventive ways of looking at problems 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 and comments that limit creativity in brainstorming. Each group will have five minutes to list as many ideas about what it takes to be creative and inventive. Two rules to be followed: Rule 1: Only the person holding the balloon may speak. After that person is done, he or she
should toss it to someone else. Each person can say only one idea per turn. If a person doesnt have any ideas, he or she can pass.
Rule 2: All ideas are okay. No one should make any spoken or unspoken judgments about
what is said. Self-putdowns such as This is crazy but . . . or This wont work but . . . arent allowed either. If anyone (including the speaker) makes a negative comment, 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 on newsprint. Remember, your task is to think about what it takes to be creative and inventive. Start the brainstorming process. After five minutes have the group discuss what happened during the session. List: Balloon Poppers. Specific statements or gestures that caused the balloons to be popped during their discussion. Negative Feelings. Any negative or hurt feelings they may have had when a balloon was popped. Would having a balloon popped keep them from sharing an idea in the future? Positive Feelings. Any positive feelings they may have had when a balloon wasnt popped. Balloon Builders. Things they can do to build a positive atmosphere for idea sharing. Have the youth practice what they learned by spending five more minutes brainstorming about what it takes to be creative and inventive. Ideas should be more freely shared and fewer balloons should be popped. Regroup and share ideas about inventing and creativity. Can one person working alone come up with all these ideas? What does it take to be inventive/creative in a school subject?
Activity 1.2 Good Directions

Review the basic guidelines for brainstorming with the group: No judging of ideas All ideas are acceptable May piggyback on someone elses 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 and creative and to give clear directions.
Teacher/Leader
Appendix: Lesson 1 Back-to-Back Activity Pattern, page 120
Each group will have five minutes to brainstorm and list important words needed to give good directions. Regroup and have groups share their words. Concrete, clear, and concise words are needed so directions are not interpreted differently. In groups of two, give instructions for the Back-to-Back exercise, set of paper pieces per youth, allow five minutes for activity; reverse roles, allow another five minutes for exercise; process activity, what were barriers to achieving this activity? What is the significance of giving good directions/instructions?
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Instructions
Prepare 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 into pairs. 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 their paper pieces. Have that person describe the design to the other person. The listener then tries to duplicate the speakers design by listening but not asking questions. No feedback is allowed. In groups, have the youth select/choose something to tell others how to do. Give step-by-step directions. Examples include: how to tie a shoe; how to put on a jacket/coat; how to throw a football, etc.
Activity 1.3 Uniqueness

Review the basic guidelines for brainstorming with the group: No judging of ideas All ideas are acceptable May piggyback on someone elses ideas No discussing of ideas Individuals may pass Remind teams that cooperation is more important than competition in this 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 would use rolled pieces of newspaper and masking tape (as a fastener). Allow 10 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. Select one. Then brainstorm inventions that might solve the problem. Evaluate the process as this is done before their peers. (Negative self-talk, judgments, etc.)
Digging Deeper
1. 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
Teacher/Leader
Appendix: Lesson 1 Inventor Review Sheet page 118 Appendix: Lesson 1 Front Page News Worksheet, page 119
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 and characteristics they had to be inventive/creative 3. Front Page News
Suggested Reading Materials

Inventioneering; 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.
Career Opportunities
Journalist Historian Researcher Librarian Teacher
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Lesson 2
Inventions and Inventors

Subject Areas

Agriculture Environmental Medicine/Health/Science Engineering/Electrical/AeroSpace/ Mechanical Recreational/Leisure/Education 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, ways of doing things, or coming up with ideas.
Time Frame
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 their accomplishments.

Materials Needed
Introduction
Scissors Glue or tape 1 pyramid pattern per youth on construction paper
General
Newsprint Paper Masking tape Pencils Markers Appendix: Lesson 2 Invention/Inventor Pyramid, page 121
Teacher/Leader
See activities for additional materials required
Vocabulary
copyright: 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 way of doing things developed; new idea or way of looking at things; new theory, painting, etc. invention process: step by step method by which new things come about or are developed inventor: an individual who produces a first time something through ingenious thinking and experiment patent: process whereby inventors work with the government to ensure that others do not make, use, or sell the new invention without proper approval trademark: distinctive ownership of merchandise that legally reserves the use of, exclusively to the owner
Just as important as the inventions are those behind themthe individuals who made their own dreams a reality or who solved a problem in a different way. Everyone is an inventor at one time or another with the invention experience 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 15 minutes for this activity.

None required for this lesson.
Think of all the modern conveniences available to you at home, at school, and in your community. From automobiles, school buses, airplanes, telephones, and frozen foods to television, computers, and more, these inventions have become an integral part, if not a necessity, of our daily lives. Can you imagine what it would be like without one of these inventions? Yet there was a time 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 when inventions are developed by an individual who is trying to solve a problem. But other inventions or new ways of doing things have come to us as a result of an unexpected discovery or by accident. Inventions are often thought of as new products or objects that have been created, but inventions can also be new
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processes or ways of doing things; new ideas or ways of looking at things; or a new theory, painting, game, or software program. Inventors look at something and see beyond the ordinary to the extraordinary. They may combine existing inventions or materials to create something new and unique. There is no age limit for becoming an inventor. An open mind is required to use ordinary items in extraordinary ways. Have youth brainstorm a list of things that are common in a house or at school. Allow 10 minutes for this process. Were these things made by people or nature? How did these items make lives or jobs easier? It has been said that necessity is the mother of invention. Have youth brainstorm a list of inventions to which this statement may apply. Allow 10 minutes for this process. Coming up with a good idea is only the first step in the invention processa process to turn workable and attractive ideas into solutions that appeal to others and consumers. Inventors become aware of problems, difficulties, or gaps in information; missing elements; and disharmonies for which one has not found a solution. They search for clues in the situation and in existing knowledge; formulate a hypothesis or possible alternative solutions; test the hypothesis; modify and retest them; and then communicate the results. 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 and experience the invention process through inventing something by adapting and improving, creating alternatives, and combining and synthesizing.
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Paper bags Markers Newsprint Materials kids can use to
Inventing Products: Build a Better Mousetrap
construction paper, index cards, glue, yarn, etc.)
make a model (straws, tape,

Imagine that you work as a designer for a company called Pest Control With a Heart. This company sells products that people can use to rid their homes of unwanted rodents (like squirrels, rats, and mice) without harming the animals. Your job is to design a mousetrap that traps mice without hurting them, that is easy to use, and that can be taken to another location so that the mice can be released in an area where they will survive.
Instructions for each activity Build a Better Mousetrap
Activity 2.1 Adapting and Improving
Materials needed for the three team activities
3. Talk about the following questions and list your ideas on a sheet of newsprint:
2. Use the materials in the Discovery Bag to draw a sketch or build a model of your mousetrap.
1. List as many ideas for possible mousetraps as you can. Think about current designs for mousetraps and how they might be improved. But dont stop there. Let your imagination run wild. Sometimes adaptations and improvements may solve the same problem but look very different than the original product.
What are some similar inventions currently in use that have been improved or adapted? How can learning to adapt and improve something help someone be a better inventor? In what ways is your mousetrap an improvement on existing mousetraps? Allow 30 minutes for the teams to work on their activity; then allow 20 minutes for teams to share and for group discussion. Divide the group into 3 teams to experience adapting and improving something that already exists in order to invent products, ways of doing things, and ideas.
IInventing Ways of Doing Things: Create a Community Center for Kids
Markers
Newsprint Crayons
Colored pencils
Inventing Ideas: Invent a Nonviolent Cartoon Show
Markers
Newsprint Crayons
Colored pencils
Create a Community Center for Kids

Imagine that your teachers from your school have asked you to help them design a kids community center. This center would be open for kids to use after school, in the evening, and during the weekends. A local organization has donated $500 and a building to help the center get started. The center doesnt have any equipment, furniture, or money to pay staff people. Your job is to design the new center. 1. Look at the map of the building that has been donated. List as many ideas for 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 the things you dislike? Do you think they meet the needs of kids in your community? 3. Think about the types of resources youll need to have the programs youd like to offer. Who will lead the different activities? What types of equipment and supplies will be needed? How will you be sure that the activities are safe and open to kids of all ages and abilities? 4. Draw a sketch of your proposed community center. Show the types of activities youd like to have. Briefly describe the types of resources youll need and your ideas for obtaining them. 5. Talk about the following questions and list your ideas on a sheet of newsprint: In what ways are the activities at your community center improvements on existing programs for kids in your community? How could you find out what activities other kids might like the community center to offer? What are some examples of similar types of adapting or inventing ways of doing things in your school or community?
Teacher/Leader
Appendix: Lesson 2 Map of Donated Building for New Community Center, page 123
Invent a Nonviolent Cartoon Show

Imagine that you work as cartoonists for a television network. Youve been asked to invent a new cartoon show with one special feature. It must be nonviolent. It can have a hero or a group of heroes, but they must not resort to violence of any kind to solve the problems they encounter. 1. Decide who your main characters will be, what they will look like, and what some of their special features will be. Invent names for them. Or, if you want, use existing characters but make them nonviolent. 2. Next, brainstorm some your cartoons story line (that is, some of the events that will take place). 3. Select your favorite story line to develop further. Show a brief version of the story by creating 5 to 10 cartoon frames. Place these on newsprint. Cartoons are made up of thousands of frames (or still pictures). Choose frames that can best tell your story. 4. Invent a title for your cartoon show and write it on newsprint in large letters. Tape the title and frames on the wall for all the groups to view.
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A variety of common tools Paper bags
Combining Two Different Tools
Pencils
Markers
Newsprint
Inventing Products:
such as a hammer, pen, stapler,
fork, spoon, rolling pin, t-square,
screwdriver, pliers, ruler,
measuring cup

Many ideas for inventions come from combining two or more objects in unusual ways. See if you can create some new tools by combining two or more of the objects in the paper bag.
Instructions for Each Activity Combining Two Different Tools
Activity 2.2 Combining and Synthesizing
5. Talk about the following questions and list your ideas on a sheet of newsprint:
4. Can you think of some everyday objects that are really a combination of two or more different tools? Write your ideas on a sheet of newsprint. 3. Place your ideas on display. 2. Create a name for each new tool and include a description or sketch showing how it can be used. 1. List, sketch, or make models of as many different tools as you can. Allow 30 minutes for the teams to work on their activity. Then allow 20 minutes for teams to share and for group discussion. Divide the group into three teams to experience combining and synthesizing something in order to invent products, ways of doing things and ideas. What are some similar ideas that have been improved or adapted that currently exist? Do you think kids will watch your newly created cartoon show? Why or why not? In what ways is your cartoon show an improvement over cartoon shows on television? Inventing Ways of Doing Things: Football Soccer ball
Creating a Game
Baseball
Frisbee
Bat
Masking tape Markers Newsprint Basketball
Tales with a Twist
Pens
Index cards
Paper
Newsprint
Markers
Inventing Ideas:
Creating a Game
Anyone 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 of two 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 shows what the playing field will look like and how many players will be on each team. 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 more games? Write your ideas on a sheet of newsprint.
Tales With a Twist

For Tales With a Twist, prepare Folk Tale Cards by writing each of the following on separate index cards: Brer Rabbit Gets Brer Foxs 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 Americas African-American Heritage, John Muir Publications)
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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Construction paper Straws Markers Newsprint A large supply of paper Small bags A Mountain of Paper Clips
Inventing Products:
and sizes
clips of different shapes

Can you think of inventions you use that were originally two or more separate items or ideas? (Examples include music videos, which combine two different mediarecords and television, and an automatic coffee maker, which combines a coffee maker and a clock or timer). What are some benefits of these types of inventions? Invent your own story by combining two tales into your own unique story. Use lots of imagination! Invent your own story by combining two tales into one. Have half of the youth use the Folk Tale Cards and the other half of the youth use the Fairy Tale Cards to create their new tales with a twist. Compare and contrast responses before and after this activity.
Activity 2.3 Creating Alternatives
General Discussion Questions
5. How can combining different ideas help you to be a better inventor?
4. Create a skit to show your story to the rest of the group.
3. On a sheet of newsprint, write a brief version of your story and place it on display.
2. Create a new folk tale by combining the two familiar tales.
1. Shuffle the Folk Tale cards and draw two cards.
Allow 30 minutes for teams to work on their activity. Then allow 20 minutes for teams to share and for group discussion.
Divide the group into three teams to experience creating alternatives in order to invent products, ways of doing things, and ideas.
Which was easier for you to combinethings or ideas? Why?
Tape or glue Glue Scissors Markers Newsprint
Masking tape
Inventing Ways of Doing Things:
Designing a Transit System
Scissors
Magazines
Colored pencils Newsprint
Markers, crayons,
Inventing Ideas:
Creating a Slogan
Instructions for each activity A Mountain of Paper Clips

Having too much or too little of something has been known to start an inventors imagination working overtime. Imagine that you have just discovered thousands of paper clips. Using the paper clips in the Discovery Bag, you are 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 of for 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.
Teacher/Leader
Discovery Bags should be prepared prior to activity with a variety of paper clips, different sizes, colors, etc.
Designing a Transit System

Getting around big cities and small towns can be quite a challenge. Cars are 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 people quickly, but they dont always operate at convenient times. Besides, getting to the bus or train stop can be a big hassle for everyone in bad weather, and it can be especially difficult for senior citizens and those who are physically challenged. You are to invent a transportation system for your community that would be energy efficient, environmentally sound, safe, and convenient. Add a system to improve/facilitate a large number of people getting to and from places in a community. 1. Brainstorm a list of ideas with your teammates. Then draw a sketch or create 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 transportation systems? Write your ideas on a sheet of newsprint.
Creating a Slogan
Imagine that you are members of a youth group that is concerned about the large number of animals being destroyed each week at the local animal shelter. Your group has chosen the first week of next month as an awareness week to help your community be more aware about this issue. You are to invent a slogan that your team could use as part of a publicity campaign to increase community awareness. 1. Brainstorm ideas about the issue. What would you like people to know about this issue? 2. List any additional research (like going to the library or interviewing the staff at the shelter) that you might have to do before actually starting this campaign. 3. After you have gathered all of the information that you will need, brainstorm as many alternatives for your slogan as you can. 4. Talk about how you will use your slogan as part of a publicity campaign.
For example, will you make posters, write newspaper articles, make buttons, 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 your slogan. Place your sample on display. 6. In what ways are slogans inventions? Write your ideas on a sheet of newsprint. 7. Relate this activity to service learning in the community or neighborhood. Work with community agencies to determine possible ways youth can develop slogans for various agencies.
General Discussion Questions

Was 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 things in one way? What can they do to get unstuck?
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 Deeper
1. Youth review literature and references related to inventors and inventions. 2. Select an inventor that interests them and complete the Inventor Research Report Sheet. (Appendix: Lesson 2, page 122) 3. Inventions, products, and ideas must be marketed in order to be successful. Youth select a familiar invention and collect newspaper and magazine advertisements or articles about the product. Design and write your own ad for the product you selected. Include information about how peoples lives have changed as a result of this invention.
Teacher/Leader
Appendix: Lesson 2, Inventor Research Report Sheet, page 122
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Kids Explore Americas African-American Heritage, John Muir Publications. Invent America, U.S. Patent Model Foundation. Inventioneering: Nurturing Intellectual Talent in the Classroom, Good Apple, Inc. Steve Caneys 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 (Teachers Guide and Video). Kids Explore Americas African-American Heritage, John Muir Publications. Black Achievers Activity Book, C & M Publishing, Inc.
Librarian Teacher Historian Journalist Researcher
Lesson 3
Who Was George Washington Carver?

Subject Areas
Language Arts Science Mathematics Self-expression

Agriculture Environmental Medicine/Health/Science Engineering/Electrical/Aero-Space/ Mechanical Recreational/Leisure/Education Chemistry Music
Personal Development Social Studies
Time Frame
General
Objectives
Youth will describe George Washington Carvers contributions to agriculture. Use a variety of resources to gather information.
Measurable Outcomes
4th through 5th 6th through 8th 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 Washington Carver. Identify/name common products made from peanuts, soybeans, and sweet potatoes. List several contributions Carver made to agriculture.
Materials Needed
Story and Youth HandoutGeorge Washington Carver, An AfricanAmerican Leader for Agriculture, page 42 Peanuts, soybeans, sweet potatoes Large plastic sealable bags Mini food chopperrolling pins Books about scientists (optional)
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Vocabulary
legumes: 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 of bacteria plastics: organic synthetic or processed materials with polymers that can be molded/cast into objects polymer: many parts of chemical compound with repeating structure/make up/small molecules connected together to form larger molecules protein: naturally occurring chemical; source of energy for us; compounds amino acids found in all cells and are made by plants
Introduce 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, and sweet potatoes? These plant products serve as useful tools to help explore, experiment, examine, and test a multitude of possibilities due to their unique chemical makeup or composition and the unique properties that they contain. Conclude the introductory portion of this lesson by helping the youth make peanut butter. Crush peanuts in blender or food chopper, add peanut oil to make consistency of peanut butter; spread peanut butter on bananas, crackers, pretzels, etc. Optional method: provide youth with unsalted peanuts, rolling pins, and recloseable plastic bags in place of using a blender or food chopper.

George Washington Carver was not only a leading inventor, but a premier educator for the African-American population. Born at the end of the Civil War sometime in the spring of 1865, he faced hardship almost from the very beginning. He never knew his father and his mother disappeared when he was an infant. He was raised by a white family in Missouri. Hardship never seemed to stop George Washington Carver from seeking out his dreams. While working as a farmhand on the Carver farm, he attended school in a one-room schoolhouse. He moved to Minneapolis, Kansas and lived with friends while attending a four-room two story high school, but never received a high school diploma. Still wanting more education, he applied to Highland University, but was denied admission because of his race. In 1887, he gained acceptance to Simpson College in Indianola, Iowa,
but transferred to Iowa Agricultural College, now Iowa State University, in 1891. In 1894, he earned a B.S. and in 1896 completed his masters degree prior to joining Tuskegee Institute to serve as the Director of Agriculture. From 1938 until his death in 1943, Carver spent much of his time establishing the George Washington Carver Foundation and Museum. This was an effort to preserve his scientific trailblazing for future African-American scientists. Carver had a difficult time following an experiment for extended periods of time. He believed he was a trailblazer and it was up to other scientists and researchers to fine-tune his products and discoveries. This may be the reason he only had two patents even though he discovered medicines, plant hybrids, rubber, paint, cosmetics, animal feeds, and much more.
Can you imagine life with nothing to go with jelly? Wouldnt sandwiches be boring? Well, thanks to a man named George Washington Carver, the sandwiches of today are a hit! He invented the most popular lunch food of the 1990speanut butter.
Teacher/Leader
Appendix: Lesson 3, Words of Alkebu-Lan page 127 & 128
George Washington Carver had many inventions. His most recognized invention is peanut butter. Before making peanut butter he experimented with plants. He also took the peanut apart chemically. Carver made paper out of peanut shells. Have you ever seen peanut shell paper? Carver developed more than 300 products from peanuts, 100 products from sweet potatoes, and 75 products from pecans (see Appendix: Lesson 3). He had many other inventions. A few of them are adhesives, bleach, ink, linoleum, shaving cream, paper, and many others. One strange thing about Carver was that he never patented any of his discoveries, so he never received any profits. He also persuaded farmers not to grow cotton and taught about proper diets. His early applied research and hands-on teaching focused on soilbuilding experiments using soybeans to add nitrogen to the soil through crop rotations. In 1914, he conducted soybean variety experiments focused on soybean oil quantity. This work was done for a New Jersey paint company. He also did extensive research on cotton and alfalfa production as well as organic fertilization of vegetables. He was an early pioneer in conservation efforts as well as sustainable farming practices. George Washington Carver may be most famous for his work with peanuts and sweet potatoes. His cook stove chemistry helped to improve the diets of many southern families whose diets were low in vitamins and protein. Many southern families could not afford meat as a protein source. Peanuts and cowpeas served as excellent alternative sources of protein. This work eventually led to many non-food uses for the peanut and sweet potato. Carver had two patents for cosmetic, paint, and stain processing using peanuts and sweet potatoes. An Introduction to Gardening Polymers (Appendix: Lesson 3) provides information on plastics in agriculture.
Teacher/Leader
Appendix: Lesson 3, An Introduction to Gardening Polymers page 124 George Washington Carver, an AfricanAmerican Leader for Agriculture worksheet, page 125
Activity 3.1 George Washington Carver Questions

1. Provide each youth with a copy of George Washington Carver, an African-American Leader for Agriculture, have them read it, and then answer the questions on the worksheet on page 125.
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2. Have them make a list of questions they would like to have answered about George Washington Carvers life and work as an inventor. Youth are to write a letter to Carver and ask the questions to which they would like answers. 3. Youth research questions through the library, Internet web sites, and/or writing to the staff/scientists at the George Washington Carver Institute and Museum, 1165 Angelina Street, Tuskegee University, Tuskegee Institute, 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 plastic bag combine 1 tablespoon of glue and 2 to 3 teaspoons of water. Seal the bag and combine the contents by squishing the bag. Add 2 teaspoons of borax. Have some youth do the activity without using borax; compare the end results. Reseal the bag, making sure there is no air in the bag, and mix the contents again by squishing the bag. Once the mixture has bonded together, remove the mixture from the bag. Observe and discuss. Record observations on journal sheet (Appendix: Lesson 3Magical Glob Worksheet). Youth have created a polymer. The active ingredient in white glue is polyvinyl acetate. When this ingredient is combined with borax, a bond is created forming the magical glob, causing the molecules to come together.
Teacher/Leader
Appendix: Lesson 3, Magical Glob Worksheet page 130
Optional Activity: Contrast and Compare Magical Glob with Homemade Plastic
Homemade Plastic
This recipe will create a plastic-like substance which, unlike many plastics, is biodegradable because it has no petroleum products in it. It works because starch is polymer (a molecule of many individual pieces all hooked together). When the starch is heated with water, it swells up (gelatizes). The oil helps keep the starch from drying out and becoming brittle. Heres all you have to do: Place 2 tablespoons of corn starch in a resealable plastic bag. Add 2 tablespoons of water and 4 to 5 drops of soybean oil (usually sold as vegetable oil in the grocery store). For additional effect, you may add 2 to 3 drops of food coloring. Seal the bag closed and knead the bag for several
minutes to mix. Unseal a small opening in the top (to vent) and place in the microwave oven on high for 30 to 40 seconds. (Failure to leave an opening may make a mess in your microwave!) Remove the bag and open as soon is it is cool to the touch. Remove your plastic from the bag. Discuss and observe differences and why?
Questions for Discussion

What might be some uses for polymer? What are some examples of polymers? What connections can you make from this activity to the work of George Washington Carver? (development of paints, resins, rubber)
Activity 3.3 Monomers/Polymers

Materials
construction paper scissors tape To further enhance the youths understanding of the concept of linking molecules in liquid substances to form solids, known as polymerization, see if the youth can think of other examples where liquid molecules are pulled together 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 polymerization. Molecules called monomers combine with each other to form larger molecules called polymers. These unique synthetic polymer chains give plastics their special characteristics. Explain that polymers, otherwise known as plastics, can be made from fossil fuels or renewable resources like plant fibers, corn and potato starches, or soy protein. The advantage of the latter types of plastics is they are biodegradable, meaning they eventually disintegrate. Other plastics made from petroleum seem to stay around forever. Ask if anyone knows what a polymer is. Have someone look up the word in a dictionary. Poly comes from the Greek work for many, and mer from the Greek word for part. Together they form many parts. To help the group understand the nature of polymerization, explain that they are going to create a make-believe polymer chain. 1. Have each member of the group fold a sheet of construction paper lengthwise. Then, tell each group member to cut the construction paper like the diagram. Note that all the cuts are to be about 1/4 inch from the edge. Also note that the cuts alternate from the folded edge to the open edge. Step 1: 1/4 between cuts
Step 2: cut along folded edges
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2. Once the cuts have been made, make a final cut along the folded edge as shown. Be sure not to cut the two end pieces. 3. Next, tape the links together to form a massive group chain or polymer. 4. Explain that each loop in the chain is called a monomer; loops linked together form a polymer. As a group, demonstrate the versatility of the chain by twisting and stretching it. Point out that in manufacturing plastics, this chain is formed through the introduction of a chemical called crosslinker. The chemical acts much like vinegar when added to soy milk. It causes the molecules to come together to form a solid mass. 5. Have youth relate this activity to the work of George Washington Carver; how paint forms a solid coat covering a surface, etc.
one-link monomer
1. 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, soybeans, and sweet potatoes. 4. Youths knowledge of George Washington Carvers contributions to agriculture as measured through research reports prepared and submitted.
Digging Deeper
1. 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 and recipe. 2. Have youth research the peanut, soybean, or sweet potato and complete a report on their findings (for example, products derived from them, and other details). 3. Youth check their food products and other product labels at home and complete a chart listing those with peanuts, soybeans and/or sweet potato.

Stewart, 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. Harcourt Brace & Company, San Diego, California.
Researcher Teacher Chemist Agriculturalist Botanist Food Industry
Carwell, Hattie. 1977. Blacks In Science Astrophysicist to Zoologist, Exposition Press, 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 Leader for Agriculture

Directions: Have the youth read the following story about George Washington Carver and answer the questions from George Washington Carver: An African-American Leader for Agriculture Worksheet (Appendix: Lesson 3). George Washington Carver was a famous scientist, inventor, and teacher for agriculture. He was born in the spring of 1865, at the end of the Civil War. Life was hard for George. He grew up without his mother and father, and he never finished high school. His curiosity and hard work helped him finish college at Iowa State. He did experiments with crops at Tuskegee Institute in Alabama. He found a way to improve the soil using soybeans and crop rotations. He found that soybean oil can be used in paint. George Washington Carver is famous for his discoveries with peanuts and sweet potatoes. He found over 300 products made from peanuts and 118 uses 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 in agriculture.
Teacher/Leader
George Washington Carver, an AfricanAmerican Leader for Agriculture worksheet, page 125
42
The Blues
Subject Areas
Lesson 4

Agriculture Environmental Medicine/Health/Science Engineering/Electrical/ Aero-Space/Mechanical Recreational/Leisure/Education Chemistry Music General
Objectives
To introduce youth to the history of the blues. To help youth express themselves through music.
Time Frame
Two to three 50-minute sessions
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 or Muddy Waters

4th through 5th
Vocabulary
a 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 influenced by slavery in the late 1800s and early 1900s field holler: came before the blues; recited by slaves to make work go faster and 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
1. 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 of youth, that line should imitate your motion, sound, or rhythm. That line will continue making the sound until you point to the next line with a new 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.

B. 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, to try his luck at music. In 1949, while working for a radio show, he started calling himself, Beale Street Blues Boy or B. B. for short. The name stuck with him. He had been singing the blues on plantations for years but he didnt become famous until the late 1960s. During the 1950s, B. B. King played as many as 300 one-night performances a year. His first pop hit in 1970 The Thrill is Gone made him an Ambassador for the Blues.
No 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 part of the United States. Slaves used to make up field hollers in order to make their work go by quicker. These field hollers were not sung but rather stated or yelled to the beat of whatever their job was, whether it was picking cotton, harvesting fields, or building something. The slaves would develop a steady rhythm and then call out an appropriate field holler. Field hollers eventually changed into the blues. Traditional blues songs were made up of 12 bars and sung a cappella. The first blues songs were not traditionally written down, but were improvised. The blues were sung by slaves as they labored all day and expressed the heartache, sadness, misery, and hope they had inside. Even blues songs that expressed great misery and sadness still had a sense of humor in them.
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Blues were originally sung a cappella because instruments couldnt be played while working in the fields. Eventually after the Civil War and the abolishment of slavery, instruments (traditionally guitars) were added as accompaniment to the blues. Some of the more famous blues singers include B. B. King and Muddy Waters. After the slaves were freed, African-American music grew rapidly. The availability of musical instruments, including military band discards, and the new-found mobility gave birth to the basic roots of jazz: brass and dance band music and the blues. The blues, a seemingly simple form of music that nevertheless lends itself to almost infinite variation, has been a significant part of every jazz style, and has also survived in its own right. Todays rock and soul music would be impossible without the blues. Simply explained, it is an eight (or twelve) bar strain with lyrics in which the first stanza is repeated. It gets its characteristic blue quality from a flattening of the third and seventh notes of the tempered scale. In effect, the blues is the secular counterpart of spirituals. Jazz developed from folk sources. Its origins are shrouded in obscurity, but the slaves brought here from Africa, torn from their own ancestral culture, developed it as a new form of communication in song and story. African-American music in America retained much of Africa in its distinctive rhythmic elements and also in its tradition of collective improvisation. This heritage, blended with the music of the new land, much of it vocal, produced more than just a new sound. It generated a new mode of musical expression. The most famous form of early African-American music is the spiritual. These beautiful and moving religious songs were most often heard by white audiences in more genteel versions than those performed in rural black churches. What is known as gospel music today, more accurately reflects the emotional power and rhythmic drive of early African-American music than a recording of a spiritual by the famous Fisk Jubilee Singers from the first decade of this century. Other early musical forms dating from the slavery years include work songs, childrens songs, and dances, adding up to a remarkable legacy, especially 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.
Teacher/Leader
Appendix: Lesson 4 African American Music: Its Development, page 131
Activity 4.1 Musical Feelings

Gather recordings of several different types of music: classical, orchestral, pop, rap, blues, country, etc. Give youth construction paper and crayons or markers. Play the music, one type at a time. Ask youth to draw a picture of what they see when they listen to the music. If they dont feel comfortable drawing, ask them to write their feelings. Use a different sheet of paper for each type of music. Ask youth to share pictures or observations once the activity is completed. Dont forget to display their works of musical art and writing on the walls!
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 a modern 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 theyre 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 to do at home? Make up your own field holler so your work goes faster. Share your field holler with the rest of the group.
Activity 4.3 Sing a Song

Take 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 a group or individually.
Activity 4.4 I Got the Blues!

Traditional blues are made up of 12 bars of 4 beats each (thats 48 beats). You dont need any instrumentsa steady clap will do. You dont have to rhyme your words. Possible topics might be: Homework Blues, Broccoli Blues, Dirty Bedroom Blues, and so forth. Use your imagination. Work in groups or as individuals. Share your blues with the rest of the group.
Youths knowledge of vocabulary words Youths knowledge of different types of music Youths knowledge of the history of blues Based upon the observation/participation of youth in activities
Teacher Musician Historian Journalist Researcher
Digging Deeper
1. 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.

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 Bluesfor Macintosh and Windows
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Lesson 5
Musical Instruments J. H. Dickinson

Subject Areas

Agriculture Environmental Medicine/Health/Science Engineering/Electrical/Aero-Space/ Mechanical 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.
Time Frame
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

4th through 5th
Vocabulary
brass family: instruments that are made out of metal (brass); mouthpiece is metal; sound is produced by blowing into mouthpiece; different notes are produced by pressing one or more of 3 keys (or moving slide in the case 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 the mouthpiece that helps to produce a sound when blown on. The exception is the flute. Flutes used to be made of wood; today they are made from silver, nickel, or gold. The flute produces sound by blowing air across a hole in the mouthpiece. All woodwinds have many keys. Different notes are produced by pressing or covering different keys. string family: instruments with strings on them; sound is made by rubbing or plucking the strings percussion: instruments that make sound by striking one object against another
Use 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
Directions
Blow 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 of paper with the wallpaper paste using your fingers. Wrap the strips around the balloon until it is completely covered several times, except for the rubber band end. Form a collar of papier-mch about 5/8 inches wide at the rubber band end. Allow two full days to dry. Remove the rubber band, and let the air out of the balloon. Pull the balloon out of the papier-mch shape. Drop in the seeds or popcorn. Place the end of the stick in the hole and secure with glue. Paint a coating of gesso over the papier-mch. Paint designs on the rattle with acrylic paint. Wrap yarn or a multicolored cord around the collar at the top of the stick for decoration.
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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 different seeds discuss why the variations, if any encourage youth to compare at musical and present it to their fellow school classes, parents, and families during a special school assembly

Joseph 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 got a job building and designing organs with the Clough & Warren Organ Company in Detroit. The organs he built were highly recognized. In 1876 he won a medal at the Centennial Exposition in Philadelphia for one of his organs. He also made two organs for the Royal Family of Portugal and three organs for Detroit churches. He worked for Clough & Warren Organ Company for eight years and then decided to form his own company with his father-in-law. He had married a woman named Eva Gould. The Dickinson-Gould Organ Company made parlor and chapel organs. After moving to New Jersey, Dickinson invented a roller mechanism for the player piano. This device helped the player piano become more dependable. The roller mechanism automatically moved the sheet music forward or reverse. The sheet music had tiny holes in it which triggered the piano to play certain notes in an order to create a melody.
This lesson will introduce concepts of musical families to the youth. Brass, woodwinds, percussion, and strings are all musical families. Of the pictures provided, the violin, viola, cello, string bass, guitar, and harp are in the string family. The flute, piccolo, bassoon, oboe, saxophone, and clarinet belong to the woodwind family. The trumpet, french horn, trombone, and tuba belong to the brass family. The piano, timpani, drum, and cymbals belong to the percussion family. Feel free to use pictures of your own. Brainstorm with the youth these questions related to J. H. Dickinsons invention of the roller mechanism for player pianos: Why would such a device be invented/needed? What problem(s) did Dickinson notice with player pianos that prompted him to pursue his invention? Can you think of other situations that were solved in a similar manner?
Teachers note: It may be necessary to discuss the player piano prior to brainstorming these questions with the youth.
Teacher/Leader
Appendix: Lesson 5 Musical Instruments, pages 132, 133 and 134 Strike up the Band, page 135
Activity 5.1 Instrument Relay

Review 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 group into teams (suggest no more than 10 to 15 per team). Give each team a stack of instruments. Place 4 musical family cards in the front of the room. Instruct the teams to take each instrument and put it next to its proper family, one team 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 Orchestra

How many instrumental sounds can you imitate with your body? Play recordings of different instruments and have youth imitate the sounds. Then have them create original sounds using only their bodies.
Activity 5.3 Instrumental Ingenuity

Use the Strike Up the Band worksheet to give you ideas for the Instrumental Ingenuity activity. Gather materials. Have youth make their own instrument. Make sure youth share their instruments with the rest of the group 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 with the youth accompanying on their instruments. (Appendix: Lesson 5)
Youths knowledge of vocabulary words Youths knowledge of musical instruments and families Youths knowledge of the invention process as they created a musical instrument Youths observed participation
Digging Deeper
Teacher/Leader
Appendix: Lesson 5 Make Your Own Rain Stick, pages 136 and 137 Make Your Own Thumb Piano, pages 138 and 139 1. Go see a band play at a concert. 2. Go see a musical group such as Stomp or listen to Bobby McPherron (Dont Worry Be Happy). Both use unusual items or their own body to make music. 3. Make instruments using the book titled Making Simple Musical Instruments 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).
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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
Musician Researcher Historian Teacher Musical Instrument Manufacturer/ Repair
Lesson 6
Inventor of Safety Devices

Subject Areas

Agriculture Environmental Medicine/Health/Science Engineering/Electrical/AeroSpace/Mechanical Recreational/Leisure/Education Chemistry Music General
Time Frame
Objectives
Youth will gain an appreciation for the public safety systems we use today. Youth will develop interpersonal and social skills as they participate in hands-on activities with their invention teams. Group discussions and personal journal writing will help youth connect their experiences today with yesterdays history.
Measurable Outcomes
Youth are able to identify the role in history of the African-American inventor Garrett Morgans influences on public safety.

6th through 8th
Youth understand and experience some of the inventions of Garrett Morgan. Youth experience the invention process and concept of problemsolving.
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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
Vocabulary
gas 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
1. 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, Garrett Morgan.

Garrett A. Morgan (18771963) received an elementary school education in his hometown of Paris, Kentucky. At the age of fourteen he relocated to Cincinnati, Ohio, where he worked as a handyman for a wealthy landowner. Because of a lack of opportunity, he moved to Cleveland, where he spent the rest of his life. Morgan had several patents, but in 1916 he made his most important invention, the safety hood. Shortly after the safety hood was developed, Morgan put the invention to a crucial test. A disastrous explosion occurred in Tunnel 5 of the Cleveland Water Works. The safety hood made it possible for rescuers to enter the tunnel to rescue those trapped inside, without being overcome by the smoke, dust, and poisonous gases, themselves (Appendix: Lesson 6). In 1923 he was awarded the patent for the three-way traffic signal, which was the forerunner of the overhead and sidewalk red, green, and yellow lights that we use today. Morgan sold the rights to his invention to General Electric Corporation for $40,000. It would be difficult to estimate how many lives have been saved through Garrett Morgans inventions.
Garrett Morgan was a remarkable man who was creative and self-educated. One wonders how he achieved the complicated, technical nature of his development considering he had completed only the fifth grade in elementary school. Mr. Morgan disguised himself as a Native American, Big Chief Mason, since some people would not buy an African-Americans invention. He thus overcame another obstacle in his pursuit of helping people. His contributions are felt throughout the world. Can you picture the streets of our community without the traffic signal? Can you picture firefighters rescuing individuals without gas masks? Morgans concern for public safety and those who were dedicated to making communities safe prompted him to explore ways to save lives and prevent traffic accidents. The following activities will help youth explore and experience similar concepts.
Activity 6.1 Air Power

1. 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 simply pinch 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 be done 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?
Teacher/Leader
Appendix: Lesson 6 Garrett A. Morgans Breathing Device, pages 140 and 141
Share a photo of the original safety hood Mr. Morgan developed. Compare the principles in this activity to the principles Mr. Morgan used 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, and move the bag through the air. Twist the top closed. Squeeze the bag with the other hand. c. Discuss what youth observed: bag is puffy and resists the pressure from being squeezed due to the air molecules being trapped/filling the bag; the air molecules are pushing out more than the pressure you place on them when pressing on the bag; same principle can be applied to when a balloon is inflated. d. Place a balloon under a stack of books. Inflate the balloon and observe what takes place (the inflated balloon will cause the stack of books to rise).
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Activity 6.2 What A Gas

1. Provide each group of youth (2 or 3) a one-liter plastic soda bottle, an 18inch (46 cm) or larger balloon, 1 teaspoon (5 ml) baking soda, 3 tablespoons (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 it with 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 be released, inflating the balloon. 4. How do the principles in this activity relate to Mr. Morgans safety hood principle?
Activity 6.3 Foot Patrol

1. 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 traffic flow, directions, numbers, incidents of accidents, near misses, etc., for a one-week period; youth may select their observation times for study purposes, record/note observations. 3. At the conclusion of the week-long study, each group will be responsible for designing an effective youth traffic system to reduce or eliminate the problems noted during their week of study. 4. Each group should prepare an appropriate written report as well as present an oral report of their findings and solutions for the entire group.
based on the observation and participation of the youth based on the comprehension questions asked and answered youths knowledge of the vocabulary words based on the written journals, reporting the growth of the individual youth
Digging Deeper
1. 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: Lewis Howard 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 and possible solutions to youth council for their ideas. Youth prepare final recommendations for presenting to school officials for their ideas and implementation of action plan.

9 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, 16191930 by Portia P James (Smithsonian Institution Press, 1989) . Focus on Inventors, Teacher Created Materials, Inc., (1994)
chemist engineer (electrical/ mechanical/aerospace) teacher researcher journalist historian health technologist firefighter
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Granville Woods Impact on Communications

Subject Areas
Lesson 7

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 in hands-on activities with their invention teams. Group discussions and personal journal writing will help them to relate their experiences today with yesterdays history.
Time Frame
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.

4th through 5th
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
Vocabulary
communication: a system for sending and receiving messages, as by telephone, telegraph, radio, television; giving or exchanging information signals, messages telephone transmitter: device for sending sound over a distance by means of electric current telegraphony: telegraph plus telephone allowed both oral and signal message to be transmitted over the same line
1. Play a game of telephone with your youth. Provide a statement about inventors such as Did you know that Granville Woods was a proud citizen of Cincinnati, Ohio? Have the youth pass the statement through everyone in the group, with the last youth revealing what they were told. 2. Highlight how difficult communications can be even with the youth right next to one another. Did the message end up exactly as started? Why or why not? 3. Have youth brainstorm, as many ways as possible, various modes of communication. List them on the blackboard or on large newsprint. 4. Divide the youth into their invention teams and assign each group a mode of communications. Have the teams research their assigned system and prepare a written report for sharing with the entire group.

Its 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 in practical skills for the future. Born in Columbus, Ohio, in April 23, 1856, Woods literally learned his skills on the job. Attending school in Columbus until age 10, he served an apprenticeship in a machine shop and learned the trades of machinist and blacksmith. During his youth he also went to night school and took private lessons. Even though he had to leave formal school at age ten, Granville Woods realized that learning and education were essential for developing the critical skills that would allow him to express his creativity with machinery. In 1872 he obtained a job as a fireman on the Danville and Southern railroad in Missouri, eventually becoming an engineer. He invested his spare time in studying electronics. In 1874 Woods moved to Springfield, Illinois, where he worked in a rolling mill. He moved to the east in 1876 and worked part time in a machine shop. He took a mechanical engineering course in an eastern college. In 1878, he became an engineer aboard the Ironsides, a British steamer, and, within two years, he became Chief Engineer of the steamer. Even with this background and all his engineering skill he was unable to get anywhere in these jobs. His travels and experiences led him to settle in Cincinnati, Ohio. But Granville T. Woods was a great electrical and an inventive genius. His talents could not go unnoticed.
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He invented fifteen appliances for electric railways and received his first patent 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 Electrical Company. In later years, he succeeded in selling many of his inventions to some of the countrys largest corporations. American Bell Telephone Company bought many of his ideas, as did General Electric and the Westinghouse Air Brake Company. In 1888 Granville Woods developed and patented a system for overhead electric conducting lines for railroads, which aided in the development of the overhead railroad system found in contemporary metropolitan cities, such as Chicago, St. Louis, and New York City. In his early thirties, he became interested in thermal power and steamdriven engines. And, in 1889, he filed his first patent for an improved steamboiler furnace. In 1892 a complete Electric Railway System (U.S. 463.020) was operated at Coney Island, New York. The railway system had no exposed wires, secondary batteries, or slotted causewayall previously necessary for electric railways. In 1887 he patented the Synchronous Multiplex Railway Telegraph (U.S. 373,915), which allowed communications between train stations from moving trains. Train accidents and collisions were causing great concern to both the public and the railways at the time. Woods invention made it possible for trains to communicate with the station and with other trains so they knew exactly where they were at all times. This invention made train movements quicker and prevented countless accidents and collisions.
Communications may be defined as a system or means of sending and receiving messages. Write questions on the board and give youth 10 minutes to 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 daily basis until we are without them. One such area of items critical to everyday life are communications equipment or devices. The path to freedom for many African-American slaves before and during the Civil War was traveling the underground railroad. This railroad was not an actual railroad built underground to transport slaves to freedom, but a secret or underground system of routes and safe-houses to help slaves travel to northern states or to Canada. It was named by slave catchers because runaway slaves seemed to disappear underground to a railroad down there taking them to freedom. This railroad consisted of a network of black and white people who worked together to hide, clothe, and feed escaped slaves in their homes. Since bounty hunters and pro-slavery settlers were everywhere, special signals and codes to pass 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 days of the week. A lantern with a shade of a special color, a chimney with a row of bricks painted white, a flag hung outside a door, or a statue outside of a safehouse were all signals used to help fugitives. The most famous conductor of them all, Harriet Tubman, sang spirituals to alert passengers and stationmasters. The following activities are designed to help youth enhance their knowledge of problem solving, inventiveness related to communications, and the inventor Granville T. Woods.
Activity 7.1 Step by Step

1. 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 to practice this activity a few times, but once youth are more skilled they can choose more complicated directions. 2. When the teams are ready, have one member of each pair of youth choose a suggested item below (or prepare your own list) to describe. Remind youth to give clear, step-by-step directions. Switch roles to allow the other member of each pair to describe an item. 3. Suggested list: dial a phone answer a phone kick a football put on a coat tie a shoelace wash a car 4. When each team has completed their step-by-step activity, discuss the elements of good versus vague directions. 5. Conclude this activity by youth brainstorming what communication problems Granville T. Woods identified and how he solved them. make a bed throw a baseball make a sandwich pack a suitcase do a dance
Activity 7.2 Create Your Invention Team Code

1. 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 their group. They also must develop a code for their form of communication to the rest of the group. Be sure to point out that this code should be a new form of communicating. (This is a great time to highlight the International Morse Code, American Sign Language, or Braille.) 3. Allow 30 to 40 minutes for the teams to work on their activity. Then allow the teams 20 minutes to share their code and have the group decode the teams name.
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Activity 7.3 Secret Songs

Quiet talk or secret songs of slaves sounded like religious songs, and nobody except the slaves paid attention to them. But the harmless words in these songs often had different meanings than they appeared to have on the surface. Examples: heaven/home Jesus/Lord chariot drinkin gourd Judgment Day = = = = = a better life in the north Harriet Tubman or another conductor on the Underground Railroad the Underground Railroad the Big Dipper, a constellation found in the northern sky time of escape Follow the Drinkin Gourd, page 144
Teacher/Leader
Appendix: Lesson 7 Secret Song Meet, page 142
One secret message song was Follow the Drinkin Gourd. Here is part of that song: (Appendix: Lesson 7) What was sung: When the sun comes back and the first quail calls, Follow the Drinkin Gourd, For the old mans 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 another bird). If you head north in the direction of the North Star (pointed to by the Big Dipper), you will find someonea conductorwaiting to lead you along the Underground Railroad to freedom in the north. Follow the Drinkin Gourd was a favorite spiritual sung by Harriet Tubman as she conducted her passengers on the Underground Railroad. Listen to a recording of the song, copy the song lyrics, and decipher the hidden messages written into the lyrics. Then develop your own secret songs using the sheets in Appendix: Lesson 7, page 142.
Activity 7.4 Invention Engineers

1. 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 of modern 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 1 drinking straw. They are to get a message from their classroom to the principals 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 to communicate between trains?
based on the observation of the youth
Teacher/Leader
Appendix: Lesson 7 Braille and Communications page 143
based on the comprehension questions asked and answered youths knowledge of the vocabulary words based on the materials written, reporting the growth of the individual youth based on problem-solving principles used
Digging Deeper
1. 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: Lewis Howard Latimer, Sarah B. Walker, or Elijah McCoy. Have youth share their 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.
Engineer (electrical/ mechanical/aerospace) Teacher Historian Journalist Researcher

9 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
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Dr. Ernest JustResearcher, Health Professional, and Cell Biologist

Subject Areas
Lesson 8

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 animal and plant). Youth will be able to describe abnormal cell formations and their consequences to the human body (sickle-cell and cancer cells).
Time Frame
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.

6th through 8th
Materials Needed
handout on cells and microscopes microscope slides, plant and animal cells to view handouts from prescribed text (see below/handouts)
Vocabulary
biology: the science of life and life processes cancer: the abnormal division of cells that invade surrounding tissue and often 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 proliferation of leukocytes, which suppress the production of normal blood cells metabolism: the physical and chemical processes involved in the maintenance of life nucleus: a complex, usually spherical, protoplasmic body within a living cell that contains the cells hereditary material and that controls its metabolism, growth, and reproduction physiology: a branch of biology that deals with the functions and activities of life or living matter such as organs, tissues, or cells sickle cell anemia: a hereditary anemia characterized by the presence of oxygen-deficient sickle-shaped red blood cells zoology: the biological study of animals
Teacher/Leader
Appendix: Lesson 8 Cell Worksheet: The Basic Unit of All Living Things is the Cell page 145
Pass 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, are made up of only one cell. Some living things, such as human beings, have millions 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 one activity that scientists dolook at cells using some type of magnifying instrument. Have youth take samples of matter, view them under magnification, and draw what they see in the spaces provided on the worksheet.

Ernest Everett Just was recognized as one of this countrys most distinguished biological scientists. He formulated new concepts of cell life and metabolism, and pioneered investigations of egg fertilization.
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Just was born August 14, 1883, in Charleston, South Carolina, to Charles Fraser and Mary Matthews Just. His father was a dock worker and his mother was a teacher. At the age of four he began working in the field as a field hand following his fathers death. After the death of his father the family moved back 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 the other. Later she devoted all of her energies to the poor black community on the island. Mrs. Just later sold her property to form the Frederick Deming, Jr. Industrial School. This was one of the first industrial schools for blacks in South Carolina. All of Justs early education was under the direction of his mother. He pursued more education at South Carolina State College and returned to James Island to teach. His mother aided him in deciding to continue his education. He received a special scholarship to study at Kimball Academy in New Hampshire to prepare for college. Just completed the rigorous four year course in three years and moved on to Dartmouth College where he discovered science. His biology professor, William Patten, inspired him to look closely at nature, the world of living things that he knew and loved from life 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 in 1904 with degrees in botany and sociology. In his freshman year at Dartmouth he received the highest marks in the entire freshman class in Greek and was conferred the Rufus Choate scholar for two years. In 1907 it was not possible for a black graduate to enter the white professional science world. Justs only choice was to teach at a good black university. Both Morehouse and Howard Universities recruited him. Just chose Howard in Washington, D.C., where he first taught English literature and rhetoric. When Howard University erected its new science building in 1912, Howards president, Wilbur P Thirkield remembered Justs exceptional record . in biology at Dartmouth and asked him to join the biology department as head of the department. This began Justs development as a scientist. He taught zoology and animal histology at Howard. In the summer months he joined the Marine Biological Laboratories (MBL) at Woods Hole, Massachusetts, to conduct research in the summer months under Frank Rattray Lillie, head of the Department of Zoology at the University of Chicago and director of the MBL. Lillie arranged for Just to enroll in absentia at the University of Chicago and to take courses at the MBL. He received his Ph.D. in experimental embryology magna cum laude in 1916 from the University of Chicago. His thesis was on the mechanics of fertilization. He continued his teaching career at Howard and his research at the MBL. Just was also a member of the faculty at the Howard School of Medicine and headed the physiology department. Justs specialization was in cytology, the study of cells. He blazed new trails in designing techniques for collecting egg and sperm cells and devised new laboratory methods of working with cells. During his career, he became an authority on identification procedures to ensure that cells used for experiments were normal, healthy cells. Two of his books were Basic Methods for Experiments in Eggs of Marine Animals and The Biology of the Cell Surface. He co-authored General Cytology published in 1924.
In 1924 Just was selected from biologists of the world by a group of German biologists to contribute to a monograph on fertilization. He contributed to Dr. Jerome Alexanders three-volume series on colloid chemistry. From 1920 to 1931 Just was the Julius Rosenwald Fellow in biology of the National Research Council. Under this program he engaged in research as an adjunct researcher of the Kaiser Wilhelm Institute for Biology, BerlinDahlam. He also worked at the marine biological laboratories in Naples and in Sicily. In 1930, he lectured at the Eleventh International Congress of Zoologists in Padua, Italy. The lecture was based on fifty published papers he had written. Just showed all the traits of a true scholar in his work. He was unostentatious and modest. His ability, scientific training, creative imagination, and diligence were the basis for success in his field of zoology. In The Crisis, published in February 1932, George R. Arthur wrote the following about Ernest Just, biologist, If we are to judge his accomplishments by standards set up by men of science, it can be said that Dr. Just is an eminent scientist. If we are to judge his value to Negro education by what he has accomplished in the realm of science, it can be said that to Negro you especially, he demonstrates the possibility of human achievement regardless of race or color. In the language of Dean Kelly Miller in an appreciation of Dr. Just, What boots it that Euclid was a Greek, Newton an Englishman, Marconi an Italian or Guttenburg a German? Their genius has enriched the blood of mankind regardless of place, time, race or nationality. (p. 46) Dr. Charles Drew, a pioneer in blood plasma research himself, described Dr. Just as A biologist of unusual skill and the greatest of our original thinkers in the field. Dr. Frank Lillie, his friend and teacher, eulogizing Dr. Just said, His death was premature and his work unfinished; but his accomplishments were many and worthy of remembrance. That a man of his ability, scientific devotion and of such strong personal loyalties as he gave and received should have been wasted in the land of his birth must remain a matter of regret.
Cells are the basic functional units of all living organisms. They may exist singly or in aggregates. When cells join together to take on a specialized function within a larger organism, they form a tissue. There are two major divisions into which all cells fallprokaryotic (organized nucleus absent) and eukaryotic (organized nucleus present). Bacteria make up the former division while the cells of plants, animals, fungi, protozoa, and algae comprise the later. Animal and plant cells share many characteristics. They also differ in several important ways.
Activity 8.1 Observing Cells

Give 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 locate the cell membrane and the nucleus. The cell membrane is the shell, and the
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nucleus will appear as a small white spot on the yolk. Have the youth try to identify the functions of the yolk and the albumen (egg white). (Appendix: Lesson 8, Egg Worksheet)
Teacher/Leader
Appendix: Lesson 8 Embryology Terminology, page146 Parts of an Egg, page 147 Parts of an Egg Answer Key, page 148 Cell Parts, pages 149-150
Activity 8.2 Identifying Cells

Hand out to youth the Cell Parts worksheets from Appendix: Lesson 8. Using a larger diagram of an animal and plant cell, identify the parts and function of these cells. Have youth work in groups of two and three.
Activity 8.3 Relating Cells to Other Structures

Tell 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 a school building would be: nucleusprincipals office; chloroplastschool cafeteria; vacuolestrash cans and dumpsters; and cell wallwall of school building or fence around school grounds.
youth take a quiz on vocabulary termsmultiple choice, fill in, or matching youth individually or in groups develop cells to be displayed in classroom labeling of blank microscope/cells
Digging Deeper
1. Using the enclosed handout (Appendix: Lesson 8), youth may construct their individual cells (plant or animal). Various construction materials may be used, depending on what is available (be creative). As a group activity, youth can construct a larger than life size cell using a portion of a bulletin board or a wall, two or three dimensional. Materials might include: sponges, cotton, foil, clay, boxes, juice cartons, etc. 2. In this activity, youth will learn how to use the microscope (see Teacher References in Appendix: Lesson 8) and observe structures that are too small to see with the eye. Youth are to learn the basic parts of the microscope, and color and label the parts on the youth handout. Discuss the purpose of a microscopeto magnify a specimen with two lenses (see Teacher References in Appendix). Conclude this activity with mathematics questions on Teacher Reference sheet in Appendix. 3. Discuss normal vs. abnormal cells with the group. Youth will compare drawings of normal cells versus a sickle cell, cancer cell, etc. Speculate on the effects this has on the body (see Teacher References in Appendix). Youth will research sickle cell, cancer, and other abnormal cells. Follow with discussion.
Teacher/Leader
Appendix: Lesson 8 Normal/Abnormal Cells: Teacher References, pages 151-152 Plant Cell, page 154 Plant Cell Teacher Reference, page 153 Animal Cell, page 156 Animal Cell: Teacher Reference, page 155 Microscope Worksheet, page 158 Microscope, Teacher Reference, page 157 Microscope Worksheet Answer Sheet, page 159

The 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: Chicago Press. Working for Life: Careers in Biology, by Thomas Easton: Medford NJ, Plexus Press, 1984. Opportunities in Biological Sciences, by Charles Winter: VGM Press 1984. Thats 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, Basic Books, 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 Teaching Aids, Simon and Schuster, Minneapolis, MN, 1992.
biologist (research, educator, medical field) cytologist (studies cells) specializing in cancer/sickle cell research visitations to local hospitals or research centers where cancer research is being held invite various speakers tied into the study of cancer/sickle cell anemia research centers
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Benjamin BannekerGenius of the Scientific World

Subject Areas
Lesson 9

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 and accomplishments of Benjamin Banneker. Youth will be able to design and develop their own almanacs, design their own communities, and chart solar system patterns.
Time Frame
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 of Banneker. Youth will create their own almanacs using original poetry.

6th through 8th
Materials Needed
drawing paper pencils or pens construction paper ruler compass flashlight (simulate eclipse) model of sun and earth
Vocabulary
almanac: 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 the earth (i.e., dimensions, motion, composition, and evolution of celestial bodies) blueprints: a photographic reproduction, as of architectural plans or technical drawing, rendered as white line on a blue background; carefully designed plan or model civil engineer: a person trained in the design and construction of public works (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, and arrangement 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 relationships on the earths surface, especially for use in locating property boundaries, in construction layout, and in mapmaking
Teacher/Leader
Appendix: Lesson 9 Light Wave Handout, page 160 Use this activity to introduce youth to the concepts of astronomy from Benjamin Bannekers perspective and the travel of light waves. Have youth work in groups of three to set up the model for light wave travel. Refer to Light Wave handout in Appendix: Lesson 9 for instructions and materials needed. Have youth record their observations and draw their conclusions. Discuss these 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 beam could pass through the three holes? Explain your answer.
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Using the same model, have youth demonstrate a solar eclipse and shadows. A solar eclipse like the one shown in the figure occurs when the moon is between 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 or totally blocked by the moon. A shadow forms when an opaque object blocks the path of light. In a solar eclipse, the moon blocks light from the sun.
MOON EARTH SUN

Benjamin Banneker was a self-taught mathematician, outstanding astronomer, author of almanacs, surveyor, humanitarian, and inventor. He was born near Baltimore, Maryland, in 1731. An only child, Banneker lived all of his life on his parents farm on the Patapsco River in Baltimore County. Young Benjamin attended integrated private schools. He obtained an eighth grade education by age 15 and excelled in mathematics. He took over his parents 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 watch that he took the watch home and spent days taking it apart and putting it back together. In 1753, using the watch as a model, Banneker produced the first wooden clock ever built in the United States. It was made entirely of wood, 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 such a sensation that people came from all over to see it, and the genius who made it. During the Revolutionary War, George Ellicot, a neighbor, introduced Banneker to the science of astronomy, which he rapidly mastered. His aptitude in mathematics and knowledge of astronomy enabled him to predict the solar eclipse that took place on April 14, 1789. In 1792, Banneker began publishing an almanac that was widely read and became the main reference for farmers in the mid-Atlantic states. It offered weather data, recipes, medical remedies, poems, and anti-slavery essays. This almanac was the first scientific book written by a African-American, and was published annually for more than a decade.
Bannekers major reputation stems from his service as a surveyor on the six-man team which helped design the blueprints for Washington, D.C. President Washington had appointed Banneker, making him the first black presidential appointee in the United States. Banneker helped in selecting the sites for the U.S. Capitol building, the U.S. Treasury building, the White House, and other Federal buildings. When the chairman of the civil engineering team, Major LEnfant, abruptly resigned and returned to France with the plans, Bannekers photographic memory enabled him to reproduce them in their entirety. Washington, D.C., with its grand avenues and buildings, was completed and stands today as a monument to Bannekers genius. Bannekers preoccupation with scientific matters in no way diminished his concern for the plight of African-Americans. In a twelve-page letter to Thomas Jefferson, he refuted the statement that African-Americans were inferior to Whites. Jefferson changed his position and, as a testimonial, sent a copy of Bannekers almanac to the French Academy of Sciences in Paris. Another was used in Britains House of Commons to support an argument for the education of African-Americans. Banneker was living proof that the strength of mind is in no way connected with the color of the skin. Bannekers predictions were consistently accurate, except for his prediction of his own death. Living four years longer than he had predicted, Banneker died on October 25, 1806, wrapped in a blanket observing the stars through his telescope.
Benjamin Banneker was recognized as a mathematician, astronomer, surveyor, and author of an almanac. Discuss the following questions with youth: Why would someone invent a wooden clock or an almanac? How did Banneker convince others that they were needed? The following activities will help youth identify some of the contributions of the inventor to American society and to apply the principles of problem-solving and inventiveness in similar situations.
Activity 9.1 Solar System in 3-D

Teacher/Leader
Appendix: Lesson 9 Solar System Handout, page 161-162 Youth 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 relationships 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 planet in kilometers and the scale diameter. The table should also list the distance of each planet from the sun and the scale distance. See Table on page 164 for diameters and distances from the sun.
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B. On a piece of cardboard, draw a circle to represent each planet according to your scale measurements. Label each circle with the name of the planet that it represents. C. Find the location of your school on a local map. The school will represent the sun. Draw a line on the map in any direction from your school through the town. Using your scale and the map scale, mark and label where on the line the planets you have drawn would be placed. For example, if Jupiter is 1 km from the school according to your scale, you would find on your line the point that is 1 km from the school according to the map scale and then mark and label it.
Activity 9.2 My Almanac

Youth will create their own personal almanac. Include as much data as possible and personalize it to the individual youth. Include weather information, favorite recipes, poems, short stories, songs, movies, television shows, healthful living tips, school/class data, etc.
Teacher Suggestion: Have samples of almanacs on hand for youth to review and study prior to completing this activity. Provide an outline for youth to follow in preparing their almanac. (Farmers Almanac, Little Richards Almanac, etc.)
Activity 9.3 Solar System Relaying Event

Group youth into two or three teams, depending on numbers. Individual players from each team must match the planet with its proper position in the solar system. They will also match the planet with its description.
quiz on vocabulary termsfill 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 proper sequence
Digging Deeper
Share 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, detailing major avenues, buildings, and residential or business districts. 3. Youth will do individual or group research on climate and its effect on our environment through a study of different biomes. Appendix: Lesson 9 Blue Print Handout, page 163
Teacher/Leader

Bedini, 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 and Co., 1974. Physical Science: Series of AuthorsSilver Burdett & Ginn Publishers textbooks General Science: Series of AuthorsSilver 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
astronomer mathematician educator urban planner draftsman writer surveyor
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
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The Million Dollar Walker Method

Subject Areas
Lesson 10

Objectives
To introduce youth to Madame Walker and other inventors who were instrumental in revolutionizing the African-American hair industry of 1900s To provide youth with a variety of experiences that may stimulate interest in careers in science, business, or the beauty industry To show youth why hair products, tools, and a marketing plan were developed
Time Frame
Measurable Outcomes
Youth will be able to identify and discuss the contributions that Madame Walker and other inventors of her time made to the business community and science. Youth will be able to identify structure, shape, and composition of hair and 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.

Materials Needed
diagram of hair and skin magazines poster paper glue enclosed handout Madame Walkers bibliography See ingredients in packet to do protein experiment
Vocabulary
chemistry: 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 a business 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 organization by 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 and pliability to the hair, and keeps the skin surface soft and supple sulfur: a chemical element whose compounds are used in bleaching, in hair preparations, and in medicine trichology: the study of hair and its diseases
Poll 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 pictographs using magazine pictures and advertisements depicting what they use. Ask them what the products intended use is and how they use it. Have them read labels and find key ingredients that they think make the products do what they say they will do. Ask them to explain why the container or the magazine advertisement motivated them or their family members to purchase and use the product. Ask if the product really works.
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As you read or tell the Madame Walker story, have the youth listen for vocabulary words that are hidden in her biography. Have the words listed on the board. Youth should have the same list, and as the story is told have the youth cross out words they have heard. At the end of the story go over the words and have the youth give definitions based on the context of what they heard. For reinforcement for learning the words, go over the words to insure that youth have the correct meanings.

Madame 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 northeast Louisiana. When she was six years old, her parents died and she was raised by her sister. She was very poor and had no formal education. At age 14, to get a home, Madame Walker said, she married Mr. McWilliams. She became a mother at 20. Her husband died that same year and she and her daughter moved from Vicksburg, Mississippi, to St. Louis, Missouri. For the next 18 years she worked as a washerwoman. Historians indicate that in 1905, Madame Walker started losing her hair. After a prayer for God to save her hair, she claimed that in her dream she received a formula for a unique hair growth treatment for Negro womens hair. Although she never revealed her formula, it is believed that sulfur was the key ingredient. Because her treatment straightened and softened the hair, African-American women no longer needed to use a flat iron to press their hair or use harsh chemicals that harmed black hair. In 1905 she moved to Denver, Colorado, and married C. J. Walker, a newspaperman. He helped her promote and advertise her product, Madame C. J. Walkers Hair Grower. Her marriage did not last, but she continued developing hair care products, softeners, and conditioners. To market The Walker Method or The Walker System, hair culturists, sold the products door to door. These Walker Agents became very popular throughout the United States and the Caribbean where they also made hair treatment housecalls. The agents were always dressed in white shirts tucked into long black skirts and carried black satchels containing preparations and combing tools necessary for dressing hair. Madame Walker had 3,000 agents selling an ever-expanding line of products and doing demonstrations. They all signed contracts promising to only use her products and to maintain a hygienic regimen which influenced regulated practices that were written into state cosmetology laws. In frequent visits and communications to her agents she preached cleanliness and loveliness as assets and aids to self-respect and racial advance. Madame C. J. Walkers Hair Grower was the most important preparation demonstrated. Sales of the Pomade and a collection of sixteen other beauty products, many packaged decoratively 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 Walker one of the best known African-American women in the country by the 1920s. Her fame spread to Europe, where the Walker System coiffure of dancer Josephine Baker so fascinated Parisians that a French company produced a comparable 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 Spencer Washington. One editorial commented in 1919 that it was a noteworthy fact that the largest and most lucrative business enterprises conducted by colored people in America have been launched by womennamed Madame Walker and Mrs. Malone (Stussy). Madame Walkers fortune, including substantial real estate holdings, was valued at a million dollars. In 1910 the Mme. C. J. Walker Manufacturing Company moved to Indianapolis, Indiana, and is still standing today. She was also a philanthropist and gave generously to black charities such as NAACP , YMCA, Tuskegee Institute, Palmer Memorial Institute, Mary McLeod Bethunes Daytona Normal and Industrial Institute for Negro Girls and an academy for girls in West Africa. On May 25, 1919, at the age of 52, Madame Walker died of chronic kidney failure and hypertension at the Villa Lewaro Estate at Irvington-on-the Hudson, New York. Her last words were that she developed this business, Not for me, but for my race! She was proud to be called, the Negro entrepreneur because she reached her goal of developing and employing African-Americans in every aspect of her product manufacturing and distribution.
In 1898, Ms. Lyda D. Newman patented the first hairbrush with synthetic bristles. Soon after, two other African-American inventors revolutionized hair care and created an industry. These women were Sarah Breedlove McWilliams Walker, known as Madame C. J. Walker, and Marjorie Joyner. Marjorie Joyner (1896-??) began to work for Walkers company in Chicago in the mid-1920s. Frustrated because only a day after her treatment every client looked like an accident going someplace to happen, Joyner invented the permanent wave machine (patent #1,693,515-Nov. 27, 1928). This was a dome-shaped device that applied electrical current to pressed and clamped one-inch section of hair, creating a hairdo that would last a considerable time. Joyner herself never got a penny but thats OK from her invention, but later became Director of Walkers nationwide chain of beauty schools, and co-founded the United Beauty School Owners and Teachers Association (1945). With their Pay While You Learn policy, these schools have provided an accessible and profitable career for thousands of African-Americans. Others followed in Walkers and Joyners footsteps, founding beauty schools for blacks all over the United States. Jessie T. Pope of Detroit invented the thermostatically controlled curling iron, patented it with help from Eleanor Roosevelt (1946), and founded a company to manufacture it (1958).
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Activity 10.1 Hair

What is hair? Begin the activity by asking questions about hair and listening to the youths answers. See Hair Fact Sheet in the Appendix. Pass out 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 these structures on paper and, working in groups, label the parts. People of different ethnic groups have different hair textures (i.e., from the coarse straight black 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 is considered good and another bad. Discuss the problem with this type of thinking and labeling.
Teacher/Leader
Appendix: Lesson 10 Hair Fact Sheet #1, page 164 Hair Fact Sheet #2, page 165 Hair Fact Sheet #3, page 166 Hair Structure, page 167
Activity 10.2 Hair Care

Discuss the importance of hair and skin care. Proper washing and combing or brushing is part of general hygiene. Have a cosmetologist visit the class and demonstrate proper hair and skin care for male and females.
Activity 10.3 Hair Styles

Hairstyles for men and women have changed over the years. They are also different in different parts of the country and different groups. Share some of these different styles with youth. Have them share the different styles they have 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 a child. Bring in pictures to share with class. Have youth tell what society was like at the time. Have them compare that with todays society. What motivates hairstyles today? draw pictures of hair styles in combination with hair ornaments. cut out different pictures of different hairstyles and have them give the styles creative names. project what hairstyle kids will be wearing in the next generation.
Teacher/Leader
Appendix: Lesson 10 A Problem Solving Worksheet, page 168 Appendix: Introduction Word Dance, page 115
Activity 10.4 Hair Products

Have youth develop an illustrated booklet describing products such as combs, irons, hair pins, brushes, hair preparations, etc., that are used in hair care. Include a picture (cut or drawn), a description of the product, its purpose, and use.
Activity 10.5 Hair Problems

Have youth identify a problem that may exist regarding hair, skin, present available products, hair ornaments, etc. Using A Problem-Solving Worksheet in the Appendix, list several solutions. If the youth cannot come up with enough ideas, use the Word Dance (Appendix: Introduction) to generate ideas. Allow youth to decide if they want to work in groups. Have them 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.
Activity 10.6 Hair Chains

In the eighteenth century, scientists became interested in a kind of substance found in all living things that acted differently from all other substances. If a fluid like blood or egg white was heated, it did not become a boiling liquid like water or oil. Instead, it became a solid. And, if this was not strange 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 changed permanently when heated was the very basis of all life. For this reason, they named it protein, meaning of first importance. Proteins have turned out to be the most complicated and numerous of all the compounds found in living things. Some proteins, like egg white, dissolve in water; some, like hair, are fibers. Some, like muscle protein, are responsible for movement in animals. But all proteins have certain things in common. In addition to the elements carbon, hydrogen, and oxygen, all proteins also contain nitrogen. The atoms of these elements, along with an occasional atom of sulfur, form small molecules called amino acids. Proteins are chains of amino acids. Only 20 different amino acids make up most proteins. These different amino acids are like our 26 letter alphabet. When you think of all you can say with 26 letters, you can see how 20 amino acids can be used to form so many different kinds of proteins. When human beings and other animals digest their food, the protein is broken down into amino acids. This supply of amino acids is absorbed into the body and used to build new proteins. Every living organism forms its own particular brand of proteins from a supply of amino acids. Scientists have found protein to be one of the most challenging kinds of material to study. You can use some of their methods of investigation to learn how different kinds of protein behave. Does it dissolve? What shape do the tiny 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 determining how it behaves. Protein molecules in egg white are like tiny balls of yarn. Their round, compact shape enables them to dissolve in water. When you beat egg white, you are, in effect, unraveling these balls of yarn. The long chains that form are too large to dissolve. The process of changing protein from its natural form is called denaturing. It is impossible to restore denatured egg white to its original form. The process of changing liquid protein into a solid by heating it is called coagulation. Coagulation is a kind of denaturing. Egg white coagulates at about 156 degrees F It changes from an almost colorless, transparent, fairly . thick liquid to a white solid. The protein in egg yolk also coagulates when heated. Protein coagulation is one of the main reasons food changes when it is cooked. Cooked meat and fish become firm and batters change from liquids to solids. In fact, most baked goods have a skeleton of coagulated milk and egg protein that supports them. Custard is a homogeneous mixture of eggs, milk, and sugar that has been heated to coagulate the protein in eggs and milk. The purpose of the next
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experiment is to see how different amounts of heat affect the coagulation of these proteins.
Materials and Equipment

1/2 cup of sugar 1/8 teaspoon salt 3 eggs 2 cups milk 1 teaspoon vanilla extract 4 custard cups or other ovenproof cups a pan the cups will fit into a bowl an electric beater or rotary egg beater
Procedure
Preheat 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 into four custard cups. Set the cups in the pan and cover the bottom of the pan with about one inch of water. This is to make sure that the bottom of the cups are not heated more than any other part. Put the custards in the oven for 30 minutes. After 30 minutes, remove one cup of custard. Remove the next cup at 40 minutes, the third cup at 50 minutes, and the fourth cup at one hour. Which custard has been properly cooked? Which custard separates from a watery liquid most easily? When eggs first coagulate, the protein is able to trap and hold other liquids such as the water in the milk and egg whites. If eggs are cooked too long or at too high a temperature, they become tougher and tougher and can no longer hold water. Scrambled eggs, for example, from which water has separated have been either overcooked or cooked too quickly. Properly made custard is a smooth, shiny, yellow pudding that slices cleanly when you put a spoon into it. There is no trace of water from either egg or milk. All custards are good to eat. The overcooked custards should be drained before eating. They can be topped with fruit.
Youth will define vocabulary words by playing a match game. One team will hold all definitions. The other team will hold words. Given 3 minutes, the two teams must match up words without talking. Youth will share one thing that they learned or became impressed with regarding Madame Walker. Group will share innovation projects that address a hair or skin problem. Youth will identify the cross section and structure of hair using a diagram with no titles.
Digging Deeper
1. 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 Madame Walkers $250,000 villa? Describe the villa, its contents, and value. Have youth relay what they learn by drawing pictures and writing a story about a house they would build and furnish if they were extremely wealthy. 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 Walkers former Manufacturing Company located in Indianapolis, Indiana. 5. Find out more about the singer Josephine Baker. What kind of music did she 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.
beautician barber chemist skin care chemist make-up designer hair care chemist nail care chemist fragrance chemist researcher teacher product developer advertisement specialist marketing specialist

Standard Textbook of Cosmetology Monet Universities of Hair Design, Cincinnati, Ohio. African-American Women Inventors of the Early 20th Century http://W3.mit.edu/invent/WWW/InventorsA-H/Aaweek3.html Madame C. J. Walker (Sarah Breedlove McWilkins Walker): Inventor Business Women http://www.lib.lsu.edu/lib/chem/display/Walker.htmc
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Lesson 11
Mistakes That Became Successes

Subject Areas

Time Frame
Three
Objectives
To help youth understand that inventions may happen by mistake or accident To help youth become familiar with some of the current inventions that were a result of mistakes or accidents To help youth use their creativity to imagine how other familiar products or inventions might have been invented
45-minute sessions
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 of mistakes or accidents. Youth will create a display depicting mistakes that worked and accidental 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)
Vocabulary
mistake: wrong action; making an error due to poor judgment and/or insufficient information
1. Distribute a chocolate chip cookie to each youth. Check for food allergies to chocolate. Have youth enjoy the cookies as you share how the chocolate chip cookie came to be. 2. Chocolate chip cookies were invented in 1930 by Ruth Wakefield who had not planned to invent this countrys favorite cookie. While making cookie dough at the Toll House Inn, she ran out of powdered bakers chocolate. She substituted small pieces of semi-sweet chocolate with the expectation that the bits of chocolate would melt and disperse throughout the dough; thus ending up with chocolate cookies. To her surprise, the bits of chocolate had not melted into the dough and her cookies were named Toll House Cookies after the Inn in which she worked. (Adapted from: Mistakes That Worked by C. F Jones.) . 3. Follow the chocolate chip cookie information with these discussion questions: What kind of chocolate do you think Mrs. Wakefield was first using? Why? Why didnt the chocolate pieces melt when baked in the dough? Is there any way Mrs. Wakefield could have ended up with chocolate cookies by using the chocolate pieces? 4. Based upon experiences, information, facts, and figures, can you think of examples of situations when the end results were different from what we expected?

Not applicable for this unit.
It 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 the number 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 while enjoying a breakfast brown n serve roll with your favorite cheese omelette. What do all of these have in common? They were all inventions that happened by mistake or by accident. The invention of fudge, ice cream cones, maple syrup, Popsicles, potato chips, penicillin, X-rays, Frisbees, piggy banks, Silly Putty, bricks, glass, and Post-it Notes also came about by mistake. In the following activities, youth will experience some inventions that were unexpected or the end result was totally different from what was originally planned.
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Activity 11.1 Frisbee Disc

1. Share the background of the Frisbee Disc with youth: The original Frisbee was spelled Frisbie, was metal, and was a pie tin used in the Frisbie Bakery. Some Yale University youth purchased some Frisbie Pies. After they had eaten the pies, they began tossing the empty pie tins to each other, thus inventing what we know today as the Frisbee. The metal frisbees were followed by plastic models. Today there are flying disc (Frisbee) clubs, tournaments, and festivals. (Adapted from: Mistakes That Worked by C. F Jones.) . 2. Divide the youth into groups. Have a Frisbee throwing contest and record the results. Compare molded plastic with aluminum. 3. Have groups invent a new Frisbee game and share with the entire group.
Activity 11.2 Piggy Bank

1. 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 was invented more than four hundred years ago when people began tossing spare coins into pots made of a clay called pygg. Pygg became the name for earthenware but the term was forgotten over the years. And so, it is not surprising that in the 1800s, when potters were asked to make pygg banks, they designed a pig-shaped bank. These new banks became very popular and the term piggy bank was used to refer to coin banks. Today, hundreds of years after the pygg bank was invented, coin banks shaped like 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 start saving money you may have been given for special occasions or have earned 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 this knife.) felt (optional) scissors glue
Directions
1. 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 between the base of the handle and the bottom of the jug. Make the slot large enough 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 pigs eyes, mouth, ears, feet, and tail on one side of the jug. Do the same on the other side so that the pigs features can be seen from either side. To add more color and texture to the piggy bank, cut the pigs 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 the bank from rolling to one side or the other. 7. To remove the coins you have collected, unscrew the cap and empty the pig.
Activity 11.3 Unplanned Results

1. Have youth research inventions that resulted from mistakes or that were unplanned. Youth will prepare a report and share with the group. Possible topics may be found in Mistakes that Worked by C. F Jones. . 2. Brainstorm a list of items used when playing sports or participating in sports. Have youth research the sport and how some of the items were developed. Have youth share what they learned with the entire group.
Youth are able to identify common everyday products that were the result of mistakes.
Digging Deeper Career Opportunities

chemist engineer teacher researcher journalist historian Have 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 the group and try it out. Write out the rules, directions, and other details. Possible equipment includes: broom wastebasket balloons softball football volleyball mop sheets pillows bases cones Ping-pong ball laundry basket tennis ball dustpan glove spoon rope bean bags basketball net bat

Mistakes that Worked, Charlotte F Jones, Double Day Books . The History of the Frisbee, Wham-O, San Gabriel, California
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Lesson 12
Quiet Talk and Messages

Subject Areas

Objectives
To help youth understand the importance of communications between individuals and the unique ways of interpreting messages and the meaning of words, phrases, symbols, etc. To help youth appreciate and gain an understanding of Underground Railroads as a part of early cultural history
Time Frame
Three 45-50 minute sessions
Measurable Outcomes
Youth will have increased knowledge of Underground Railroads. Youth will have knowledge of Harriet Tubmans contributions to communications and freedom. Youth will be able to define vocabulary words. Youth will be able to appreciate alternative methods of communications.

6th through 8th
Materials Needed
copy of Ohios 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 magazines or newspapers, dried noodles, peas, or beans, Popsicle sticks, toothpicks, leaves, twigs, small stones
Teacher/Leader
Appendix: Lesson 12 Ohios Underground Trails, page 169 Swing Low, Sweet Chariot, page 170
Vocabulary
stations: 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 hide escaped slaves and to help them to freedom abolitionists: individuals who believed slavery was wrong
1. 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 or quilt using the letters of their first name. 5. For each letter of their name, they are to write down something special about themselves that they would like to share with the rest of the group. 6. Distribute paper, markers, and supplies, and allow 15 minutes for the youth to create their map or quilt. 7. When the youth are finished, have them form a circle and share the information. Stress that the map or quilt is an alternative way of communicating through pictures rather than words.

Harriet Tubman was born a slave in Maryland around 1820. She preferred working outdoors rather than indoors, and was noted as a hard worker but defiant and rebellious. At an early age she tried to help a runaway slave but was injured in the process and suffered permanent injuries as a result. Her childhood influenced her views and determination to escape slavery by making a trip to the MasonDixon line with the help of individuals along the Underground Railroad. She settled in Philadelphia. She was nicknamed the Moses of African Americans for leading them out of slavery and to freedom. She made 19 trips and freed more than 300 slaves on the Underground Railroad. She later served for the Union Army in Washington, D.C., as a government nurse, and won military admiration. At the end of the war, she returned to New York, extremely poor, having received no government pension for more than 30 years. Harriet Tubman spent her last years in an African Methodist Episcopal Zion Church Home, which she initially planned to build on land she purchased in South Carolina. She continued to help people until her death in March 1913.
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Through symbols, signals, codes, key words, songs, spirituals, special routes, and places, individuals were guided to freedom along Underground Railroad routes (see Appendix). The Underground Railroad was not an actual railroad built under the ground to transport slaves north to freedom. Instead, it was a secret or underground system of routes and safe-houses to help slaves travel to northern states or to Canada. 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. Maps of Underground Railroad routes included paths through Illinois, Ohio, Indiana, Pennsylvania, Delaware, and the New England states. Fugitive slaves were transported by water as well. Fishing boats, canal boats, cargo ships, ferries, flat boats, and canoes were all used by the Underground Railroad. Stations were located between ten and twenty miles apart because a healthy man could walk that distance in one night. A variety of stations were used, 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 false compartments built into the bottoms of wagons. Since bounty hunters and pro-slavery settlers were everywhere, conductors and stationmasters had to develop special signals and codes to pass along information 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. A lantern with a shade of a special color, a chimney with a row of bricks painted white, a flag hung outside a door, or a statue outside of a safehouse were all signals used to help fugitives. The most famous conductor of them all, Harriet Tubman, sang spirituals to alert passengers and stationmasters. The accompanying activities will assist youth in communicating in ways similar to those used on the Underground Railroad and to appreciate and learn about the contributions that Harriet Tubman made to society and our culture.
Activity 12.1: Path to a New Life

Situation
You 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 family and home for a new life. Remember, telephones, cars, airplanes, and electricity do not exist. You may take nothing with you but your clothes. And you must be careful about who you trust.
Decide
In 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 travel by boat, horse, or on foot? How will you get food, water, and shelter? What direction(s) will you travel? During what parts of the day will you travel? How long will it take you to reach your destination and your new life? What dangers might you encounter on your escape route? When you arrive at the new location, where will you live and how will you support yourself? Using the background information provided and the Ohio Underground Trails map, youth are to prepare a map of their possible route to a new life from the plantation in Mississippi to northern Ohio. The map may use symbols, codes, songs with messages, diagrams, and other means to show the route traveled (see Appendix: Lesson 12, page 171)
Activity 12.2: Directions by Song

You 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 to meet you. 1. Select the melody. Keep it simple since you will only be using voices to sing the song. 2. Decide where you will meet and make up words that will tell each other where to go, how to get there, and what time to meet. 3. Share the song with your friends and see if they know the directions. 4. Draw a map on paper. Show buildings, streets, etc., in detail. 5. Then cut out shapes using the materials provided: paper, fabric, clay, pictures, etc. Glue these 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 can identify and locate the destination.
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Activity 12.3: Messages in Song

Many 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, Sweet Chariot (See Appendix: Lesson 12). After determining what might have been meant by the words in the song, youth are to create a Freedom Quilt, Message 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 the road to freedom.
Teacher/Leader
Appendix: Lesson 12: Swing Low, Sweet Chariot, page 170
Youth are able to write definitions for the vocabulary words. Youth are able to share their knowledge of Harriet Tubman and the Underground Railroad by writing reports and completing the accompanying activities. Youth are able to demonstrate knowledge of Harriet Tubmans personal qualities, skills and abilities, and as an inventive, creative individual.
Digging Deeper
Youth should complete at least one of the research questions listed below: 1. Research the story behind Henry Browns escape from slavery in a barrel. Share your findings with the group as if you were Henry relating the story to 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 to the group about the novel and their interpretation of the authors 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.
journalist historian researcher advocator musician computer programmer civil engineer map designer

Civil WarA Nation Divides, T. S. Denison & Co, Inc. Thematic UnitCivil War, Teacher Created Materials, Inc. Sweet Clara and The Freedom Quilt, Deborah Hopkinson; Dragonfly Books Mysteries of Ohios 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
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Lesson 13
Invention Extension
Subject Areas
Language Arts Science Mathematics Self-expression Personal Development Social Studies

Objectives
Youth will explore and identify African-American inventors.
Time Frame
Three 45 minute sessions
Youth will develop a broad understanding of African-Americans role in inventions related to agriculture. Youth will seek data from a variety of resources. Youth will develop an invention using their understanding of the invention process.
Measurable Outcomes
Youth will know the invention process.

Youth will develop or invent something. Youth will identify several African-American inventors and their accomplishments.
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
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Vocabulary
invention: 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 are developed inventor: an individual who produces or develops a first time something through ingenious thinking and experiment time line: significant events arranged by years, dates, sequence; arranged from the past to the present
Introduce 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 tape cut into stripsseveral per youth marking pens glue or paste
Directions
1. 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 first event on the left-hand side. 4. Hang the time lines on the walls for all to see and share.

None required for this unit.
No matter where you grow upin the suburb, on a farm, in the city, in a house, or in an apartment, you can make a difference. Important inventions have been created by people from all walks of life. Many inventors have faced great adversity to make dreams become reality. Did you realize that many early agricultural harvesting machines and production tools were developed by slaves working in the south? After the end of the Civil War, these individuals went on to patent their inventions, since it was no longer illegal for slaves to obtain patents.
Early corn harvesting and production equipment was patented by AfricanAmericans; H. L. Jones, corn harvester, on June 3, 1890; Robert P Scott, corn . silker, on August 7, 1894. Farm equipment companies continue to invent, redesign, and manufacture equipment for the agricultural industry. Some of todays inventions are only slight modifications from the early inventors work. Early versions of lawn mowers and sprinklers used by families today were invented and patented by African-Americans shortly after the end of the Civil War. Joseph H. Smith on May 4, 1897, invented a lawn sprinkler; John Albert Burr on May 9, 1879 invented the lawn mower. Today, we recognize lawn mower names, but not the faces of the individuals who invented them. The products were developed to make the work of the farmers easier and less labor intensive. A youth sitting in your classroom may one day be the inventor of a car that runs on corn oil or discovers a treatment to allow a person with spinal cord injuries to walk again. Imagination, determination, and persistence are characteristics that many inventors have shared.
Activity 13.1 Why and What

1. Ask youth to define an invention through brainstorming. List their definitions on the chalkboard or on a large piece of paper. 2. Ask youth to name as many inventions as they can think of and record them on the chalkboard or paper. Ask youth to guess why these inventions were invented and whether they were invented by people of color. Have youth do research to find the dates of the inventions and the names of those who made the inventions that are listed on the chalkboard or paper. 3. Youth share their findings with the group and why the item was invented.
Activity 13.2 And More Inventions

1. 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 AfricanAmericans as listed on the sample list. Remind youth that items may have been invented by more than one person, and that some inventions are modifications of or improvements to earlier inventions. 3. The teacher or group leader will bring in some common items from home or school, or pictures of some common items. Invention teams will do library research on items they are interested in, and will record when the items were invented, by whom, and why. 4. Write the dates of the inventions and inventors on small pieces of poster paper. 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 to Jeopardy. 6. Create a time line on the chalkboard or bulletin board. Place the dates on the bottom of the time line in sequence. Youth will place the items on the time line according to the year invented.
Teacher/Leader
Appendix: Lesson 13 African-American Inventions, pages 172-173
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7. For older youth, place all the inventions in a basket. Have them take turns selecting an invention from the basket. Have them place the name of the invention above the date on the time line when they think it was invented. Youth who select the invention they researched must select again. 8. Discuss which inventions were placed right and which were wrong. Rearrange the time line accordingly. 9. Youth share information they gathered on their inventor and invention. 10. Summarize the inventors/inventions time line.
Activity 13.3 Invent Teamwork

1. Have invention teams invent something or improve on something 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 entire group.
Have youth name three African-American inventors and their accomplishments. Have youth describe the steps (processes) they used in creating their invention for class. Have youth write a definition for invention.
Digging Deeper
1. Have an Invention Extension Day and invite parents, grandparents, and other guests to see the youths inventions and learn about the inventors they studied. Guests may be amazed at when and who invented 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, and communities. 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 inventor they studied organizing an Invention Fair writing a newspaper article creating an Invention Newsletter displaying inventions at schools, libraries, etc. 3. Odyssey of the Mind, OM Association, Inc., promotes divergent thinking in young people through participating in activities to enhance their creative skills through problem solving and independent thinking. More information may be obtained by contacting:
OM Association, Inc. P.O. Box 547 Glassboro, NJ 08028-0547 Phone: (609) 881-1603 Fax: (608) 881-3596 Web address: http://www.odyssey.org 4. Invention Convention in the Classroombased 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 OutreachTeens Making a DifferenceService/Learning program for teens that focuses on developing creative solutions to community problems. For information contact: Project Outreach 9258 Clyo Road Dayton, OH 45458-9103 Phone: (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 childrens 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

Berry, C. E. 1989. How Things Work. Time Life Books. Graham, Ian. 1987. Inventions. The Bookwright Press.
Librarian Teacher Historian Journalist Researcher Museum curator
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 InventorsThematic Unit. Caney, Steve. 1985. The Invention Book. Workman Publishing Company, Inc. New York.
Stewart, Jeffery C. 1996. 1001 Things Everyone Should Know About African American History. Doubleday, New York.
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Evaluation
Brainstorming
1. 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.
The 10 Percent Stretch

Objective: To help youth realize that no matter how well they are performing now, they are probably capable of doing better. Procedure: Ask youth to step to the side of the room. Request that the person extend an arm and reach as high on the wall as he or she can. Be prepared to have some way to assess approximately how high the persons outstretched fingertips 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 the fingertips extended this time (it will invariably be farther). Stress a few major points from this exercise (or, preferably, ask the group to derive its own conclusions from the demonstration). Ask them to note the effects of a 10 percent improvement by a baseball player, for example, more hits, more total bases, fewer errors. Discussion Questions: 1. What apprehensions do we have about doing something new or different? 2. Could you improve your performance in some area by 10 percent or more? In what areas? Materials Required: None. Approximate Time Needed: 5 to 10 minutes, depending on discussion time. Adapted from: Richard L. Huges, et al., Leadership, (Homewood, Illinois: Irwin), 1993, pp. 3739
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 how many uses they can think of for that object. Collect and store these lists with other pre-test materials. One source suggests using a paper clip. 5. Following these exercises and completion of the lessons in The African American Inventors Project curriculum, have youth complete the Post-Test Brainstorming Evaluation.
Evaluation
Pre-Test Brainstorming Checklist
Instructions: Youth are to color the corresponding squares for each of the items on the Brainstorming Checklist.
Never
1. I keep an open mind.
Sometimes
Always
u u u u u u u u
u u u u u u u u
u u u u u u u u
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 peoples ideas.
7. I discuss ideas until time is up.
8. I listen to all ideas.
Youths Name ____________________________________________________
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Evaluation
Post-Test Brainstorming Checklist
Instructions: Youth are to color the corresponding squares for each of the items on the Brainstorming Checklist.
Never
1. I keep an open mind.
Sometimes
Always
u u u u u u u u
u u u u u u u u
u u u u u u u u
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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 peoples ideas.
7. I discuss ideas until time is up.
8. I listen to all ideas.
Youths Name ______________________________ INVENT: An African American Inventors Curriculum
Evaluation
Knowledge Pre-Post Test
1. 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
1. G. W. Carver 2. Madame C.J. Walker 3. Dr. Ernest Just
Product or Invention
Player piano roller Mathematician/astronomer, surveyor, almanac Developed many products from soybeans, peanuts and sweet potatoes Cell biologist Hair straightening device Blues musician First hair brush with synthetic bristles Blues Oil cup Folk song writer and guitar musician Telephone transmitter Traffic signal
4. Benjamin Banneker 5. J. H. Dickinson 6. Granville Woods 7. Garrett Morgan 8. Marjorie Jorner 9. Elizabeth Cotten 10. Lyda D. Newman 11. Elijah McCoy 12. B. B. King
Youths Name ___________________________________________________
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Evaluation
Famous African Americans
Match the column on the right with the column on the left by placing the appropriate letter next to the persons name it represents. ______ 1. Martin Luther King, Jr. ______ 2. Marcus Garvey ______ 3. Booker T. Washington ______ 4. Alex Haley ______ 5. Carter Woodson ______ 6. Maxine Waters ______ 7. William Count Basie ______ 8. Frederick Douglass ______ 9. Jesse Jackson ______ 10. Desmond Tutu ______ 11. Cleopatra ______ 12. Bill Cosby ______ 13. Billie Holiday ______ 14. Leontyne Price ______ 15. Jesse Owens ______ 16. Paul Lawrence Dunbar ______ 17. Asa P. Randolph ______ 18. Barbara Jordan ______ 19. Benjamin O. Davis ______ 20. Charlie Parker ______ 21. Malcolm X ______ 22. Thurgood Marshall ______ 23. Jackie Robinson ______ 24. Alice Walker ______ 25. Ida B. Wells ______ 26. Richard Allen ______ 27. Arthur Ashe ______ 28. Nat Turner ______ 29. Matthew Henson ______ 30. Bessie Smith ______ 31. Ronald Brown ______ 32. Langston Hughes a. A very smart and beautiful queen b. Highest paid entertainer in America c. First Anglican bishop of Johannesburg d. Jazz singer e. Nationalist f. Had his own school in Tuskegee g. Nobel Peace Prize h. Wrote Roots i. Father of Negro History j. Piano player k. First assembly women in California l. Anti-slavery speaker m.Known for Operation Push n. Track and field star o. Lawyer, former public official p. Supreme Court Justice q. Religious leader in Harlem r. Opera singer s. Saxophonist-composer t. Poet u. Labor leader v. U.S. Army general w. Baseball player x. Tennis player y. Journalist z. Slave leader aa. cc. ee. Novelist Clergyman Poet-author bb. Blues singer dd. Attorney-politician ff.Explorer
Youths Name ________________________________________
Evaluation
Historic African American Women
Match the column on the right with the column on the left by placing the appropriate letter next to the persons name it represents. ______ ______ ______ ______ ______ ______ ______ ______ ______ 1. Phillis Wheatley 2. Maggie Walker 3. Mary Bethune 4. Frances Harper 5. Mary Lewis 6. Elizabeth Greenfield 7. Dr. Ida Gray 8. Crystal Fauset 9. Ellen Craft a. First African American female sculptor b. Novelist, poet, anti-slavery lecturer c. Gifted vocalist d. First African American nurse in the United States e. First African American female motion picture star f. Financial genius g. First African American composer h. First to enter medical profession i. j. l. Champion of womens rights First African American female dentist Served as a Union spy in Civil War
______ 10. Madame C. J. Walker ______ 11. Harriet Tubman ______ 12. Sojourner Truth ______ 13. Mary Terrell ______ 14. Ella Stewart ______ 15. Susan Steward ______ 16. Mary Mahoney ______ 17. Florence Price ______ 18. Nina McKinney ______ 19. Mary Bowser ______ 20. Nannie Burroughs ______ 21. Bessie Coleman ______ 22. Mary Pleasant ______ 23. Mary Cary
k. First African American female pilot in 1922 m. First African American newspaper woman n. Founder of professional school for women and girls o. First African American woman to have a four-year accredited college degree in the United States p. First African American woman state legislator q. Master of Disguise r. Nationally known pharmacist
s. Pilgrim of Freedom t. Conducted Underground Railroad
u. First African American millionaire business woman v. First female bank president
w. First African American female poet
Youths Name_________________________________________________
102
Evaluation
African Americans in Science and Engineering
Match the column on the right with the column on the left by placing the appropriate letter next to the persons name it represents. ______ 1. Benjamin Bannecker ______ 2. James Forten ______ 3. Jan Ernest Matzeliger ______ 4. Norbert Rillieux ______ 5. Granville T. Woods ______ 6. Elijah McCoy ______ 7. Andrew Beard ______ 8. Garrett Morgan ______ 9. Lewis H. Latimer ______ 11. Daniel H. Williams ______ 12. H. C. Webb ______ 13. Frederick Jones ______ 14. Charles Turner ______ 15. Ernest Just ______ 16. Louis Wright ______ 17. William Hinton ______ 18. Percy Julian ______ 19. Theodore Lawless ______ 20. Charles Buggs ______ 21. Charles Drew ______ 22. Meredith Gourdine ______ 23. J. Ernest Wilkins, Jr. ______ 24. Rufus Stokes ______ 25. Otis Boykin ______ 26. Vance Marchbanks, Jr. a. Performed the first open heart surgery July 9, 1893 b. Invented the oiling device c. Invented the fine carbon wire that lights up the Edison light bulb d. Invented the traffic light e. Developed synthetic products from peanuts, soybean, pecan nut, sweet potatoes, and weeds f. Skin specialist g. Discovered a remedy for arthritis pain h. Research biologist i. Invented a device that hooked railroad cars together k. Noted for his knowledge of ants and bees l. Created the blood bank m. Invented an air purification device for breathing n. Invented a brace for fractures of the spine and small pox vaccination o. First Black member in American society refrigeration p. Made high-voltage electricity from gas q. Invented a machine which cleared unwanted growth in farm fields r. Designed a gas mask testing device for the Air Force s. Devised the control units in artificial heart simulators t. Essayist, inventor, mathematician, and astronomer u. Invented the automatic brakes to slow or stop trains v. Patented a sugar refining process w. Mathematician, physicist of atomic power x. Invented a machine for making shoes y. Invented a device to handle the large heavy sails of the big ships z. Did research on why some bacteria (germs) do not react to certain medicines
______ 10. George Washington Carver j. Invented a test used to detect VD and syphilis
Youths Name __________________________________________
Evaluation
Answer Sheet
Famous African Americans
page 114
Historic African American Women

page 115
African Americans in Science and Engineering

page 116
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
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
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
104
Evaluation
Creative Problem Solving Pre-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 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 if Needed
Evaluation
Creative 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 8 as the last step in the process of problem solving. Place a 1 by step one, 2 by step two, and so 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 Problern/Issue
___________
Weigh Consequences of Alternatives
___________
Evaluate Results of Action Taken/Modify and Try Again if Needed
106
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Patricia R. Harris
Adm. Samuel L. Gravely, Jr.
Berry Gordy, Jr.
Althea Gibson
Edward Duke Ellington
W. E. B. Du Bois
Dr. Charles Drew
Frederick Douglass
Shirley Chisholm
Wilt Chamberlain
Dr. George Washington Carver
Dr. Ralphe J. Bunche
Jim Brown
Sen. Edward W. Brooke
Tom Bradley
Julian Bond
Mary McLeod Bethune
Benjamin Banneker
Crispus Attucks
Marian Anderson
Noted African Americans
18601943
1924
18751955
1929
1940
19041971
19041950
1817189S
1934
1919
1902
18991974
1936
1927
17311806
18681963
17231770
1917
1924
1922

Renowned agricultural scientist First black woman, House of Representatives (1969) President of the multi-milliondollar Motown Recording Company Georgia State Senator (1968) Educator and founder of Bethune-Cookman College (1872) Foremost abolitionist voice Attorney; first black woman to serve as ambassador First black to command a U.S. warship, U.S.S. Falgout (1962) First black tennis star to play Forest Hills and Wimbledon (1950) Composer, musician, and jazz pioneer Prominent critic, editor, scholar, author, and civil rights leader Pioneer, advanced research of blood plasma Greatest offensive player, professional basketball Winner, Nobel Peace Prize (1950) Greatest offensive back, professional football U.S. Senator from Massachusetts (1966) First black mayor of Los Angeles (1973) Mechanical genius, first American clock (1761) First American killed, Boston Massacre Worlds greatest contralto vocalist
Evaluation
107
Evaluation
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Robert C. Weaver Booker T. Washington Nat Turner Harriet Tubman Jackie Robinson Paul Robeson A. Philip Randolph Adam C. Powell, Jr. Jesse Owens Jan Ernst Matzeliger Thurgood Marshall Joe Louis Rev. Martin L. King, Jr. Dr. Percy L. Julian John H. Johnson Gen. Daniel Chappie James, Jr. Rev. Jesse L. Jackson Langston Hughes 1899 1907 18981976 1889 1913 19191972 1918 18561915 1941 1920 19291968 18201913 1908 19081972 19021967 18001831 1914 18521889 His research helped create drugs for sufferers of arthritis Secretary, Department of Housing and Urban Development (1966) Civil rights leader, President, International Brotherhood of Sleeping Car Porters Won four gold medals in track and field at 1936 Berlin Olympics Heads black publishing company which produces Ebony Educator and statesman, founder of Tuskegee Institute (1881) Led three major slave uprisings during early 1800s Greatest Underground Railroad conductor during mid-nineteenth century Broke color barrier in organized baseball (1947) Famed athlete, actor, singer, scholar, and civil rights activist U.S. Congressman from New York (1944); Chairman, Education & Welfare Committee Invented the shoe-lasting machine revolutionizing the shoe industry (1883) U.S. Supreme Court Justice (1967) Great professional heavyweight boxing champion (19371949) Most influential civil rights leader of the twentieth century National Director for People United to Save Humanity (PUSH) Major American writer of the twentieth century Four-Star General, U.S. Air Force
Volunteer Job Description for

Position Title
African American Inventors 4-H Volunteer
Time Required
Minimum of 2 hours per week for an 8-week period, minimum hours 16; orientation and training, 4 hours; total hours 20.
Location
Respective community/school as selected and agreed upon by local Extension 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 life skills in young people. Inform youth participants, parents, and others about additional 4-H Youth educational 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-H lessons through experimental learning. Advise participating youth regarding their participation in educational program opportunities and encourage parental/adult involvement. Conduct learning activities within the guidelines and policies of Ohio State University Extension 4-H Youth Development, state and county levels. Participant in appropriate orientation/training as provided through the county office. Complete appropriate volunteer application. Be familiar with Youth Protection Policy and procedures.
Job Description
Keep accurate records of hours devoted to the African American Inventors Curriculum (time log and what was accomplished). Assist with the evaluation of lessons taught; materials; and evaluation of youth 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 and development, 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, decisionmaking skills, responsibility and leadership skills. Sincere interest in teaching and sharing knowledge and skills with youth in an educational setting. Ability to organize information and materials and to delegate responsibility. 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 the community for the benefit of youth. Perceive oneself to be inventive, creative, an explorer, and a good problem-solver.
Resources Available
Extension will provide appropriate orientation and training for volunteers in using the African American Inventors Project lessons. Extension will provide an African American Inventors Curriculum manual for volunteers to use. 4-H professionals will be available to meet with the African American Inventors Curriculum volunteers on a regular basis. Extension will provide appropriate recognition for participating youth and volunteers.
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Job Description
Inventing Network Resources
Science, history, and childrens 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 web sites 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 Box 7987, .O. Atlanta, GA 30357-9911
Responsible to
Extension 4-H Youth Development Professional
Appendix: Introduction
Word TreesWord WebMind Mapping
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Word TreesWord WebMind Mapping
Problem Solving/Decision Making Process
1. Define the problem or issue. Is the problem yours or someone elses?
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 of each 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?
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Principles of Creative Thinking: Word Dance
Crown curb fingerprint guerrilla iodine jam silver microscope nail position priest doctor salt mouth horizon griddle candle banjo anteater tent drop funeral gear carpet windsurfer champagne salmon underwear diaper 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 tattoo 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 chopsticks alligator globe computer stone brainwash pet ladle clock desk comforter lamp subway ivy oceanfront parsley globe minnow sex intersection 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 Stations
It is suggested that Learning Stations be set up for the respective lesson activities to encourage and facilitate individual learning as well as cooperative learning within the formal/informal educational settings.
Research/Publication Station
1. Review three inventors with a partner. Fill out the Inventor Review Sheet. Use the resources in the basket marked Invent. 2. From the three inventors you reviewed, put a tally mark next to the inventors name. If the inventor has already been selected by another person, you must select another. The list you are to mark on is taped to the table. 3. Complete an Inventor Research Report Sheet., Appendix page 119. 4. Create a Picture Book about your inventor.
Activity Station
Combining 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 Station
Provide 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 the bottom, they should write the name of the invention, the date of the invention, and a brief historical account. When the squares are finished, mount each one on a different color of construction paper and tape them together to form a quilt. Hang in the classroom or in the hall for all youth to read.
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Learning Stations
Categories Station
Make several cards out of tag board or other heavy, durable paper. Write one of the 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 will fit into one of these categories, write its name on the appropriate card with the special marking pen.
Matching Station
Make 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 inventorinvention pair has the same number. Youth take the deck of cards and turn each card face down on a desk. They then take turns turning over two cards. When they can turn over two cards that match (an invention and inventor) they place the pair in their pile. The person with the most pairs at the end of the game wins. Examples of cards would be: 1. Garret Morgantraffic signal 2. Granville Woodsrailway telegraph 3. Benjamin Bannekeralmanac
Appendix: Lesson 1
Inventor Review Sheet
Your Name _____________________________________________________________________________ 1. Name of inventor reviewed: _____________________________________________________________ Characteristics or qualities the inventor had to be inventive/creative: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Name of inventor reviewed: _____________________________________________________________ Characteristics or qualities the inventor had to be inventive/creative: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. Name of inventor reviewed: _____________________________________________________________ Characteristics or qualities the inventor had to be inventive/creative: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
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Appendix: Lesson 1
Front Page News
Look 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 inventor you have just studied or researched. Do some research to learn more about the inventor and then write a front-page article about him or her. Write about that person as if you knew him or her personally.
Todays News
Reported by: _________________________________ Todays date: _______________________
______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Feathers, sand, leaves, twine, yarn, shells, dried herbs, etc., for decorating the tubes
Appendix: Lesson 1
Back-to-Back Activity Pattern
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Appendix: Lesson 2
Invention/Inventor Fact Pyramid
Choose 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 the directions below. Place facts and illustrations on each face of the pyramid. Share the pyramid with your classmates. 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 tape the tabs to the adjacent edges making sure that the tabs remain inside the pyramid.
Tab
Tab
Tab
Tab
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Appendix: Lesson 2
Inventor Research Report Sheet
Inventors name: _________________________________________________________________________ Dates of birth/death: _____________________________________________________________________ Highlights of the inventors early life: ________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Describe the inventors education and career: _________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ What was (were) the inventors most important contribution(s)? _________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Explain what the inventors most famous invention(s) does: _____________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
Your name: _____________________________________________________________________________ Date: __________________________________________________________________________________ References used: _________________________________________________________________________ ______________________________________________________________________________________
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Appendix: Lesson 2
Map of Donated Building for New Community Center
STREET
EXIT ROOM 2 ROOM 1

CLOSET
ROOM 3
ROOM 4
REST ROOM REST ROOM OFFICE
YARD
ENTRANCE
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 chemistrychemistry based on carbon a science whose polysyllabic jargon alone is enough to discourage the most dedicated 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 fuels in the case of synthetic plastics. Put three such monomers together ethylene, propylene and styrene, 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, and give polymers their identity, their usefulness, their very reason for being. Large molecules confer toughness and elasticity, qualities important in plastics, such as: Polyethylene, the most common packaging plastic and the most common plastic used in agriculture. The usual type for black and clear mulches. This tough plastic, impermeable to moisture, is used to make VisPore, a 4-mil cover dotted with tiny holes that allow the passage of air but not insects. 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 American spun-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 other covers. Polypropylene, used for carpet backing, syrup bottles, and some household appliances. It produces agricultural covers that are softer and less opaque than Reemay and less quick to stiffen with age. Its the same plastic we use to make baby diapers. Some of these permeable fabrics are ultra violet stabilized so they can be reused a second, third and sometimes a fourth season, but they 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 may provide some humidity control and increase frost protection under cover. This water absorption causes some shrinkage, so permeable vinyl covers must be applied especially loosely. This is the most expensive cover of all, but it is also the least vulnerable to ultra-violet degradation, useful for as long as 8 years. The Undercover Plot by Jennifer Bennett Harrowsmith Country Life, Sept/Oct 1990
Adapted from the article:
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Appendix: Lesson 3
George Washington Carver: An African American Leader for Agriculture
Worksheet
1. 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
PEOPLE WITH NO PAST
HAVE NO FUTURE!
INVENTOR SERIES
presents
THE PEANUT Products

as discovered by Dr. George Washington Carver
A new site that is dedicated to the memory of the many African-American inventors 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 who have contributed to the successful creation of this society. This hopefully will be become a community site that shall grow with the help of the electronic users. Please submit all known inventors who were of Alkebu-lan (AFRICAN) descent and 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 the truth. 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.
The coming of
WORDS OF ALKEBU-LAN
126
Appendix: Lesson 3
WORDS OF ALKEBU-LAN
IS HERE !!
Although it is well known that Dr. George Washington Carver did not invent the peanut, it is not as well known of the many products that have come from the peanut due to the work of this great Africanamerican inventor and scientist. Listed below are some of the many products that have been produced from 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 Tan Remover Face Cream Face Lotion Face Ointment Face Powder Fat Producing Cream
Glycerine 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 Feed
P. Hay Meal P. Hull Bran P. Hull Stock Food P. Meal P. Stock #1 and #2
Food
Bar 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
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
Medicine
Castoria 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
Gas Gasoline Coke (from hulls) Diesel fuel Fuel Bricketts Glue Illuminating Oil Insecticide 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 Products
Laundry Soap Sweeping Compound Washing Powder Wood Filler
General Products
Axle Grease Charcoal from shells Cleanser for hands
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 accomplishments 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 as possible. 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 existed without 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 set up for those inventors who have five or more patented inventions. African-American (BLACK) Inventors Series: Special Mention is the place to see.
128
Web Sites
URL:http://www.nps.gov/tuin Tuskegee NPS Homepage Summary: FACILITIES AND OPPORTUNITIES: Visitor Center/Exhibits: The Carver Museum, the Oaks, Home of Booker T. Washington, The Chappie James Museum, operated by Tuskegee University. Other Concessions, NPSManaged Visitor Facilities and Opportunities: The Park bookshop, operated by the Eastern National Parks and Monuments 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 children participate in the George Washington Carver Science Fair. The largest of its kind in the country, the fair provides opportunities for students to gain enriched learning experiences through scientific inquiry and discovery. URL:http://www.austin.isd.tenet.edu/comm_res/museums/gwc.html GEORGE WASHINGTON CARVER MUSEUM Summary: GEORGE WASHINGTON CARVER MUSEUM 1165 Angelina Street, Art, Music, Social Studies, (resources 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 and the outstanding Crews that served her for 73 Strategic Deterrent Patrols and more than 26 Years of Proud Service to her country. If you want to find out how to contact former shipmates, join a rapidly growing association, learn more about Reunion 98 or just browse around. URL:http://norfacad.pvt.k12.va.us/project/carver/earlylif.htm George Washington Carvers Early Life Summary: George Washington Carver was born a sick, weak baby and a slave in Missouri in 1864. George tried to enlist into the school in Diamond Grove but was turned down because blacks werent 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 Sciences 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 Carvers life and times, there is a peaceful and beautiful nature trail. According to the small book, George Washington Carver, The Poor Peoples Scientist, by Richard Pilant, Unlike the stereotype of the scientist, Carver began each day early with prayer, praying that new ways might be revealed 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 other jobs 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, Williams pond and spring, Moses Carver 1881 house and the Carver family cemetery.
Appendix: Lesson 3
Magical Glob Worksheet
Draw a picture and then explain in your own words what you observed during your investigation.
______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Your name: _____________________________________________________________________________ Date: __________________________________________________________________________________
130
Appendix: Lesson 4
African American Music: Its Development
Appendix: Lesson 5
Musical Instruments
STRINGS
BRASS
WOODWINDS
PERCUSSION
132
Appendix: Lesson 5
Musical Instruments
Harp
Violin
Viola Cello Bass
Guitar Drum
Timpani
Cymbals
Piano 133 INVENT: An African American Inventors Curriculum
Appendix: Lesson 5
Musical Instruments
Trumpet
Trombone
French Horn
Tuba Saxophone
Clarinet
Oboe Flute Bassoon
Piccalo
134
Appendix: Lesson 5
Musical Instruments
Expressive Arts Exploring music and sound
Make your own music! Look at these pictures. Tell how you would make and play each one, then do it!
On how many of these instruments can you change tones? Why are the tones different?
Get together with your friends and make music!

Appendix: Lesson 5
Make Your Own Rainstick
Rain plays an important role in both environment and cultural contexts. In the environment, rain is a fundamental part of the water cycle. The amount and frequency of rainfall contributes to the climate. The cultures relation to climate is expressed through art and music. This can be seen by comparing the traditions and habits of people from arid regions to those living in a tropical climate. Rainsticksinstruments designed to imitate the sound of rainare used by some cultures to celebrate rain. Music has always been an important part of human cultures. In earlier times, instruments were built out of natural materials and used to imitate natural sounds, such as the sound of rain. The rattle is one of the first musical instruments known to humans. Sounds coming from a rattle are made by the materials striking against themselves. The rainstick is a tubular rattle. The sound from a rainstick is caused by pebbles, beans, seeds, rice, sand, or tiny shells showering through a matrix of cactus needles, narrow strips of bamboo, wooden pegs, toothpicks, or palm slivers. Rainsticks originated before recorded history. Early cultures may have used rainsticks in dances to celebrate the beginning of rain. Rainsticks are believed to have first been made in Africa. Today, rainsticks are most commonly associated with South American Indian cultures. Some of these cultures include the following 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, it is becoming a popular item around the world. Some people find that the rainstick produces a pleasing sound, producing feelings of comfort and wellbeing. 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 rainstick will determine the sound it produces. In addition, how someone chooses to play the instrument, either shaking it like a rattle or slowly turning the angle of the tube, will affect the sound made by the rainstick.
This project requires adult supervision since power equipment is being used, 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
136
Make Your Own Rainstick

Instructions
1. Drill holes through the tube. The holes should be drilled about 1 inch apart and follow a spiral pattern. Often these tubes are wrapped by a thin layer of cardboard in a spiral. The seams of the wrap can be used as a guide for making holes. Drill holes through both sides of the tube. Choose a drill bit that will make holes for toothpicks fit snugly. 2. Push toothpicks through holes, leaving a little bit of the toothpick (a nub) remaining outside. Guide the toothpick through both holes, so it goes completely through the tube.
GL
3. Apply wood glue to nubs. Allow to dry. 4. Cut off nubs if they stick out more than 1/5 inch from the tube. 5. Decorate the rainstick. Draw, paint or glue materials onto the surface of the tube. To give the rainstick a textured feel, you can paint a thin coat of glue onto the rainstick and then cover with sand. When this mixture dries, it will have a rough feel and appearance.
UE
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.) Do not put too much fill into the tube. Experiment with different materials until you come up with the sound you like from the rainstick. Cover the open 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 sound you like. 7. When the rainstick has the sound quality desired, seal the other end of the tube with a cardboard circle and masking tape or a cap. 8. After completing your rainstick, play it for your friends and family. You may also enjoy reading the book, The Rainstick, A Fable by Sandra C. Robinson.
Appendix: Lesson 5
Make Your Own Thumb Piano
This 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 of pine or other soft wood (Hardware stores have 6 foot and 8 foot planks of pine, which work very well. You will have to cut the plank into the desired lengths. Make sure that the wood is no harder than pine wood. NEVER use plywood.) 2 nails, 3 1/2" long (The best choice of nails is a regular nail and one small-headed nail.) 8 wood staples 3 large bobby pins Masking tape Sandpaper
Directions
1. 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 flat surface, with the curved part of the other end facing up. Tap firmly with a hammer on the bend of the 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). The broken ends should be about 1/2 inch from the 4-inch edge of the block, and the pins evenly spaced and parallel with the longer edges. When you have the pins set, secure them with a strip of masking tape about halfway down the pins. Make sure it goes across all of them; this is necessary to keep the pins 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 sure the 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 in between 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 have become the keys of the instrument. Secure this nail with two wood staples, one at either end outside the 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 from under the regular nail or pushing them farther under it. The more you pull the pins out, the lower the note; the more you push the pins under the nail, the higher the note. A common and useful tuning of the instrument is as follows (see Figure 3 for numbering of pins): 1 Do 2 Re 3 Mi 4 Sol 5 La
This is how the kalimba on the Tip-Toe song is tuned, and you can find many other songs that fit these notes also. Make up a song of your own!
138
Make Your Own Thumb Piano
Figure 2 Figure 1
4 2 1 3 5
Figure 3 Figure 4
Figure 5 Figure 6
Figure 7 Figure 8
Appendix: Lesson 6
Inventor of Safety Devices: Garrett A. Morgans Breathing Device
Description
It 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 Morgans 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.
140
Appendix: Lesson 6
Inventor of Safety Devices: Garrett A. Morgans Breathing Device
Appendix: Lesson 7
Secret Song Meet
You want to meet with your friends somewhere at school or in the neighborhood, but you dont want anyone else to know where youre going to meet. Make up a song that would tell only your friends where to 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 to make 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 than what they seem to say) that will tell each other where to go, how to get there, and what time you will meet. 3. Sing the song to your classmates and see if they can solve your groups secret. Your words: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
What they mean: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
142
Appendix: Lesson 7
Braille and Communications
Louis 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 the difference between the C, O, and Q. Is, could be Ts, and Rs could be Bs. Other books for the blind were made with letters out of wood, wax, or even pins! Louis decided to invent a better way to make books for the blind. In 1821, Louis met Captain Charles Barbier. The captain told of his night writing, a method of writing using raised dots that enabled soldiers to send messages in the dark. A word was broken down into a pattern of sounds. (It might take 100 dots to write one word!) The dots were punched into paper with a pointed tool called a stylus. This gave Louis an idea! He invented a six-dot cell that looked like this:
1 2 3
4 5 6
Louis was excited. He knew his dot alphabet would work! He struggled for years to find people interested in his work. Finally in 1847, the first Braille printing press ended the old, slow way of making all the dots by hand. By 1900, every school for the blind was using Brailles invention. Now, sight-impaired people worldwide can read books due mostly to Louis Braille.
and of with
for the numeral sign
Extensions
1. Write or call The Braille Institute in your city. Ask for information on books and materials for the blind. Share this information with your youth. 2. Let youth invent different games or toys for the blind. Make sure they use a variety of different textures. 3. Youth can make their own braille alphabets. Give them dried split peas to glue on their papers.
b o
d q
e r
f s
g t
h u
i v
j w
k x
l y
m z
Appendix: Lesson 7
Follow The Drinkin Gourd
Underground Railroad song Arrranged by Pete Seegar
This Negro folk song was actually used as a means for conveying instructions to slaves who were preparing to escape to freedom via the Underground Railroad. The drinkin gourd refers to the Big Dipper, whose very tip pointed to the North Starand the key to freedom.
The river bank will make a very good road, The dead trees show you the way, Left foot, peg foot, traveling on -Follow the drinking gourd. (CHORUS)
Where the great big river meets the little river, Follow the drinking gourd, The old man is a-waiting for to carry you to freedom, If you follow the drinking gourd. (CHORUS) The river ends between two hills, Follow the drinking gourd, Theres another river on the other side, Follow the drinking gourd. (CHORUS)
144
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 as small as 0.001 meter across, but most cells are only about 0.00001 meter across! When the magnifying glass and microscope were invented, scientists suddenly had a whole new world 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.
PHOTOGRAPH
HAIR
DUST
FEATHER
NEWSPAPER
What does a microscope do to help you study tiny things?
Appendix: Lesson 8
Embryology Terminology
Name _______________________________________
Match the terms to the definition by writing the correct letter in each eggshell.
Air Cell
A.
The white of an egg. This watery substance supplies the growing embryo with food and water.
Albumen
B.
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.
Chalazae Shell
C.
The white spot on the yolk where the embryo develops.
D.
The two twisted cords at each end of the yolk. These keep the yolk from moving about and sticking to the shell.
Yolk
E.
The yellow of the egg. This is the primary food source for the growing embryo.
Shell Membrane F. Germ Spot

G.
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.
146
Appendix: Lesson 8
Egg Worksheet: The Parts of an Egg
Name ___________________________________________________________
Appendix: Lesson 8
yolk chalazae membrane
Egg Worksheets Answers

germ spot shell membrane
air cell
shell
albumen
F A D B E G C
148
Air Cell
A.
The white of an egg. This watery substance supplies the growing embryo with food and water.
Albumen
B.
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.
Chalazae Shell
C.
The white spot on the yolk where the embryo develops.
D.
The two twisted cords at each end of the yolk. These keep the yolk from moving about and sticking to the shell.
Yolk Shell Membrane Germ Spot
E. F. G.
The yellow of the egg. This is the primary food 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.
Appendix: Lesson 8
Cell Parts
Label the cell parts.
Animal Cell
Plant Cell
Appendix: Lesson 8
Cell Parts Answers
All 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 cellsthere are many differently-shaped animal cells in your body!
Plant Cell
Animal Cell Nucleus
Cell Wall Nucleus

Control center
Gives cell rigid shape
Control center
Chloroplast
Where food is made
Vacuole
Stores wastes
Cell Membrane
Lets gases and liquids in and out of cell
Vacuole Cell Membrane

Lets gases and liquids in and out of cell
Stores wastes
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?
Alike
Different
150
Appendix: Lesson 8
Normal/Abnormal Cells: Teacher References
Blending inheritance in humans is seen in the genetic defect known as sickle-cell anemia, which is particularly prevalent in eastern Africa, southern Turkey, southern Saudi Arabia, Sicily, Cyprus, and Greece and is common among Americans whose ancestors came from those regions. produces two kinds of gametes, one carrying the gene for hemoglobin A, the other the gene for hemoglobin S.
Color the heading Punnett Square and F1 Genotypes and the gene symbols comprising the genotypes in the boxes.
As the Punnett square shows, the probabilities among the F1 offspring are 1 in 4 for homozygous normal (HAHA), 1 in 2 for heterozygous, since there are two ways to get one gene of each kind, and 1 in 4 for homozygous recessive (HSHS). Thus two parents who may have no symptoms could carry the defect in recessive form and have a probability of 1 in 4 that any given child will be severely afflicted with sickle-cell anemia. Other kinds of abnormal hemoglobins are also known, and they follow the same hereditary pattern. Interestingly, these abnormal hemoglobins are common only in parts of the world where malaria is prevalent; there, 20 to 50 percent of the population may carry such a gene as a result of natural selection.
Color the heading Sickle-Cell Anemia and titles and structures A and B.
Sickle-cell anemia is caused by a gene that produces an abnormal hemoglobin, called hemoglobin S, that coalesces to form long tubules whenever the oxygen concentration gets low, grossly distorting the victims red blood cells and frequently causing them to break open. The name comes from the irregular, often sicklelike shapes of the victims red blood cells. These sickled cells clog the tiny blood vessels called capillaries, preventing the tissues from obtaining enough oxygen. They are often recognized as abnormal by white blood cells and devoured. Persons homozygous for this condition are in great difficulty because they have too few red blood cells, a large number of which are sickled all the time. They are in almost constant pain from tissue damage due to the inadequate oxygen supply. Persons heterozygous for this gene may never know they have it but only notice that they have less stamina in physical tasks than other people. This is because the lowering of the oxygen flow to their muscles. Strenuous exercise, as in military basic training, or exposure to the thin air of high altitude may throw such people into a sickle-cell crisis in which large number of cells sickle, sometimes resulting in death.
Color the heading Natural Selection and the remainder of the illustration. (To save space, the genes have been symbolized simply by A and S, rather than by H with a subscript letter). Use red for F pink for G, and pale pink or white for H. ,
In the malaria-free environment, people homozygous for hemoglobin S generally die early in life, often before reproducing. Occasionally, a sickling crisis prematurely takes the life of a heterozygote as well. In such an environment, these genes are a significant disadvantage. In a malaria-infested environment, however, people homozygous for the normal hemoglobin A frequently die from malaria, while those heterozygous for hemoglobin S find that they have a high resistance to malaria. The sporozoan parasite that causes malaria is simply not able to attack their red blood cells as effectively, so they become the predominant genotype in their population. Where both parents are heterozygous, some of their children are homozygous for sickle-cell anemia and die young from that, and some of their children are homozygous normal and die from malaria. But approximately half of their children are heterozygous and usually survive both problems. Over many generations, people heterozygous for abnormal hemoglobin come to make up a larger and larger percentage of the population because malaria kills off so many people with normal hemoglobin.
Color the heading P1 Genotypes and P1 Gametes and titles and structures C through E in the associated illustration.
Here is a cross between two individuals who are heterozygous for sickle-cell anemia. Each has one gene for normal hemoglobin, known as hemoglobin A, and one gene for hemoglobin S. To emphasize there is no dominance in sickle-cell anemia, the genes are symbolized by an H for hemoglobin and a subscript A or S. Neither gene dominates the other, so heterozygotes produce both kinds of hemoglobin (about 45 percent hemoglobin S and 55 percent hemoglobin A). Since both parents in this case are heterozygous, each
Appendix: Lesson 8
Normal/Abnormal Cells: Teacher References
Sickle-Cell Anemia * Normal Red Blood Cell A Sickled Red Blood Cell B Hemoglobin A Gene C P1 Genotypes * P1 Gametes * Hemoglobin S Gene D Segregation E
Punnett Square *
F1 Genotypes *
Natural Selection * Homozygous for S F Heterozygous G Homozygous for A H Malaria-free area * Malaria-infested area *
G
AS
G H
AA
G
AS
AS
AS
H
AA
G
AS
G
AS
H
AA
H H
AA
H
AA
AA
H
AA
G
AS
H
AA
H
AA
H
AA
H
AA
H
AA SS
SS
F
SS SS
H
AA
F
AS
SS
F
SS SS
SS
AS
152
Appendix: Lesson 8
Plant Cell: Teacher References
In a typical plant cell, we see virtually all of the structures found in animal cells except for centrioles and certain protrusions used for locomotion or absorption. On the other hand, plant cells contain certain structures not found in animal cells at all. Color titles and structures A through H, including the heading Plastids. Use green for F and a light color for D and D1. In nature, G is white. Color H with any bright color you wish (If this were a ripening tomato, H would be red). The plant cell membrane is essentially the same as an animal cell membrane. Immediately outside the plant cell membrane, however, is a cell wall consisting mostly of fibers of cellulose, although other kinds of molecules also become incorporated into it. When a cell is first formed by division of its parent cell, the cell is relatively elastic and is called a primary cell wall. As the cell grows, the wall is made thicker and more rigid and becomes known as a secondary cell wall. The cell wall is perforated by numerous small pores called plasmodesmata (singular, plamodesma), which appear to allow a direct bridge of cytoplasm from one cell to the next. Although animal cells often contain some small vacuoles, plant cells usually contain one or a few very large ones. As plant cells mature, the vacuoles tend to get larger and usually fuse to form a single very large vacuole that may comprise up to 90 percent of the cells volume. These large vacuoles are sometimes called water vacuoles because they contain large quantities of water. However, they also contain a wide variety of dissolved substances, including nutrients stored for later use, and toxic substances, which may be broken down into harmless subunits in the vacuole. It is because of the dissolved substances that water flows into the vacuole and creates osmotic pressure, which is responsible for the rigidity of plants. When water is in short supply, the vacuoles lose their osmotic pressure, and the plant wilts. Sometimes substances are stored in vacuoles as solid crystals, and many flowers receive their coloring from the pigments dissolved or crystallized in their vacuoles. The membrane of the vacuole is often called the tonoplast. Plants are also colored by their plastids, but chloroplasts, which are green, have a much more important function than merely making plants green. They trap light energy and convert it to chemical energy for the manufacture of food in the process called photosynthesis. Leucoplasts are whitish in color and serve to store starch, lipid, or protein. Chromoplasts are plastids that produce and store other pigments that impart color to particular parts of a plant, as when fruit ripens or leaves turn color in the fall. They are formed by modification of chloroplasts or leucoplasts. Color all the remaining titles and structures in the 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 usually called dictysomes. They are very much like the Golgi complexes in animal cells except that they are usually smaller and more numerous. In addition to synthesizing various complex molecules needed within the cell, they appear to be responsible for manufacturing the components of the cell wall, which animal cells never have. All the remaining structures are virtually identical to those found in animal cells: ribosomes synthesize proteins and are found attached to the endoplasmic reticulum and free in the cytoplasm; mitochondria provide energy by oxidizing the carbohydrate made in the chloroplasts; microtubules and microfilaments seem to provide support and produce movement; lysosomes and microbodies contain enzymes; and the apparently structureless fluid making up the rest of the cytoplasm is called the hyaloplasm. The nucleus, too, is virtually the same; for that reason, this illustration shows only the exterior of the nuclear envelope with its numerous pores.
Appendix: Lesson 8
Plant Cell
Cell Membrane A Cell Wall B Plasmodesma C Vacuole D
Tonoplast D1 Crystal E
Plastids *
Chloroplast F Leucoplast G Chromoplast H
Golgi Complex I Ribosome J Endoplasmic Reticulum K Mitochondrion L Microtubule M Microfilament N Lysosome O
Microbody P Hyaloplasm Q Nucleus *

Nuclear Envelope R Nuclear Pore S
F N K J C P D D E
1
S R
O J I G
C L B Q K H F O I N F A B P
154
Appendix: Lesson 8
Animal Cell: Teacher References
Although the earliest light microscopes show the cell as hardly more than a mass of amorphous fluid enclosed within a membrane, modern research has shown that the cell is not only the structural unit of living organisms but also the functional unit. Each cell carries out all the physical and chemical reactions we associate with life. This illustration is an artists reconstruction of a typical animal cell as it might look with its upper half cut away. We see that the cell is organized into many distinct structures. These are called organelles, and each is specialized for a particular function. This illustration gives you an overview of these organelles; the following illustrations will cover the details of structure and function.
Color the heading Cytoplasm and titles and structures G through N. Color over the lines that represent microfilaments.
The term cytoplasm is still used to designate all of the cell contents outside the nucleus but inside the cell membrane, although we realize that cytoplasm is not the homogeneous substance it was once thought to be. One of the prominent organelles in the cytoplasm is the mitochondrion, often called the powerhouse of the cell because about 90 percent of the energy that eukaryotic cells get from oxidizing food molecules is developed there. The Golgi complex is a stack of membrane sacs in which various molecules are manufactured and packaged for export from the cell. Centrioles are cylindrical bundles of microtubules that seem to give rise to the longer spindle microtubules that separate the two duplicate sets of chromatin at the time of cell division. Most animal cells have a pair of centrioles lined up 90 degrees to each other. Additional microtubules are found singly or in groups elsewhere in the cytoplasm. They appear to provide structural support to the cell and may be involved in movement. Vacuoles are fluid-filled sacs of membrane that may contain anything from food being digested to oil droplets. Lysosomes look like small vacuoles but contain digestive enzymes. Microbodies look like small vacuoles as well, but contain various enzymes not involved in digestion. Microfilaments are found in various places around the cytoplasm and are involved in movement and attachment to other cells.
Color title A and the cell membrane with a pale color.

The cell membrane (sometimes called the plasma membrane or plasmalemma) completely covers the entire cell and serves to hold it together. It also actively regulates what enters and leaves the cell. It is only about 10 nanometers thick, so its thickness has to be greatly exaggerated in the drawing to give you something thick enough to color. This is also true of the membranes within the cell. Everything else is drawn to scale.
Color titles and structures B through F. Color the pores (C) with a darker color. Color D and E in rather dark colors, and leave F uncolored (all the remaining space within the nucleus).
In animal cells (as well as in plant, protist, and fungus cells), the nucleus is separated from the rest of the cell by the nuclear envelope. Such cells are called eukaryotic to distinguish them from prokaryotic cells, which lack a true membrane-enclosed nucleus and are more primitively organized. (Prokaryotic cells are found only among the bacteria and their close relatives.) The nuclear envelope is made of two layers of membrane. These are very similar to the cell membrane but have numerous pores. Within the nucleus is a prominent structure called the nucleolussometimes there are two or more nucleoliand a network of thin threads called chromatin. The chromatin contains the hereditary material of the cell. The fluid that fills the rest of the space in the nucleus is called the nuclear sap.
Color titles and structures O and P. Be sure to use pale color for P to avoid obscuring the ribosomes (O). Do not color Q.
Throughout the cytoplasm are many tiny structures called ribosomes, which manufacture proteins. Some are free in the fluid portion of the cytoplasm, but many others are attached to the endoplasmic reticulum (ER), a system of membranes that extends throughout much of the cytoplasm. Some parts of the endoplasmic reticulum (known as the rough ER) have many ribosomes attached; other parts (known as the smooth ER) have none. The remaining portion of the cytoplasm, which seems to be a structureless fluid, is called the hyaloplasm. (Some biologists call it the cell sap or the cell matrix.)
Appendix: Lesson 8
Animal Cell
Cell Membrane A Nucleus * Nuclear Envelope B Nuclear Pore C Nucleolus D Chromatin E Nuclear Sap F Cytoplasm * Mitochondrion G Golgi Complex H Centriole I Microtubule J Vacuole K Lysosome L Microbody M Microfilament N Ribosome O Endoplasmic Reticulum P Hyaloplasm Q
H L I N A
D B E
F+
M L O J K L
P L O M
P L K
+Q
J C
156
Appendix: Lesson 8
The Microscope: Teacher Reference
Your microscope is expensive and fragile. It is important for you to use it correctly to avoid damaging it and to avoid breaking slides or destroying specimens. When you are using your microscope, it should rest securely on your table or bench, away from the edge. When you carry your microscope, always use two hands. 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 it in and turn the lamp on. If your microscope has a mirror, adjust it to get a good amount of light through the eyepiece. CAUTION: Never use direct sunlight as your light source. Make sure the diaphragm is sufficiently open so enough light can get through. This will be especially important if you look through the eyepiece and see nothing. Always keep both eyes open as you look into the eyepiece. This is important because it reduces eyestrain. If you find this difficult, cover your other eye with your 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 your fingers. If the eyepiece or objective lenses get dirty, clean them with a piece of lens paper moistened with alcohol (or xylene). Wipe the lens in a light circular motion and change the lens paper as it picks up the dirt. Make certain that you leave no streaks 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 use two lensesthe eyepiece and an objectiveto magnify the image. The magnification is the number of times the size of an object appears increased. If the magnification 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 separate magnifications of the eyepiece and the objective. (The magnification of each lens is written on the lens case.) If the eyepiece is 10x and the low power objective is 10x, then the magnification under low power is 100x. In equation form, this is written: (eyepiece magnification) X (objective magnification) = total microscope magnification 1. If the magnification of the eyepiece is 10x and the magnification of the high power objective is 40x, what is the total magnification under high power? 2. How many times larger than life will a specimen appear under this magnification? If you have a scanning power (4x objective), note that it gives a very low magnification. This is useful for locating a specimen on the slide, but in many cases it is not appropriate for observation.
Appendix: Lesson 8
Microscope Worksheet
Your Name ___________________________
158
Appendix: Lesson 8
Microscope Answer Sheet
Eyepiece
Coarse Adjustment Revolving Nosepiece Fine Adjustment 10 x objective
ARM
4 x objective Stage Disk Diaphragm Mirror
BASE
Appendix: Lesson 9
Light Wave Handout
Materials Needed
For 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
Directions
A. 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 other cards 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. The holes 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 24 cm. E. On each point at 6 cm, 12 cm, and 18 cm, place a card with a hole. The holes should line up. At the 24 cm mark, put the card with no hole. At the edge of the paper, put a flashlight so the light and holes are lined up as 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 the cross line. What is seen on each card?
160
Appendix: Lesson 9
Solar System Handout
The Solar System
You may have noticed that stars form patterns in the sky. These patterns do not change, although different star groups are visible at different times. A few objects, however, seem to wander among the stars. Some race across the sky and disappear within seconds. Others grow tails as they slowly move across the heavens. These objects that move against the background of the stars are members of the solar system. The solar system is the sun and the objects that move around it. The solar system includes the planets and their moons, asteroids, meteoroids, and comets. The members of the solar system are much closer to the sun than the stars are.
Saturn Venus
Mercury
Mars Earth Uranus
Jupiter Neptune
asteroid belt
Pluto
The Planets
Scientists divide the planets into two groups: the inner planets and the outer planets. The inner planets are Mercury, Venus, the Earth, and Marsthe four planets closest to the sun. These planets are very dense. It is thought that they each have a metal core and a rocky mantle. The Earth, Venus, and Mars all have atmospheres. The outer planets are Jupiter, Saturn, Uranus, Neptune, and Pluto. Each of these planets is thought to have a rocky core. Jupiter, Saturn, Uranus, and Neptune are surrounded by a layer of liquid hydrogen and a thick atmosphere. Pluto is different from the other planets. The table shows information about the planets. Notice that compared with the other outer planets, Pluto is not very big. Compared with the inner planets, Pluto is not very dense. How does the temperature of Pluto compare with the temperatures of the other planets?
Asteroids
Between Mars and Jupiter, thousandsperhaps millionsof pieces of rock and metal orbit the sun. The largest of these objects are called asteroids. Some asteroids are several hundred kilometers wide, but most 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 may be pieces of a planet that once existed but was torn apart millions of years ago. Other scientists have suggested that the asteroids are materials that never came together to form a planet.
The Planets
MASS (Earth = 1.0) DISTANCE DENSITY FROM SUN (in millions (H2O 1g/cm3) of km) REVOLUTION ROTATION GRAVITY (Earth =1)
PLANET
DIAMETER (in km)
TILT OF AXIS
TEMPERATURE
KNOWN SATELLITES
Mercury Venus
4.878 12.100
0.055 0.8
5.4 ?
57.9 ?
88.0 d ?
59.0 d 245.0 d
o.o 6.
0.38 ?
450 C daylight -180 C dark 47 C
0 ?
Earth
12.756
1.0
5.5
149.6
365.25 d
23.93 h
23.5
15 C
Mars
6.787
0.1
3.9
227.9
687.0 d
24.6 h
25.2
0.38
- 50 C
Jupiter Saturn Uranus Neptune Pluto
142.800 120.000 50.800 48.600 3.000 (?)
318.0 95.0 15.0 17.0 0.002
1.3 0.7 1.3 1.8 1.0
778.3 1,427.0 2,87.0 4,497.0 5,900.0
11.86 y 29.47 y 84.0 y 165.0 y 248.0 Y
9.9 h 10.7 h 16.0 h 18.0 h 6.4 D
3.1 26.7 97.9.6 29.6 60.0 (?)
2.54 1.07 0.9 (?) 1.15 (?) 0.03 (?)
-130 C cloud tops -185 C cloud tops -215 cloud tops -200 C cloud tops - 250 C
16 20 15 2 1
162
FROM THE MINDS OF BLACK INVENTORS
Elijah McCoys Automatic Lubricator patented July 2, 1872
Blue Print Handout
Garrett Morgans Traffic Signal patented November 20, 1923
Appendix: Lesson 9
Norbert Rillieuxs Sugar Refining Vacuum Pan patented December 10, 1846
Lewis H. Latimers Electric Lamp patented September 13, 1881
Granville T. Woods Railway Telegraph patented November 15, 1887

A.J. Beards Railroad Car Coupler patented November 23, 1897
Frederick M. Jones Air Conditioning Unit patented July 12, 1949 Jan Matzeligers Lasting Machine patented September 22, 1891
163
Appendix: Lesson 10
Hair Fact Sheet #1
Sebum
The 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 general health of hair. It is most easily corrected. The over-eating of sweet, starchy, and fatty foods may cause the sebaceous glands to become over-active and secrete too much sebum (oil). Blood, circulation: Hair derives its nourishment from the blood supply, which in turn gets certain elements from food. In the absence of necessary food elements, the health of hair may decline. Emotional disturbances or mental tensions are linked with hair health through the nervous system. Its well-being is affected by all the emotions and thoughts. Healthy hair is an indication of a healthy body. Endocrine glands: The condition of the endocrine glands influences their secretion. During adolescence, they become very active. Their activity usually decreases after middle age. Endocrine gland disturbances influence the health of hair. Certain drugs, such as hormones, if taken without a doctors advice, may adversely affect hair in permanent waving and other hair treatments.
Hair Structure
Shapes of hair: Hair, as a rule, has one of three general shapes. The hair as it grows out assumes the shape, size, and direction of the follicle. A crosssectional view of the hair under the microscope reveals 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-sectional shapes of hair. Oval, straight, or curly hair have been found in all shapes.
1. Straight hair is usually round.
2. Wavy hair is usually oval.
3. Curly or kinky hair is almost flat.
164
Appendix: Lesson 10
Hair Fact Sheet #2
1. 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, and eyelids. 6. After growing 0.117 inches a week for about 3 years, a hair falls out and is replaced. 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. When they over-produce they bring on a common form of oily dandruff. This can 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 to one side.
Appendix: Lesson 10
Hair Fact Sheet #3
Hair Shaft Hair Shaft
REPLACEMENT OF HAIR
Papilla
1. At an early stage of shedding the hair shows its separation from the papilla.
Hair Shaft
Papilla
2. At a later stage of the hair shedding you will note a new hair growing from the same papilla.
The growth of the scalp hair occurs more rapidly between the ages of 15 and 30, but declines sharply between 50 and 60. Scalp hair grows faster in women 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 effect upon the rate of hair growth. 2. The application of ointments or oils will not increase hair growth. They act 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 giving the 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 is natures method to make way for new hair. The average daily shedding is estimated at 50 to 80 hairs. Hair loss beyond this estimated average indicates some scalp or hair trouble. Eyebrow hairs and eyelashes are replaced every four to five months.
166
Appendix: Lesson 10
Hair Structure
CROSS SECTION OF HAIR
Cuticle
Cortex Menulla Cuticle Scales

Hair Shaft or Stem, that part of the hair that extends wholly above the skin. Epidermis or Outer Layer of the skin. (Cuticle or Scarf Skin) Root, that part of the hair that lies within the follicle. Hair Follicle, tube-like inversion of the skin through which the hair reaches the surface of the skin.
Sebaceous or Oil Glands Arrector (Pili) Muscle Bulb Papilla
Cuticle Scales
Medulla of Hair Cortex of Hair Cuticle of Hair Inner or Epidermic Coat Outer or Dermic Coat Inner Root Sheath Outer Root Sheath CROSS SECTION OF THE HAIR AND FOLLICLE 167
MAGNIFIED VIEW OF HAIR
Appendix: Lesson 10
Problem-Solving Worksheet
Often a problem seems difficult to solve because we limit our options for solutions. This exercise asks you to 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 its 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 your mind. When you pick up this list again, choose what seem like the three best solutions. Write down why you chose them:
Solution: _____________________________________ _____________________________________ _____________________________________
Why? _____________________________________ _____________________________________ _____________________________________
Look over your solution lists again. Take another break if you can. Then pick your favorite solution and write about it in more detail:
Solution:
______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ _____________________________________________________________________________________
168
Appendix: Lesson 12
Ohios Underground Trails
Appendix: Lesson 12
Swing Low, Sweet Chariot
Words: Traditional Music: 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.
170
Appendix: Lesson 12
Comparing African Symbols and American Quilt Patterns
African Symbols American Quilt Patterns African Symbols
Hausa: Five Houses (pattern found on embroidered menswear as part of the eight knives design
American Quilt Patterns

Nine Patch
Bakongo and Epke Leopard Society

(mirror reflection of Broken Dishes pattern)
Broken Dishes
Basic Unit
Repeated Hourglass and Bow Tie

(pattern forming a block)
Pinwheel Hidden in Hourglass and Bow Tie
Poro Secret Society Two Double Pyramids
Hourglass or Bow Tie
Aiyana Secret Society Two Superimposed Pyramids
Double X Pattern
Epke Cloth of the Leopard Society

(repeated right triangles forming a patterned block)
Birds in the Air and Flock of Geese Egbo Secret Society Five-Pointed Star Five-Pointed Star
Appendix: Lesson 13
African American Inventions
Item
Dry Cleaning Process Corn Harvester Elevator Printing Press Fire Extinguisher Player Piano Roller Mechanism Eye Protector Glasses Telephone Transmitter Swinging Chair Light Bulb Filaments (improved) Hand Stamp Shoe Lasting Machine Lantern or Lamp Egg-Beater Typewriting Machine Guitar Hair Straightening Fountain Pen Refrigerator Horseshoe Ironing Board Clothes Dryer Rotary Engine Mop Human Heart Surgery Potato Digger Lemon Squeezer Lawn Sprinkler Pencil Sharpener Ice Cream Mold and Disher Dust Pan Overshoe Oil Cup Golf Tee Caps for Bottles and Jars Lawn Mower Bicycle Frame Cell Biology Comb Traffic Signal Process of Producing Stains & Paint Father of Blood Plasma Blues Air Conditioning Unit Gamma Electric Cell
Year
1821 1834 1867 1872 1872 1878 1880 1880 1881 1883 1883 1883 1884 1884 1885 1886 1887 1890 1891 1892 1892 1892 1892 1893 1893 1895 1896 1897 1897 1897 1897 1898 1898 1899 1899 1899 1899 1912 1920 1923 1927 1939 1949 1949 1971
Inventor
Thomas Jennings Henry Blair Alexander Miles W. A. Lavalette Thomas J. Martain J. H. Dickinson Powell Johnson Granville T. Woods Payton Johnson Lewis Latimer William B. Purvis Jan E. Matzeliger Michael C. Harney Willis Johnson Lee S. Burridge and Newman R. Marshman Robert F Flemmings, Jr. . Madame C. J. Walker William P. Purvis John Stanard Oscar E. Brown Sarah Boone George T. Sampson Andrew J. Beard Thomas W. Stewart Daniel Hale Williams F J. Wood . John T. White Joseph H. Smith John L. Love Alfred L. Cralle Lloyd P. Ray Alvin L. Rickman Elijah McCoy George F Grant . A. E. Longand and A. A. Jones John Albert Burr Issac R. Johnson Dr. Ernest Just Walter H. Sammons Garrett A. Morgan George Washington Carver Dr. Charles R. Drew B. B. King Frederick M. Jones Henry T. Sampson
172
Appendix: Lesson 13
African American Inventions
1880 Telephone Transmitter Granville T. Woods 1883 Light Bulb Filaments Lewis Latimer
(improved)
1887 Hair Straightening Madame C. J. Walker
1893 Human Heart Surgery Daniel Hale Williams
1896 George Washington Carver discovers many uses for peanuts and sweet potatoes
1923 Traffic Signal Garrett Morgan
1939 Father of Blood Plasma Dr. Charles Richard Drew
1971 Gamma Electric Cell Henry T. Sampson
Bibliography
1001 Black Inventions, Freeman, Ersky. 1001 Things Everyone Should Know About African American History, Doubleday Publishing. 4-H SPACES, 4-H Youth Programs, Cooperative Extension Service, Michigan State University. African-American Folktales for Young Readers, Young, Richard and Judy; August House Publishers, Inc. American Teaching Aids, Cells and Genetics, Life Sciences Series, Hartman, Beverly, Simon and Schuster, Minneapolis, Minnesota. Beans About Water, Ohio State University Extension, 4-H602GPM. Black Achievers Series, Russell, Charles and Mary, C&M Publication; Coloring Book, Activity Books, 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 You Know Publishing, Inc. Focus on Inventions, Teacher Created Materials; Sterling, Mary E. From Victory to Freedom: Afro-American Life in the Fifties; 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 the Peanut, A Publication of the National Peanut Festival. Heroes, Interdisciplinary Unit, Teacher Created Materials; Burke, Betty and Cain, Janet. Inventions, Inventors & You, Dianne Draze; Dandy Lion Publications. Inventions, Thematic Unit, Teacher Created Materials; Goldfluss, Karen and Sima, Patricia. Invention & Extensions, Doris Spivack & Geri Blond; Incentive Publications, Inc. Kids Explore Americas African-American Heritage, Westridge Young Writers Workshop; John Muir 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 Mon Universities of Hair Design, Cincinnati, Ohio. The Childrens 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 You Know Series, Did You Know Publishing, Inc. The Invention Book, Carney, Steve, Workman Publishing Company. Tracing the Path: African American Contributions to Chemistry in the Life Sciences; Teachers Guide and Video Tape (18 minutes); American Chemical Society, Washington, D.C.
174
Learning Outcomes
176
178
180
182
184
Notes
186
Acknowledgments
Hair Fact Sheets and Hair Structure, reproduced by permission. Miladys Standard Textbook of Cosmetology Revised By Milady Delmar Publishers, Albany, New York, Copyright 1995 Back-To-Back Activity is used with permission. DARE to be You, Colorado State University Cooperative Extension Ft. 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 Further information about Project WET (Water Education for Teachers), contact the national office at: (406) 994-5392 or fax (406) 994-1919. From Inventions and Extensions: High Interest, Creative-Thinking Activities by Doris Spivack and Geri Blond, IP# 192-3, copyright 1991 by Incentive Publications, Inc., Nashville, TN 37215. Used by permission. Not for reproduction. Make Your Own Thumb Piano, used with permission by Glen McClure from the Great Garbage Concert for Kids Environmental Song Activity Book. For more information contact McClure Production Inc. 716-243-0324 e-mail mcprod@frontiernet.net
I pledge My Head to clearer thinking, My Heart to greater loyalty, My Hands to larger service, and My Health to better living, for My Club, My Community, My Country, and My World
188

African American Inventors

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1 INVENT: An African American Inventors Curriculum

INVENT: An African American Inventors Curriculum

For-sale publication Copyright 1999, Ohio State University Extension

3 INVENT: An African American Inventors Curriculum

112 114 115 116

5 INVENT: An African American Inventors Curriculum

7 INVENT: An African American Inventors Curriculum

Things To Do With Junk

9 INVENT: An African American Inventors Curriculum

11 INVENT: An African American Inventors Curriculum

Word TreesWord WebsMind Maps

Problem Solver Curious Team Work

Introductory Activity I Describe An Inventor

Introductory Activity II Creative People

13 INVENT: An African American Inventors Curriculum

George Washington Carver Brief History (18641943)

15 INVENT: An African American Inventors Curriculum

17 INVENT: An African American Inventors Curriculum

What Does It Take to Be Creative/Inventive?

Subject Matter Module

Suggested Grade Level

19 INVENT: An African American Inventors Curriculum

Biographical Sketch of Inventor

Activity 1.1 Judging

21 INVENT: An African American Inventors Curriculum

Activity 1.2 Good Directions

Activity 1.3 Uniqueness

23 INVENT: An African American Inventors Curriculum

Suggested Reading Materials

Inventions and Inventors

Subject Matter Module

Suggested Grade Level

See activities for additional materials required

25 INVENT: An African American Inventors Curriculum

Biographical Sketch of Inventor

27 INVENT: An African American Inventors Curriculum

Inventing Products: Build a Better Mousetrap

construction paper, index cards, glue, yarn, etc.)

make a model (straws, tape,

INVENT: An African American Inventors Curriculum

Instructions for each activity Build a Better Mousetrap

Activity 2.1 Adapting and Improving

Materials needed for the three team activities

IInventing Ways of Doing Things: Create a Community Center for Kids

Inventing Ideas: Invent a Nonviolent Cartoon Show

Create a Community Center for Kids

Invent a Nonviolent Cartoon Show

29 INVENT: An African American Inventors Curriculum

Combining Two Different Tools

such as a hammer, pen, stapler,

fork, spoon, rolling pin, t-square,

screwdriver, pliers, ruler,

INVENT: An African American Inventors Curriculum

Instructions for Each Activity Combining Two Different Tools

Activity 2.2 Combining and Synthesizing

Materials needed for the three team activities

 Masking tape  Markers  Newsprint  Basketball

Tales with a Twist

Tales With a Twist

31 INVENT: An African American Inventors Curriculum

clips of different shapes

INVENT: An African American Inventors Curriculum

Masking tape Markers Newsprint Basketball

Tape or glue Glue Scissors Markers Newsprint

Colored pencils Newsprint