the PDF - Museum of Arts and Sciences

Transcription

Teacher’s Guide
Root Family Museum
Museum of Arts and Sciences
Daytona Beach, Florida
By Jean West and Mary Wentzel
Foreword
This guide is designed to illustrate how American artifacts, documents and art
from the Root Family Museum of the Museum of Arts and Sciences in Daytona
Beach, Florida may be used throughout the scope and sequence of Florida
coursework to support the Sunshine Standards along with the language arts
vocabulary segment of FCAT. Drawn from the thousands of objects displayed in
the Root Family Museum, featured items include the experimental “Sumar
Special” race car; the patent for the Coca-Cola bottle; a teddy bear dressed as
President Theodore Roosevelt; a quilt made from feed bags; a Union Pacific
winged railroad sign; a cigar store Seminole Indian; a telephone with separate
mouthpiece and earpiece; and even a railway car called the “Silver Holly.”
Taken together, the examples represent a wide range of objects, artwork,
materials, as well as social and geographical origins over the course of American
history from the mid-19th to the mid-20th century. More significantly for teachers
and students, these items from the past can infuse their current studies with
purpose, whether it is for elementary students who see Depression-era creativity
along with geometry in a quilt, or middle school pupils who discover that
railroads permeated Americans’ lives a century ago as thoroughly as television
does today, or high school students turned history detectives to investigate the
connections between journalism, Teddy Roosevelt, Coca-Cola and the Pure
Food and Drug Act of 1906.
Objectives
Specific standards are listed for each lesson, with their designation in the Florida
Sunshine Standards. Lesson-appropriate vocabulary drawn from FCAT
preparatory material is included at the end of this guide. Although lessons are
not designed to fit a specific annual theme, students may use activities in this
guide as a springboard for National History Day research.
Lessons
The guide contains ten lessons. Two lessons have been designed for grade levels
K-2, three for grades 3-5, three for middle school and two for high school. The
lessons may be used separately, or as a complete unit of study. Of course, the
art and artifacts themselves were not created by artists with subject or age levels
in mind, so teachers may wish to look at all the artifacts in this guide, regardless
of the lesson’s grade level, to determine whether they might be useful in their
classrooms. For example, teachers using Lesson 7: Ribbons of Steel, should also
look at museum artifacts and additional illustrations from Lesson 4: America in
Motion. Since the Museum also offers a teacher’s guide for the Dow Gallery of
American Art with material on Henry Flagler and the Florida East Coast Railway
(along with Samuel F. B. Morse and the telegraph), it would also be worthwhile to
take a look at the lessons and materials for that guide.
Lesson and Object Summary Chart
This chart provides a quick reference to lesson topics and museum objects.
Additional Features
•
•
•
•
•
•
Glossary of Terms
Timeline
Generic visual literacy worksheets: Primary Source Worksheet, Artifact
Analysis Worksheet, Written Document Analysis Worksheet, Photograph
Analysis Worksheet, and Root Family Museum Visit Note Sheet
Resource List of Books for Students and Teachers
Resource List of Internet Sites for Students and Teachers
FCAT Vocabulary for grades 3-5 and 6-8
Lesson and Object Summary Chart
Lesson/Title
Grade
Objects
Dates
Material
#1: American
Life, Past &
Present
K-2
a) Coca-Cola school zone
crossing guard sign
b) Teddy bear with writing slate
c) Remington portable
typewriter, Model 1
d) Western Electric candlestick
dial telephone
a) ca.
1958 1969
b)
between
1970-2000
c) ca.
1938
d) ca.
1921
#2: Teddy
and the Bears
K-2
a) Theodore Roosevelt Teddy
bear
b) Steiff Teddy bear
#3: A Stitch in
Time—Quilts
and
American
History
#4: America
in Motion
3-5
a) Flower Garden Pattern
Feedbag Quilt
a) and b)
between
1970 and
2000
a) ca.
1930-1940
a) steel, cast
iron base,
enamel paint
b) plush, fabric,
wood, slate,
dried flowers
c) cast iron,
steel, rubber,
paint
d) brass,
ceramic,
enamel paint
a) and b) plush,
fabric, plastic,
metal
3-5
a) Ford Model T Truck
b) “Silver Holly” round-end
observation-dome sleeper
railroad car
c) Pullman “Indian Tree”
patterned Syracuse brand
china pieces
d) RPO toy U.S. Mail train car
e) Ford Lincoln Continental
Mark I Convertible
a) 1922
b) 1948
c) ca.
1950
d) ca.
1950
e) 1948
#5: The Native
American
Legacy—
Separating
Myth and
History
3-5
a) and b)
ca. 18851890
c) date
unknown
#6: Bright
Ideas—
Inventions
and Patents
6-8
a) Pocahontas tobacconist
figure, attributed to Samuel
Robb
b) Seminole tobacconist figure,
attributed to Samuel Robb
c) Olympian Hiawatha , The
Milwaukee Road train badge
a) Wheeling four-part CocaCola syrup dispenser
b) Early straight bottle CocaCola advertisement
c) Root Glass Factory, Terre
Haute, Indiana
d) Chapman J. Root, William
R. Root and Alex Samuelson
a) ca.
1896
b) ca.
1914
c) ca.
1920s
d) ca.
1920s
a) cotton
feedbag,
cotton fabric
a) steel, iron,
wood, glass,
rubber
b) steel, glass,
wood, ceramic,
fabric
c) bone china
d) tin, paint
e) steel, iron,
chrome, rubber,
plastic,
naugahyde
a) and b)
polychrome
paint, wood
c) paint, glass
a) ceramic
b) paper, ink
oil on panel
c) photograph
d) photograph
e) paper, ink
f) chrome,
metal
#7: Ribbons of
Steel
6-8
#8: Products
of our
Environment—
Racing from
Beach to
Speedway
6-8
#9: History
Detectives:
Coca Cola
and the Pure
Food and
Drugs Act of
1906
9-12
#10: Open for
Business
9-12
with bottle making machine
e) Patent for Coca-Cola
hobbleskirt bottle
f) Custom copy of chromed
piece mold for the Root
commemorative hobbleskirt
bottle
a) Baltimore and Ohio Railroad
½ pint Wonder Orange Drink
b) Union Pacific playing cards
c) Union Pacific winged shield
diesel engine emblem
d) Union Pacific napkin and
silverware
e) Lionel Union Pacific M-10000
toy train
f) Pullman chef’s hat and
carafes
g) Burlington conductor’s coat
a) Sumar Special Racer, Indy
500G Race Car
b) Sumar Racer Dirt Track Car
c) Sumar Streamliner Race Car
d) Photograph of Chapman S.
Root with Sumar Streamliner at
Indianapolis 500
a) Johnson’s Capsicin Plasters
b) Pharmaceutical bottles
c) Torsion Balance Company
pharmaceutical scale, Style
270
d) Atlas Polarstil Distilled Water
Machine
a) Newcomer soda fountain
b) Photograph of the Orlando
Coca-Cola Bottling Company
c) Army stationary and
“America’s Fighting Planes in
Action”
e) Nov. 16,
1915
f) 1965
a) ca.
1946
b) ca.
1970
c) ca.
1939-1969
d) ca.
1920-1970
e) ca.
1935
f) ca. 1935
g) ca.
1970
a) 1958
b) 1955
c) 1955
d) 1955
a) ca.
1900-1930
b) ca.
1900
c) 1930
d) 1915
a) ca. late
19th
century
b) ca.
1930
c) ca.
1942-1945
a) wax,
cardboard
b) paper
c) tin, enamel
d) silver, paper
e) cast metal
f) cloth,
chrome, glass
g) cloth, metal
buttons
a), b), c) lightweight stainless
steel, rubber,
plastic, paint
d) black and
white
photograph
a) capsicin, zinc
oxide, cotton
b) glass, gilt,
paper
c) steel, glass
d) copper,
brass, iron
a) wood, glass,
metal, marble
b) black and
white
photograph
c) paper
Glossary of Terms
General Terms
Bone China – Porcelain made from china stone and china clay mixed with bone ash
Engraving – A print made from a metal plate onto which a design has been directly
carved.
Etching – A print made from a metal plate which had been covered with acid-resistant
wax (ground), onto which a design was drawn with an etching needle. The plate is
dipped into acid which etches out the design, then selectively varnished and dipped
into acid again before the plate is cleaned and used for printing.
Lithograph – A design formed by drawing with a grease-based crayon or ink on a stone
printing plate, washed with water and ink, and then printed on paper.
Provenance – The trail of ownership of a piece of art, artifact, or document to its origin.
Sculpture – Three-dimensional artwork formed by carving or casting, either in the round or
in relief from a flat surface.
Race Cars
Cabriolet – A British term for a convertible (collapsible roof) car.
Jalopy – An old, beat-up car.
Daytona Beach Road Course – The original 3.2 mile stock car race course which started
at the north turn on the pavement of highway A1A (at 4511 South Atlantic Avenue),
went south two miles on A1A (parallel to the ocean) to the end of the road, where the
drivers accessed the beach at the Beach Street approach (the south turn), went two
miles north on the sandy beach surface, and turned away from the beach at the north
turn.
Flying Mile – The segment of Ormond Beach starting at the end of Granada Boulevard
from which beach races were calibrated.
Gasoline Alley – The Ormond Garage, built by railroad magnate and Ormond Hotel
owner Henry Flagler to promote automobile racing and tourism in Ormond Beach.
Measured Mile – The segment of Daytona Beach south of the pier from which beach
racing was calibrated.
Roadster – Race car design where the driver sat low, alongside the driveshaft with
shoulder-high bodywork, resulting in a lower center of gravity and better aerodynamics.
Skeeter – A dune buggy.
Streamliner – An aerodynamic style of race car first showcased by Mercedes.
Coca-Cola
Hobbleskirt – The contoured bottle used since 1916 by Coca-Cola Company
Logo – A sign, name, or trademark of a company or institution.
Patent – The grant of exclusive rights to an inventor to make and profit from an invention,
issued by the United States Patent and Trademark Office, usually for 20 years.
Soda Jerk – The employee at a soda fountain who mixed carbonated water and syrup,
named because they would jerk on the tap of the dispensers.
Trademark – A name, symbol or device officially registered with the U.S. Patent and
Trademark Office which is legally restricted to the use of the owner or manufacturer; in
addition to the names “Coca-Cola” (registered in 1893) and “Coke” (registered in 1945),
the Coca-Cola bottle (without words) was also granted trademark registration in 1977,
one of only a few packages so recognized. (Coca-Cola trademarked the bottle, with
words, in 1960.)
Teddy Bears
Arctophilly – Term for teddy bear collectors which comes from the Greek words arctos
(bear) and philos (love).
Bruin – A synonym for bear.
Certificates of authenticity – A paper provided with limited edition bears giving
information such as the name, date, materials, edition, number, and/or artist’s name.
Excelsior – Treated, thin shavings or strips of pine or lime-wood; the original stuffing of
teddy bears.
Hug – A teddy bear collectors’ term for a collection of bears.
Kapok – A natural fiber from the seed pods of the Bombocaceae (silk-cotton) tree, used
to stuff teddy bears after 1935.
Jointed – A bear with movable necks, arms, and or legs.
Limited edition – When product manufacture is limited to a specific quantity.
Mohair cloth – Angora goat fiber cloth which is soft and furry.
Open edition – When product manufacture continues for as long as there is a demand.
Unique creations – A one of a kind product.
Quilts
Album Quilt – A quilt assembled from individual blocks, each designed and/or made by
different individuals; often for public display or presentation to a public figure.
Appliqué – A technique of applying fabric shapes by stitching them to a background to
form a design.
Autograph Quilt – A quilt assembled from individual blocks, each featuring the signature
of a different individual (sometimes that of a famous person and sometimes the maker of
the quilt block).
Backing – The bottom layer of a quilt.
Batting (Filler) – The middle layer of a quilt, between the backing and top, which makes
the quilt puffier and warmer.
Bias – The diagonal line of woven cloth that stretches more easily; used on curves in the
form of piping, binding, and appliqué shapes.
Binding – The technique used to cover the raw edges of the quilt “sandwich.”
Block – One complete unit of a quilt (usually a square) composed of smaller shapes that
have been sewn together.
Borders – Horizontal and vertical strips of fabric sewn to frame the finished design on
many quilts.
Comforter – A thick bed cover with up to four inches of batting, typically too thick to be
quilted, so the three layers are tied or tufted.
Coverlet – A small quilt or woven throw.
Crazy-Quilt – A form of patchwork popular from around 1876 to 1910 in which irregularly
shaped pieces of fabric of different textures were stitched in a random pattern and
decorated with fancy needlework to give the effect of Asian “crazed” or cracklefinished ceramics.
Feedbag or Feedsack Quilts – Quilts made with patterned fabric from printed feedbags
which were particularly popular during the Great Depression.
Freedom Quilt – A quilt made for a young man’s 21st birthday by his female relatives and
friends in 19th century pioneer communities.
Friendship Quilt – An album quilt made for a friend, neighbor, or member of the family
Grain – the direction of the warp and weft threads in woven fabric.
Loft – The puffiness of quilt batting.
Miter – A technique for joining two pieces of fabric together so that the edges meet at a
perfect right angle.
Patchwork – The process of assembling numerous pieces of fabric into a single fabric
surface.
Pieced Work – A form of patchwork in which pieces of fabric are assembled to form a
pattern or design.
Quilt – The process of sewing lines or patterns to fasten a filling between a decorative top
and a backing; quilting stitches always go through all three layers of the fabric
“sandwich.”
Quilting Bee (Circle) – A meeting of people who work together on a single quilt.
Quilting Frame – A large rectangular wood frame that stretches the three layers of fabric
taut so they can be sewn, tied, or tufted into a quilt
Sashes (Lattice Strips or Sashing) – The strips of fabric used in some patterns to join blocks
together into a quilt top.
Set – The arrangement of blocks, sashes, and borders when finally stitched into a quilt
top.
Template – A pattern shape (of paper, plastic, or metal) used to trace repeated shapes
used in piecing together a design.
Top (Quilt top) – A completed piecework or patchwork top which has not been joined to
the filler and backing.
Tufting (Tying) – A method of attaching the three layers of a quilt by pulling yarn (or
several threads) through them and tying them off in a regular pattern across the quilt so
the layers do not slip; the result is distinguished from the sewn quilt by being called a “tied
quilt” or “tufted quilt.”
Whole-Cloth Quilt – A quilt in which the top is either one piece of fabric, or is pieced
entirely from the same fabric; the design comes entirely from the sewing work in the
quilting.
Trains
Beaver-tail – An observation lounge car with a rounded end and windows on all sides
and above, that resembled a beaver’s tail.
Streamliner – A train built with curved, tapered shapes which offer less resistance to air,
minimizing turbulence and increasing fuel efficiency and speed; although the first
prototype was designed in 1905, it did not become popular until the Burlington Zephyr
was displayed at the Chicago Century of Progress Exposition in 1933.
Zephyr – A gentle, warm breeze from the west, named for Zephyrus, the Greek god of
the west wind; also a famous group of streamliners used in the western and mid-western
states.
Pharmacy
Acacia – An herbal material used to congeal powders into tablets by pharmacists, also
used to homogenize ice cream.
Apothecary – An older term for a drug store or druggist; apothecary merchants began
as spicers and pepperers, an important section of the grocer’s guilds in England, but in
1610 had become more specialized in rare herbs and spices supplied to physicians.
Belladonna – A poison when taken internally, but which safely dilates the eyes (even
today for optometric exams.)
Capsicin – An herbal ingredient from the cayenne pepper family used in plasters to
generate warmth.
Candlestick telephone – A candlestick shaped telephone with a separate mouthpiece
built into the base and earpiece, connected with a cord.
Digitalis – An herbal medication from foxglove; proved to be effective in treating heart
ailments.
Mortar and pestle – When druggists made their own preparations, they placed plant
material in the cup-like mortar and ground it into powder or paste with the pestle; it is still
the symbol used by many drug stores.
Patent medicine – Products sold, mainly in the 19th century, as medicines that would cure
a number of diseases; refers back to English medical preparations of the 18th century
which received royal patents.
Paregoric – An opiate-based medicine, once used for upset stomach and relieving
babies’ teething pain and colic.
Poison bottles – Exceptional bottles of the late 19th and early 20th century with distinct
colors and raised designs, which could be felt in the dark so the contents would not be
consumed accidentally because they held poisonous compounds (often sold at
pharmacies.)
Pharmacy – The profession concerned with the preparation, distribution, and use of
medicinal drugs; synonym for a drug store.
Plaster – A paste-like mixture applied to the skin for healing purposes.
Poultice – A soft, moist dressing spread on cloth and applied to the skin to provide heat
and moisture for healing purposes; mustard was a typical ingredient.
Rotary dial – A circular shaped mechanism on a telephone used to dial the telephone
numbers needed to make a connection.
Typewriter – A hand-operated writing machine that produces characters when the
fingers strike the keyboard causing a set of raised types to strike an inked ribbon,
transferring the letters onto paper.
Timeline
1827 – The Baltimore and Ohio Railroad is chartered as America’s first
railroad; wind and horse power is replaced in August 1829 by
American Peter Cooper’s steam locomotive, “Tom Thumb”
1840 – Newcomer’s is established as a
pharmacy in Philadelphia, Pennsylvania
1844 – Artist-inventor Samuel F. B. Morse transmits the first
long-distance telegraph message from the Supreme Court chamber in the
basement of the U.S. Capitol building in Washington, D.C. to the Mount Clare
railroad station in Baltimore, Maryland
1847 – Margarete Steiff is born
1849 – Margarete Steiff contracts polio which will leave her legs paralyzed
1861 – Abraham Lincoln establishes the U.S. Sanitary Commission; the
Commission will gather an estimated 250,000 quilts and comforters from Northern
women for Union soldiers until the war ends in 1865
1862 – The Pacific Railway Act is passed by Congress on July 1, 1862
enabling the construction of the first transcontinental railroad across
the North American continent
1864 – Chapman Jay Root is born
1865 – George M. Pullman and Ben Field jointly invent a sleeping car for railroads
which contains folding upper berths and lower berths made by extending seat
cushions; the first Pullman car is named “Pioneer”
1869 – Leland Stanford of the Central Pacific Railroad drives the “golden spike”
at Promontory Summit, Utah symbolizing the joining of the Union Pacific and
Central Pacific lines and the completion of the first transcontinental railroad
1876 – Philadelphia Centennial Exhibition’s Japanese Pavilion display
of crazed ceramics and asymmetrical art inspires Crazy-Quilt pattern
1879 – James Gamble invents Ivory Soap and
begins to sell it in July
1880 – Margarete Steiff, a seamstress in Giengen, Germany
produces a felt elephant intended to be used as a pincushion which becomes a
popular children’s toy
1885 –
• Atlanta druggist John Stith Pemberton invents French Wine Coca, an
alcohol-based patent medicine; later that year, Atlanta passes a
prohibition ordinance banning the sale of
alcoholic products
• American Telephone and Telegraph Company is
incorporated
1886 – John Stith Pemberton, looking for a non-alcoholic
replacement for his French Wine Coca, invents Coca-Cola in a 30
gallon brass kettle in his back yard; on May 7 the new patent
medicine is dispensed for the first time at Jacob’s Pharmacy in
Atlanta, Georgia at 5¢ per glass to cure headache, dyspepsia,
neurasthenia, impotence and morphine addiction
1889 – Henry Flagler begins to offer regular railroad service between Jacksonville
and Daytona Beach, Florida in the springtime
1892 – Asa Griggs Candler, who began investing while Pemberton owned CocaCola, secures ownership from Pemberton’s heirs and investors and incorporates
Coca Cola Company
1893 –
• Steiff first presents toys at the spring Leipzig, Germany trade fair and is
registered as a toy company
•
Coca-Cola is registered as a trademark
with the U.S. Patent Office
1894 – Biedenharn Candy Company in
Vicksburg, Mississippi first bottles Coca-Cola; the sealed bottles pop when
opened, giving rise to the phrase “soda pop”
1896 – On June 4, Henry Ford tests his first automobile, the Quadricycle, on the
streets of Detroit Michigan in the early hours of the morning
1897 – Stuttgart art student Richard Steiff, Margarete’s nephew, sketches brown
bears from Nill’s Animal show
1899 –
• Margarete Steiff registers patents in Germany for 23 soft toys including a
dancing bear and a bear trainer with a brown bear
•
Benjamin F. Thomas and Joseph B. Whitehead sign a contract with CocaCola Company to be the official bottlers of the product
1900 – Joshua Lionel Cowen, working in a cramped
third floor loft at 24 Murray Street in New York City,
builds an electric toy train
1901 – Chapman J. Root establishes the Root Glass
Company in Terre Haute, Indiana
1902 –
• In April, Ransom Olds and Alexander Winton race each other on the hard
packed sand in an unofficial event at Ormond Beach; although both cars
were traveling 57 mph, Winton won by .2 seconds
•
August 22: Henry M. Leland takes over Henry Ford Company and it is
reformed as the Cadillac Automobile Company
•
October: Richard Steiff refines the Nill’s sketches by studying bears at the
Stuttgart Zoo and convinces his doubtful aunt to manufacture a new
design; instead of the typical bear on wheels or all fours, they create an
upright, jointed bear with mohair “fur” and shoe button eyes called
“Friend Petz,” model “55PB”
•
•
November 13-18: Theodore
Roosevelt goes to Sharkey County,
Mississippi to resolve a boundary line
dispute between the states of
Louisiana and Mississippi and also
for a 5-day vacation during which
he hunts for bear; on Friday the 14th,
when African-American tracker Holt
Collier and his dogs corner and
subdue a 235-lb. Louisiana black
bear, Roosevelt refuses to shoot it.
•
November 16: Clifford Berryman’s
cartoon of President Roosevelt
refusing to shoot a small, confused
bear appears in The Washington
Post with the caption “Drawing the
Line in Mississippi”
Late November: Inspired by the Berryman cartoon,
Russian immigrant candy shop owners Morris and
Rose Michtom sew two plush, jointed bears with shoe
button eyes, stuffed with excelsior, and place them in
the shop window with the sign “Teddy’s Bears;” the
price was $1.50
1903 –
• On March 28, Alexander Winton’s “Bullet #1”
defeats Ransom Olds’ “Pirate” in Ormond
Beach at the first organized race sanctioned
and timed by the American Automobile
Association
•
Richard Steiff introduces a jointed mohair bear at the March Toy Fair in
Leipzig Germany; although ignored by European buyers, Hermann Berg, a
toy buyer from Borgfeldt Company in New York, purchases 3,000 bears
recognizing that the American market was interested in the Roosevelt
bear story
•
Asa Chandler contracts with Schaeffer Alkaloid Works of New Jersey to
de-cocainize the coca leaves used in Coca-Cola, in response to growing
public fears about cocaine
•
Henry Ford and eleven other investors incorporate Ford Motor Company
•
Wilbur and Orville Wright give birth to aviation by flying a heavier-than-air
machine on several flights, the longest 59 seconds and 852 feet, on
December 7th at Kitty Hawk, North Carolina
1904 – Franz Steiff (another nephew of Margarete)
invents the “knopf im ohr” or “button in the ear” and all
Steiff products from November 1, 1904 are manufactured
with the metal button in their left ears. The button is
trademarked on December 20, 1904
1905 –
• The Steiff “button in the ear” is patented on May 13, 1905
•
W. R. McKeen, Jr. develops a prototype streamliner train for the Union
Pacific Railroad which is gasoline powered
1906 –
• February 17: Steiff bears are used as table decorations
at a White House reception, which Steiff says was that
of Alice Roosevelt’s wedding; when someone asked
what species of bear they were, the answer given was:
“Teddy’s bears.”
•
June 20: Congress passes the Pure Food and Drug Act which created the
FDA (Food and Drug Administration) which tests all food and drugs
intended for human consumption, requires labels on habit-forming
medications, and requires physician prescriptions before patients may buy
certain drugs
•
November: American manufacturer E. J. Horsman first advertises using the
phrase “teddy bear” in the U.S. toy trade magazine Playthings
1907 –
• The phrase “teddy bear” first appears in the dictionary
•
Morris Michtom’s teddy bear business has expanded so much that he
establishes Ideal Novelty and Toy Company; Steiff sells 974,000 bears in
the same year
•
American composer John. W Bratton writes the “Teddy Bear Two-Step”
later renamed “The Teddy Bears’ Picnic”
1908 –
• Ford Motor Company introduces the Model T
automobile on October 1 at a price of $825
•
Henry Leland sells Cadillac Motor Company to General Motors for $4.5
million; GM makes Cadillac its luxury line
1911 – The self-starting electrical ignition invented by Charles
Kettering is first installed in a Cadillac on February 17 setting off a
period of booming sales in the new automobile industry
1912 – The extension of the Henry Flagler’s Florida East Coast
Railway to Key West is completed, linking the entire east coast of
Florida by railroad
1913 –
• Harold Hirsch, a lawyer for Coca-Cola Company, challenges Coca-Cola
bottlers to come up with a single, uniform bottle to distinguish it from
competitors, “a bottle which a person will recognize even when he feels it
in the dark.”
•
Henry Ford uses interchangeable parts and division of labor (dividing the
production of the Model T into 84 steps) to perfect the first moving
assembly line for large-scale manufacturing; the increased efficiency
allowed Ford to cut the price of the Model T to $360 by 1916
1914 – The first scheduled passenger airline using airplanes is
probably the St. Petersburg-Tampa Air Line (Airboat Line)
which began service on January 1 flying two daily roundtrips across Tampa Bay.
1915 – On August 18, Alexander Samuelson of Root Glass
Company files application for a patent for the “hobbleskirt”
contour bottle created for Coca-Cola Company; the U.S.
Patent Office grants the patent on November 16
1916 –
• In January, at the annual convention of
Coca-Cola bottlers in Atlanta, the Root
company proposal of the “hobbleskirt”
bottle in green (now “Georgia green”) is
made the official bottle of the Coca-Cola
Company; although the bottle is
mistakenly inspired by the cocoa pod, it is
nicknamed for a women’s skirt style, the
hobbleskirt
•
February 8: Charles Kettering receives his patent for a self-starting
automobile engine
1917 –
• Coca-Cola Company settles out of court on November 2 a six-year old
court case which had gone to the Supreme Court, United States v. Forty
Barrels and Twenty Kegs of Coca-Cola; the case was brought against the
company by the Food and Drug Administration to force Coca-Cola to
remove caffeine from its product and in the settlement the company
reduces the amount of caffeine
•
Henry M. Leland leaves General Motors and founds Lincoln Motor
Company to build Liberty aircraft engines
1920 – Rupert Bear’s Little Lost Bear story is first published
1922 – Ford Motor Company buys Henry M. Leland’s
Lincoln Motor Company, making it the company’s luxury
line
1923 – Coca-Cola first sells bottles in six-pack carriers;
Coca-Cola also renews the “hobbleskirt” bottle patent
on December 25th
1925 –
• Chapman Shaw Root is born
•
Feedbag manufacturers begin to print cotton sacks
in colorful prints for making clothing
•
The first diesel-electric locomotive is put into service by the Central
Railroad of New Jersey
1926
•
First edition of A. A. Milne’s Winne-the-Pooh is published
•
On April 15, Charles Lindbergh begins flying the 278mile Contract Air Mail Route #2 between Chicago
and St. Louis, delivering mail for the U.S. Post Office
Department
1927 –
• May 20-21: Charles Lindbergh flies the first solo
transatlantic flight in his airplane, the Spirit of St. Louis
•
December 2: Ford introduces its new Model A
automobile
1930 – Irish lyricist Jimmy Kennedy writes words to
accompany “The Teddy Bears’ Picnic”
1931 – Haddon H. Sundblom creates a Santa Claus advertisement
for Coca-Cola; Sundblom’s Santa with his plump body, friendly
face, twinkling eyes, and red and white suit changes Santa’s image
in the United States
1933 –
• Sears awards $7,500 in prizes to winning quilt-makers and displays the quilts
at its pavilion at the Chicago Century of Progress Exposition; the national
competition attracts 24,000 quilts
•
Burlington Railroad introduces a streamliner
train at the Chicago Century of Progress
Exposition which is called the “Zephyr”; its
light-weight diesel engine is created by a
team which includes Charles Kettering
1935 –
• March 7: Sir Malcolm Campbell sets the final world land speed record on the
beach of Daytona in the “Bluebird,” 286.82 mph
•
The public enthusiasm over the Burlington “Zephyr” leads to it being featured
in the Hollywood film, Silver Streak
•
In November, Ford introduces the Lincoln Zephyr, an aerodynamic car
inspired by the Burlington “Zephyr,” and begins the ‘Streamline Years’ of
automobile design which last until 1948
1936 – On March 8, the first stock car race was held on the Daytona Beach Road
Course
1941 –
• Frank Kurtis builds his first Indianapolis 500 race car
•
Following the December 7th attack on Pearl
Harbor, Coca-Cola Company president Robert
Woodruff orders, “We will see that every man in
uniform gets a bottle of Coca-Cola for five cents
wherever he is and whatever it costs”
1942 – On February 10, Henry Ford halts production of non-military vehicles as
America fights World War II
1943 – In February, the lyrics to “Rum and Coca-Cola” are copyrighted in
Trinidad
1945 – “Coke” is registered as a trademark by Coca-Cola Company with the U.S.
Patent Office
1947 – NASCAR is formed at the Streamline Hotel in
Daytona Beach with talks which begin on December
14th
1948 –
• The Silver Holly is built for the Chesapeake and
Ohio Railroad and the Dell Rapids (Hiawatha) is
built for the Milwaukee Railroad
•
Chapman S. Root marries Susan
Spear and they drive a Lincoln
Continental Mark I Convertible
from Indiana to California on their
honeymoon.
1951 – Chapman S. Root moves Associated Coca-Cola to
Daytona Beach; it is the largest independent distributor of
Coca-Cola products in the United States
1952 –
• Frank Kurtis builds his first “Roadster” style race car with a lower center of
gravity and better aerodynamics; they dominate the Indianapolis 500
from 1955-1964
•
Chapman S. Root and Donald E. Smith form the Sumar Speed Equipment
team combining their wives’ first names, Susan Root and Mary Smith, into
the name “Sumar;” many Sumar cars are number “48” in honor of
Chapman and Susan Root’s wedding year
1954 –
• The first fully machine-washable teddy bear is manufactured by Welsh toy
maker Wendy Boston
•
At the French Grand Prix race in July,
Mercedes introduces a “streamliner”
race car with enclosed wheels, bringing
the science of aerodynamics to
automobile racing; Chapman S. Root
orders a streamliner 500C roadster from
Frank Kurtis with enclosed wheel fenders
and a bubble canopy which will be
called the “Sumar Streamliner”
1955 – Jimmy Daywalt places 9th in the Indianapolis 500 after stripping the bubble
canopy and fenders from the “Sumar Streamliner”
1956 –
• Congress passes the Federal Aid Highway Act (National Interstate and
Defense Highways Act) ion June 29 authorizing construction of a 40,000
mile long network of highways
•
Sumar driver Pat O’Connor sets a new track
record with the Sumar Dirt Track Racer at the
Pee Dee 200 in Darlington, South Carolina
1958 –
• Paddington Bear’s A Bear Called Paddington by Michael Bond is first
published
•
On May 30, in the first lap of the Indianapolis 500,
Sumar driver Pat O’Connor dies driving the “Sumar
Special” Kurtis 500C
1959 –
• February 10-11: Marshall Teague tests the “Sumar
Streamliner” on the new race track at Daytona
International Speedway and sets an unofficial
closed 2 ½ mile track speed record of 171.821 mph
on February 10th; the next day, on Teague’s third
lap the car slide and rolls, and he dies
•
February 22: The first Daytona 500 is run at the Daytona International
Speedway and Lee Petty wins
1960 –
• The “hobbleskirt” bottle with “Coca-Cola” written on it is registered as a
trademark by Coca-Cola Company with the U.S. Patent Office
•
Chapman S. Root closes down the Sumar racing operation
1969 – British actor and teddy bear collector Peter Bull publishes The Teddy Bear
Book, a book about his hobby which begins a ‘teddy bear revival,’ inspiring
other collectors to search for vintage bears and bear artists to create high
quality, hand-crafted bears
1971 – The Whitney Museum of American Art holds the exhibition “Abstract
Design in American Quilts” which begins a ‘quilt revival,’ inspiring collectors to
search for vintage quilts and quilters to create high quality, hand-crafted quilts
1977 – The “hobbleskirt” bottle is granted a trademark for the contour shape
alone, without any words, by the U.S. Patent and Trademarks Office
1992 – Newcomer’s Pharmacy is reassembled at the Root Museum on Fentress
Boulevard in Daytona Beach
1998 – The Chapman S. Root collection is donated to the Museum of Arts and
Sciences
2001 – The Root Family Museum wing opens at the
Museum of Arts and Sciences
Generic Worksheets
There are five generic worksheets included in this guide:
• Primary Source Worksheet
• Artifact Analysis Worksheet
• Written Document Analysis Worksheet
• Photograph Analysis Worksheet
• Root Museum Visit Note Sheet
Generic artifact, written document, and photograph analysis worksheets may be
used with any artifact, written document, or historical photograph, whether it is in
the museum or not. If you have limited time, or some of the questions are too
difficult for younger students, you may go through the questions orally or cut and
use only the part of the worksheet which is useful to you and your students. If you
wish to adapt the worksheets to specific items and add personalized questions,
you may do that, as well.
The primary source worksheet is intended to help students consider the
differences between primary and secondary sources, their benefits and their
limits. Again, the worksheet may be adapted to specific units of study.
To help students make the most of their visit, this guide includes a note sheet
which they may fill out after they leave the museum to help them recall what
they have seen and their initial impressions. It is based on a third grade notetaking sheet, so middle and high school teachers may wish to cut and paste to
adapt it better to their grade level.
Primary Sources Worksheet
1. List three things you would like to know about the lives of the Americans between 1850
and 1985.
a. ______________________________________________________________________
b.______________________________________________________________________
c.______________________________________________________________________
2. Where might you look to find information about the three topics you selected above?
Topic
Source
a._______________________________________ a.____________________________
b._______________________________________
b.____________________________
c._______________________________________
c.____________________________
3. Historians classify sources of information as primary or secondary. Primary sources are
those created by people who actually saw or participated in an event and recorded
that event or their reactions to it. Secondary sources are those created by someone
who was not present when that event occurred. Classify the sources of information you
listed above as primary or secondary.
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
4. Some sources of historical information are viewed as more reliable than others,
although all of them may be useful. Factors such as bias, self-interest, and faulty memory
affect the reliability of a source. Below are five sources of information about past
American life. Rate the reliability of each source on a numerical scale where 1 is very
reliable and 5 is very unreliable. Be prepared to explain your ratings.
a. your textbook
1 2 3 4 5
b. an encyclopedia
1 2 3 4 5
c. an advertising statue of Pocahontas made 1885-1890
1 2 3 4 5
d. U.S. Patent Office design letters patent for the Coca-Cola bottle, 1915 1 2 3 4 5
e. a photograph of the Sumar Special at the Indianapolis 500, 1955
1 2 3 4 5
5. Reconsider what sources you would use to find information about American life. List
three more.
a. ______________________ b. ______________________ c. ____________________
Adapted from a worksheet developed by the National Archives and Records
Administration, Washington, DC 20408
Artifact Analysis Worksheet
1. PHYSICAL QUALITIES OF THE ARTIFACT – Describe the materials from which it was made.
(Check as many as apply.)
___wood
___cloth
___stone
___plastic
___bone china
___glass
___bronze
___silver
___steel
___brass
___aluminum
__other material: _________
2. SPECIAL QUALITIES OF THE ARTIFACT – Describe how it looks and feels (Check as many
as apply.)
___shaped
___ quilted
___colorful
___carved
___textured
___large
___moveable parts
___small
___any words stamped, printed, written, woven or engraved on it
___ balanced
___painted
___flat
___geometrical
___lit up
___ handles
___other describe):________________________________________
3. USES OF THE ARTIFACT
A. Hypothesize the artifact’s main purpose.
___sitting
___sleeping
___storing objects inside ___decorating ___ traveling
___eating/drinking ___keeping clean ___entertaining ___lighting ___ advertising
___other (describe):_____________________________
___need more information to decide
B. Where might the artifact have been used?
C. When might it have been used (in historical eras)?
4. WHAT THE ARTIFACT TELLS US ABOUT THE PEOPLE WHO MADE IT
A. Who might have used the artifact?
B. What does it tell us about the technology and craft skills of the time in which it was
made?
C. What does it tell us about the environment in which the people lived, from which they
obtained the raw materials for the artifact?
D. What does the artifact tell us about their values and/or sense of beauty or aesthetics?
E. Is there a modern object which is equivalent to this historical artifact? If so, what is it?
Worksheet developed by Jean M. West
Written Document Analysis Worksheet
1.
TYPE OF DOCUMENT (Check one):
___Newspaper
___Map
___Letter
___Telegram
___Patent
___Press Release
___Memorandum
___Report
2.
UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (check one or more):
___Interesting letterhead
___Notations
___Handwritten
___”RECEIVED” stamp
___Typed
___Other: _____________
___Seals
3.
DATE(S) OF DOCUMENT: __________________________________________
4.
AUTHOR (OR CREATOR) OF DOCUMENT: ___________________________
___Advertisement
___Congressional record
___Census report
___Other: _____________
POSITION (TITLE): ________________________________________________
5.
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? ____________
_________________________________________________________________
6.
DOCUMENT INFORMATION (There are many possible ways to answer A-E)
A. List three things the author said that you think are important:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
B. Why do you think this document was written?
C. What evidence in the document helps you to know why it was written?
Quote from the document.
D. List two things the document tells you about life in the United States at the
time it was written.
1. _____________________________________________________________
2. _____________________________________________________________
E. Write a question to the author that is left unanswered by the document:
Designed and developed by the staff of the National Archives and Records
Photograph Analysis Worksheet
Step 1: Observation
a. Study the photograph for 2 minutes. Form an overall impression of the photograph and
then examine the individual items. Next, divide the photograph into four quarters and
study each section to see what new details become visible.
b. Use the chart below to list people, objects, and activities in the photograph.
People
Objects
Activities
Step 2: Inference
Based on what you have observed above, list three things you might infer from this
photograph.
a.______________________________________________________________________
b.______________________________________________________________________
c.______________________________________________________________________
Step 3: Questions
a. What questions does this photograph raise in your mind?
b. Where could you find answers to your questions?
Adapted from a worksheet developed by the National Archives and Records
Root Family Museum Visit Note Sheet
1. Here are five pieces of information that I learned about life in America’s past:
a. ______________________________________________________________
b. ______________________________________________________________
c. ______________________________________________________________
d. ______________________________________________________________
e. ______________________________________________________________
2. Here’s a sketch that shows some ideas, art or artifacts from my visit:
3. How does the information I learned from my visit help me to understand American life
in the past? Here are two things I figured out:
a. ______________________________________________________________
b. ______________________________________________________________
4. After my visit I still had some questions about American life in the past:
a. ______________________________________________________________
b. ______________________________________________________________
Where could I find answers?
a. ______________________________________________________________
b. ______________________________________________________________
5. Where would I fit in America’s past? Draw a picture of yourself being a part of history,
remembering to include items from the museum visit.
Adapted from a worksheet developed by teachers at R. J. Longstreet Elementary School
including Elizabeth Teschner and Ralph Weaver
Lesson Plans
The lesson plans are in standard format, but here are some tips for using them:
• Because the CD and internet sites are in color, you may wish to print color
copies of the photographs and I-Spy sheets from them instead of using
black and white, and laminate them for future use.
• If you are interested in the hyperlinked internet sites, you will find it easier
to go from the CD or internet site and click from there rather than typing in
the address.
• The Museum of Arts and Sciences has a ten-lesson teacher’s guide for the
Dow Gallery of American Art with images and ideas which can further
supplement these lessons or expand them into a larger unit.
• Ancient Egypt’s part of your teaching assignment? Take a look at the
online guide. Although the Brown & Brown presents The Glories of Ancient
Egypt Exhibit no longer is in Daytona the lesson plans in the
accompanying teacher’s guide stand on their own, although tied to the
Sunshine State Standards. A downloadable PDF file of the guide is
located on the Museum of Arts and Sciences website at
http://www.moas.org/featured_3.html.
GRADES K-2
LESSON 1: AMERICAN LIFE, PAST AND PRESENT
In this lesson, students are introduced to American life in the past as illustrated by
the artifacts in the Root Family Museum (such as the Coca-Cola school zone
sign, teddy bear with school writing slate, Remington typewriter and Western
Electric candlestick dial telephone.) The activities are designed for students in
grades K to 2.
Florida Sunshine Standards
Time, Continuity, and Change [History] Standard 1: The student understands
historical chronology and the historical perspective. (SS.A.1.1)
1. Compares everyday life in different places and times and understands that
people, places, and things change over time.
Materials Needed
• Lesson 1 Artifact Images:
a) Coca-Cola school zone crossing guard sign
b) Teddy bear with writing slate
c) Remington portable typewriter, Model 1
d) Western Electric Candlestick Dial Telephone
• Lesson 1 Supplemental Images
a) Teacher and children in front of sod schoolhouse, Woods County,
Oklahoma Territory, c. 1895 (National Archives)
b) American Telephone and Telegraph Map, 1891
• Past and Present Match-up Activity Sheet
Time Required
30 minutes
Lesson Procedures
Lesson Starter
1. Show students the Coca-Cola school zone crossing guard sign. Ask them
what they think it was used for. Does their school have a children crossing sign
and speed flasher light? Are there any crossing guards or police directing
traffic?
2. Show students the picture of the teddy bear with the writing slate.
• Ask students what the bear is holding and if it reminds them of
anything in their classroom (like the chalkboard or erasable marker
board.)
• Ask students what they use to write with in class (paper, pencil, crayon,
or marker.) Explain that, in the past, students used chalk and slate. It
could be reused, but it sometimes erased accidentally with rain or
rubbing against clothing.
3. Read the rules to the students:
Bear Facts
1. No growling in the halls
2. No honey in the classroom
3. No talking in the libeary
• Ask students why they used “libeary” instead of library?
• Ask students if these seem like good rules for a bear school?
• Ask students if the rules could be changed for children? What would they
be?
4. Show students the photograph of the teacher and students in Oklahoma
around 1895. Tell them it is a one-room schoolhouse. Ask them:
• How is this school different from our school? (Where is the cafeteria,
playground, etc.?)
• What about this school is like our school?
Activity
1. Show students the American Telephone and Telegraph map and show them
the red lines. These were the only places with telephone service in 1891. Ask
them how they think people kept in touch.
2. Show students the pictures of candlestick dial telephone and typewriter.
Explain to students that these are objects from long ago—50 to 80 years ago,
before their parents and possibly even their grandparents were born. It was a
time when there were no computers, CDs or digital music players, no video or
DVDs, so travel and staying in touch were different. Ask students:
• Have you ever seen any of these?
• What do you think each one was used for?
• What clues do you see to help you? How are they similar to what we use
today?
• How are they different from what we use today?
• Can you think of other ways that people, things, or places have changed
over time?
3. Divide the class into pairs and give each pair a “Past and Present Match-up”
activity sheet.
Interdisciplinary Links
Health and Safety
1. Make flash cards of safety signs and signals. (The Florida Operator Driving
Handbook is available free online from the link
http://www.hsmv.state.fl.us/handbooks/English/. The Signals, Signs, and
Pavement Markings section is at:
http://www.lowestpricetrafficschool.com/handbooks/driver/en/4.)
Explain to students what the signals and signs represent and then assess what
they recall with the flash cards, repeating until they are familiar with all the signs.
2. Work with students with a play telephone so they know their full name, home
address, phone number and/or how to dial 911 on both touch-pad and rotary
phones.
Art
Print out the 1922-1923 Montgomery Ward “Laundry Supplies” catalog page and
let students color it.
(National Archives and Records Administration)
Lesson 1 Artifact Images: a) Coca-Cola School Zone Crossing Guard Sign, ca.
1958-1969
Lesson 1 Artifact Images:
b) Teddy bear with writing slate,
between 1970 and 2000
33
Lesson 1: Supplemental Image a) Teacher and children in front of sod
schoolhouse, Woods County, Oklahoma Territory, c. 1895 (National Archives)
Lesson 1: Supplemental Image b) American Telephone and Telegraph Map,
1891
34
Lesson 1 Artifact Images: c) Remington
portable typewriter, Model 1
Lesson 1 Artifact Images: d) Western
Electric Candlestick Dial Telephone
35
Past and Present Match-up Activity Sheet
Past
Present
36
LESSON 2: TEDDY AND THE BEARS
In this lesson, students will learn about Theodore Roosevelt and the origins of toy
teddy bears using the Teddy Roosevelt, Steiff, and other bears in the Root Family
Museum. The activities are designed for students in grades K-2.
Time, Continuity, and Change [History] Standard 5: The student understands U.S.
history from 1880 to the present day. (SS.A.5.1)
1. Knows significant individuals in United States history since 1880 (e.g., presidents,
scientists and inventors, significant women, and people who have worked to
achieve equality and improve individual lives).
Materials Needed
a) Theodore Roosevelt Teddy bear
b) Steiff Teddy bear
• Lesson 2 Supplemental Images:
a) Louisiana Black Bear (U.S. Fish and Wildlife Service)
b) Postcard of Theodore Roosevelt and his family (Collection of Mary
Wentzel)
c) “Drawing the Line” cartoon, 1902
d) Smithsonian Ideal bear (Smithsonian Institution)
e) 1905 Steiff Teddy bear
f) Sagamore Hill Ideal bear (National Park Service)
• My Bear Story Sheet
• Ruler
Time Required
15-30 minutes
Background Information
Theodore Roosevelt (1858 -1919) became president of the United States
following the assassination of William McKinley. The youngest man to ascend to
the presidency, forty-two years of age, in 1901 Roosevelt had a young family:
Alice (17), Theodore, Jr. (14), Kermit (11), Ethel (10), Archibald (7), and Quentin
(3).
Theodore Roosevelt is inextricably linked with teddy bears. The most common
story is that in 1902, President Roosevelt went to Sharkey County, Mississippi to
resolve a boundary line dispute between the states of Louisiana and Mississippi
and also for a 5-day vacation during which he wanted to hunt for bear. On
Friday, November the 14th, African-American tracker Holt Collier and his dogs
cornered and subdued a 235-lb. Louisiana black bear (although some say it was
a smaller bear). Roosevelt refused to shoot the restrained bear, believing it to be
unsporting. Two days later, on November 16th, a Clifford Berryman cartoon of
37
President Roosevelt refusing to shoot a small, confused bear appeared in The
Washington Post with the dual-meaning caption “Drawing the Line in Mississippi.”
Later on in November, inspired by the Berryman cartoon, Russian immigrant
candy shop owners Morris and Rose Michtom sewed two plush, jointed bears
with shoe button eyes, stuffed them with excelsior, and placed them in their shop
window with the sign “Teddy’s Bears;” the price was $1.50. The Michtoms are
believed to have written to President Roosevelt for permission to call the stuffed
bears, “teddy bears,” and he is supposed to have written a note giving them his
permission (although none of the correspondence survives.) The Michtom bears
were so successful they founded the Ideal Toy and Novelty Company. While the
Michtoms were the first to call stuffed bears “teddy bears,” they were not the first
toymakers to produce stuffed bears.
Earlier in 1902, in October, Richard Steiff had refined sketches he had made of
bears at Nill’s Circus by studying bears at the Stuttgart Zoo and presented them
to his doubtful aunt, Margarete. He proposed to manufacture a new design of
stuffed bear; instead of the typical bear on wheels or all fours, he wanted to
create an upright, jointed bear with mohair “fur” and shoe button eyes. Despite
his aunt’s reluctance, he manufactured the bears, called them “Friend Petz”
(model “55PB”) and marketed them in March 1903 at the Toy Fair in Leipzig
Germany. Although ignored by European buyers, Hermann Berg, a toy buyer
from Borgfeldt Company in New York, purchased 3,000 bears recognizing that
American consumers were interested in the Roosevelt bear story. Steiff sold
hundreds of thousands of bears in the U.S. According to Steiff, on February 17,
1906 Steiff bears were used as table decorations at the White House reception
for Alice Roosevelt’s wedding; when someone asked what species of bear they
were, the answer given was: “Teddy’s bears.”
Lesson Procedures
Lesson Starter
1. Show students the pictures of the Teddy Roosevelt teddy bear, the Steiff bear,
and the Louisiana Black bear.
2. Ask students:
• How are these three bears alike?
• How are these three bears different?
• Do you ever call your bear a “teddy bear” even if it isn’t your bear’s
name?
• Do any of you have a stuffed bear whose name is Teddy?
• Do any of you have a stuffed bear whose name is not Teddy?
Activity
1. Show students the postcard of President Theodore Roosevelt. Explain that the
nickname for Theodore is “Teddy,” and that the teddy bear got its name from
Teddy Roosevelt.
2. Show students the cartoon, “Drawing the Line in Mississippi.” Ask them,
• Describe how the little bear looks. How do you think the bear is feeling?
38
• Describe how Theodore Roosevelt looks. How do you think he is feeling?
3. Tell students the story of Theodore Roosevelt’s hunting expedition. Then, show
them the pictures of the Smithsonian Ideal bear and tell them about Morris and
Rose Michtom’s bear.
4. Tell students the story of Richard and Margarete Steiff’s bear and show them
the picture of the 1905 Steiff bear.
5. Explain to students that there is a stuffed teddy bear at Theodore Roosevelt’s
home and show the picture of it to them. Ask them to vote on whether they
think it is a Michtom bear or a Steiff bear. (According to the Smithsonian
Institution, it is a Michtom Ideal bear.)
6. Either ask students to bring in their teddy bear, or provide a teddy bear for
students to measure with a ruler or measuring stick/tape. Then, ask students to
write a description of their teddy bear (or the one in the classroom) on the Bear
Story sheet.
Music
Play a collection of teddy bear songs. (You can assemble songs by
downloading them or ripping them from your CDs, making a playlist, and then
burning a single CD for classroom use.) You may wish to have a full ‘Teddy
Bear’s picnic’ if you decide to play that song.
Mathematics
If your students have their bears/stuffed animals at school, make “bear graphs”
on the floor and bar graphs on paper so students can see the relationship
between data and graphing. Categories to graph might include
dressed/undressed bears, bear colors, sizes of bears.
Art
Look at the U.S. Postal Service’s four designs for teddy bear stamps for the 2002
centennial and then design a bear stamp.
39
Science
Show students the Russian lacquer box drawing of a hibernating bear and Ursa
Major.
• Explain about hibernation
• Show students the Big Dipper in Ursa Major. Use the Alaska state flag to
illustrate how the stars in Ursa Major point to the North Star, Polaris.
Ursa Major
Mstera Russian
lacquer box
(Collection of
Jean West)
Flag of Alaska
40
Geography
Use “Traveling Bears” to teach students about different places in your community
or the United States. A full ‘traveling’ bear program lasts for up to six months. In
early September, shortly after school opens, pull together a list of schools and
grandparents, relatives, and friends who are willing to participate. They will be
asked to take one photograph with the bear in their area, write a letter, and
place significant but low-cost, small light items (seashell, postcard, chip of lava,
etc.) about their area into a Ziploc bag, place it in the backpack with the bear
and mail it on within two weeks of receipt. Prepare a list of participating
addresses, a “home-contact” sheet with the school’s mailing address, telephone
number, and e-mail address and the final due date that the bear needs to be
mailed back to the originating school. Pack the traveling bear, disposable
camera, address list, and home-contact/due date sheet in a light backpack or
duffel bag and package it for mailing. Mail to the first receiving location. When
the first person has completed their tasks (or within two weeks), the person should
mail the bag and bear to the next address on the list.
• You may use actual bears or a flat version (photograph or picture colored by
the students) for this project.
• You may prefer to do a simple exchange of bears with students in another
school, either in-state or out-of-state, and have each student write letters to
another student, take photographs of the bear in various locations, and
collect little items as a class for the backpack.
• Two websites with further information are a Hawaiian school’s for grades 4-5
at http://www.kapaams.k12.hi.us/netshare/cinch/traveling_bear.htm and a
Wisconsin first grade project at
http://scout.wisc.edu/Projects/PastProjects/NH/97-02/97-02-27/0004.html.
41
42
Lesson 2 Artifact Images: a) Theodore Roosevelt Teddy bear
Lesson 2 Artifact Images: b) Steiff Teddy bear
43
Lesson 2 Supplemental Image: a) Louisiana Black Bear (U.S. Fish and Wildlife
Service)
Lesson 2 Supplemental Image: b) Postcard of Theodore Roosevelt and his family
(Collection of Mary Wentzel)
44
Lesson 2 Supplemental Image: c) “Drawing the Line” cartoon, 1902
45
Lesson 2 Supplemental Image: d) Smithsonian Ideal bear (Smithsonian Institution)
Lesson 2 Supplemental Image: e)1905 Steiff Teddy bear
46
Lesson 2 Supplemental Image: f) Sagamore Hill Ideal bear (National Park
Service)
47
Grades 3-5
LESSON 3: A STITCH IN TIME—QUILTS AND AMERICAN
HISTORY
In this lesson, students will learn about using primary sources, including quilts in
the Root Family Museum, written documents and photographs from the Library
of Congress, to learn about life during the Great Depression. The activities are
designed for students in grades 3-5.
2. Uses a variety of methods and sources to understand history (such as
interpreting diaries, letters, newspapers; and reading maps and graphs) and
knows the difference between primary and secondary sources.
Materials Needed
• Lesson 3 Artifact Image:
a) Flower Garden Pattern Feedbag Quilt
a) “The Quilt My Grandmother Made,” sheet music, 1879 (Library of Congress)
b) Depression Prices ad, 1933, Baker County, Florida (Baker County, Florida,
USGenWeb project http://www.rootsweb.com/~flbaker/newspaperAds.html)
c) Federal Writers Project, Miami, Florida, December 2, 1938, extract from
Sarah Jones story, “Virginia Jones’s quilts” (Library of Congress)
d) NRA marked cotton bag
e) Grandmother from Oklahoma in Kern County, California with pieced quilt.
Photographed by Dorothea Lange for the Farm Security Administration,
February 1936 (Library of Congress)
f) Grandmother with grandson in Kern County, California with pieced quilt.
Photographed by Dorothea Lange for the Farm Security Administration,
g) Farm women working on a quilt near West Carlton, Yamhill County,
Oregon. Photographed by Dorothea Lange for the Farm Security
Administration, October, 1939 (Library of Congress)
h) Members of the women’s club of Granger Homesteads, Iowa making a
quilt by John Vachon for the Farm Security Administration, April 1940 (Library
of Congress)
i) Wife of a FSA rehabilitation borrower sewing a quilt in Grant County, Illinois.
Photographed by John Vachon for the Farm Security Administration, May
1940 (Library of Congress)
j) Migrant mother piecing a quilt in Harlingen, Texas. Photographed by Lee
Russell for the Farm Security Administration, February 1939 (Library of
Congress)
48
•
•
k) Mother of a tenant purchase client in Maricopa County, Arizona piecing a
quilt. Photographed by Lee Russell for the Farm Security Administration, May
l) Making a quilt from surplus commodity cotton in Greensboro, Georgia.
Photographed by Jack Delano for the Farm Security Administration, October
Textbook section on the Great Depression and New Deal
Time Required
45-60 minutes
Until 1846, producers of flour, sugar, rice, feed, grain and seed had little choice
when shipping except to put their product in wooden barrels or boxes and tin
containers. With the invention of the double-locking stitching machine, canvas
bags could carry heavier contents and manufacturers began to switch to sacks.
At first the sizes corresponded to barrels, so a 1/8 barrel bag held 24 pounds.
When cheap cotton sacks replaced canvas in the late 1800s, farm families
discovered that they could wash the printed label ink out and they had a good,
cheap source of fabric for household use such as dish towels and diapers.
Development of reliable pastel dyes in the early 20th century contributed to the
popularity of quilts in a lighter color pallet by the 1920s. With the Depression and
arrival of synthetic fabrics like rayon, the price of cotton dropped dramatically
and even more companies packaged their products in cotton sacks.
Although earlier feedbags were more often in solid colors, print designs
appeared as early as 1885 and became popular in the mid 1920s. Because bag
sizes varied from company to company, and it usually required several identical
sacks to make a larger project, such as a dress, patterned sacks encouraged
consumers to purchase a single brand. Surplus feed sacks could be returned,
traded or sold by peddlers. The economic hard times caused by the boll weevil
(a beetle that destroys cotton) in cotton-growing regions of the U.S. by the 1920s
and the Great Depression encouraged frugality and recycling of feedbag fabric
across the nation.
The peak of popularity for feedbag prints was from the mid-1920s to the mid
1940s. Over forty companies competed to create attractive feedbag cloth.
Some bags featured designs inspired by popular culture such as Mickey Mouse
and Gone with the Wind prints. Magazine and pattern companies created
patterns which could be used with feedbag fabrics. By 1942, it is estimated
3,000,000 Americans were wearing garments made from feedbags. Scraps from
all these sewing projects could be used in quilts, and were.
President Franklin D. Roosevelt standardized feed sack sizes in 1937. For example,
a 100-pound bag was 39 x 46 inches and yielded over a yard of usable cloth: 37
x 43 inches. During World War II, the War Production Board ordered that
feedbags be produced in only six sizes. However, heavy paper sacks began to
49
replace cotton so quickly after World War II that by 1948, half of the bags in the
U.S. were paper. While cloth bags continued to be produced until the 1960s, the
era of the feedbag garment and quilt was over.
The crazy quilt featured in the math activities was used on the bed of one of the
Root children, Preston.
Lesson Procedures
Lesson Starter
1. Provide students with only the detail of the illustration from the sheet music,
“The Quilt My Grandmother Made.”
2. Ask students:
• What living things are in this picture?
• What objects are in this picture?
• What activity is going on in this picture?
3. Show students the entire page from the sheet music and ask:
• What is the title on the page?
• What is this?
• Who wrote the music? The song’s words?
• When was the music copyrighted?
• What do the words add to our knowledge that we couldn’t know from
the illustration alone?
• What did the illustration add to our knowledge that the words don’t?
• Do you think the words or illustration were more effective in convincing
buyers to purchase the music?
4. Ask students to speculate on the colors the quilt would have been if the sheet
music had been printed in color
5. Show students the Flower Garden pattern quilt and compare and contrast it
with the design illustrated on the sheet music “The Quilt That My Grandmother
Made.” Explain that the quilt was made between 1930 and 1940, over fifty years
after the sheet music, when pastel colored fabrics were popular.
6. Direct students to read the section in their textbook about the Depression and
New Deal.
Activity
1. Show students the 1933 newspaper ad from Baker County, Florida with prices
for clothing. Then explain that the weekly average wage was:
• Cook -- $15
• Factory Worker -- $16.89
• Accountant -- $45
• Doctor -- $61.11
If a cook had to work half a day to afford a dress, was it as cheap as you
thought?
2. Read aloud the 1938 account by Gladys Buck of Virginia Jones of Miami,
Florida and her quilts.
• How many quilts were in Virginia’s house?
• What kind of quilt did she want to make?
50
• How was she finally able to afford the cloth?
• Why does she need washable cloth?
3. Explain that the Flower Garden quilt was also made during the Great
Depression when economic hardships inspired Americans to salvage cloth from
feedbags, recycling it into quilts, towels, and clothing. Show students the picture
of the salt bag with a towel design on it.
• How would this help a family to save money?
• Is this sack from before or after the New Deal? How can you tell?
• What does the NRA and eagle stand for?
4. Divide the class into eight groups. Provide each group with a Photograph
Analysis Worksheet and a photograph from the Library of Congress to analyze.
5. Discuss as a class:
• Who made quilts? (Age, race, sex)
• Under what conditions did they make quilts? (Indoor/outdoors,
standing/sitting, lighting)
• What steps in quilting could you figure out from the photograph?
• What is the Farm Security Administration?
• What was the FSA’s job?
• Why do you think they photographed people making quilts?
• Did the “Flower Garden” pattern appear on any quilt?
Language Arts/Reading
1) The possibility that slaves used coded quilts as memory devices to help them
escape to freedom is investigated in several well-illustrated books including
Deborah Hopkinson’s Sweet Clara and the Freedom Quilt. New York: Knopf
Books for Young Readers, 2003.
This can be tied to the Science Interdisciplinary link in Lesson 2 about Ursa
Major and the Big Dipper, the “Drinking Gourd” of the Underground Railroad
which is explored in another illustrated book by Jeannette Winter, Follow the
Drinking Gourd. New York: Dragonfly Books, 1992.
An advanced reader might enjoy a modern mystery about the Underground
Railroad, Virginia Hamilton’s The House of Dies Drear. New York: Aladdin
Paperbacks, 1996.
2) A Russian immigrant family’s quilt is the focus of another book, Patricia
Polacco’s The Keeping Quilt. New York: Aladdin Picture Books, 2001.
Music
1) Play a song about quilted or pieced fabrics. The full sheet music and lyrics for
“The Quilt That My Grandmother Made,” along with five other vintage songs are
at: http://memory.loc.gov/ammem/mussmhtml/mussmhome.html. Under
“Search by Keyword,” type in “quilt” and you will see the choices. Remember
that when you hit “view item” you will only see the title page and must hit “next
page” to see the music and/or lyrics.
2) Possibilities from more contemporary music include:
Coat of Many Colors, written by Dolly Parton
51
Joseph and his Amazing Technicolor Dreamcoat, written by Andrew Lloyd
Webber
You can assemble songs by downloading them or ripping them from your CDs,
making a playlist, and then burning a single CD for classroom use.)
Community Service
During the Civil War, women made 250,000 quilts that were donated to the U.S.
Sanitary Commission for distribution to Union soldiers; southern quilters also made
quilts to raise money to supply Confederate troops. The Home of the Brave quilt
project has been formed on a non-partisan, non-judgmental basis to provide
quilts based on the original Civil War pattern to families who have lost a son or
daughter in Afghanistan or Iraq. Older students may wish to contribute a quilt
block to the project or participate in a different project, such as the Christmas
sock project. For information about the national service projects, visit
http://www.homeofthebravequilts.com/ . For the Florida quilt project, visit
http://www.flhomeofthebravequilts.com/ .
Geography
Post a United States map and have students locate the state in their FSA
photograph on the map and mark it with a push-pin or a post-it marker.
Mathematics
Use the Those Crazy Quilts worksheet to teach FCAT math concepts and
vocabulary related to geometric shapes.
52
Lesson 3 Artifact Image: a) Flower Garden Pattern Feedbag Quilt
53
Lesson 3 Supplemental Image: a-1) Detail of Illustration (Library of Congress)
54
Lesson 3: Supplemental Image: a-2) “The Quilt My Grandmother Made,” sheet
music, 1879 (Library of Congress)
55
Lesson 3 Supplemental Image: b) Depression Prices ad, 1933, Baker County,
Florida (Baker County, Florida, USGenWeb project
http://www.rootsweb.com/~flbaker/newspaperAds.html)
56
Lesson 3 Supplemental Image: c) Federal Writers Project, Miami, Florida,
December 2, 1938, extract from Sarah Jones story, “Virginia Jones’s quilts”
(Library of Congress)
57
Lesson 3 Supplemental Image: d) NRA marked cotton bag
Lesson 3 Supplemental Image: e) Grandmother from Oklahoma in Kern
County, California with pieced quilt. Photographed by Dorothea Lange for
the Farm Security Administration, February 1936 (Library of Congress)
58
Lesson 3 Supplemental Image: f) Grandmother with grandson in Kern
County, California with pieced quilt. Photographed by Dorothea Lange for
the Farm Security Administration, February 1936 (Library of Congress)
59
Lesson 3 Supplemental Image: g) Farm women working on a quilt near West
Carlton, Yamhill County, Oregon. Photographed by Dorothea Lange for the
Farm Security Administration, October, 1939 (Library of Congress)
60
Lesson 3 Supplemental Image: h) Members of the women’s club of Granger
Homesteads, Iowa making a quilt by John Vachon for the Farm Security
Administration, April 1940 (Library of Congress)
61
Lesson 3 Supplemental Image: i) Wife of a FSA rehabilitation borrower sewing
a quilt in Grant County, Illinois. Photographed by John Vachon for the Farm
Security Administration, May 1940 (Library of Congress)
62
Lesson 3 Supplemental Image: j) Migrant mother piecing a quilt in Harlingen,
Texas. Photographed by Lee Russell for the Farm Security Administration,
63
Lesson 3 Supplemental Image: k) Mother of a tenant purchase client in
Maricopa County, Arizona piecing a quilt. Photographed by Lee Russell for
the Farm Security Administration, May 1940 (Library of Congress)
64
Lesson 3 Supplemental Image: l) Making a quilt from surplus commodity
cotton in Greensboro, Georgia. Photographed by Jack Delano for the Farm
Security Administration, October 1941 (Library of Congress)
65
Those Crazy Quilts!
Circle – n. a round, two-dimensional shape. The double wedding ring
quilt features colorful patches in the form of a circle.
Cube – n. a three-dimensional shape formed with six perfectly equal
square sides. The tumbling blocks quilt pattern gives the illusion that
there are cubes on the quilt, but they are only two-dimensional.
Diagonal – n. a slanted or angled line. The dark portions of a log cabin
pattern quilt form dark “slash” diagonals across the quilt top.
Flip – v. to turn a figure, either horizontally or vertically. If you flip
the equilateral triangle horizontally, it looks the same, but if you flip
it vertically it stands on its point.
Hexagon – n. a six-sided figure. The Flower Garden Feedbag quilt is
made with hexagon-shaped pieces of cloth cut from old
feedbags.
Pattern – n. something which repeats predictably. Once you put
together your first quilt square, you have the pattern for the rest of
your quilt.
Polygon – n. a figure with three or more sides. All of the pieces in
the Crazy Quilt are polygons.
Rectangle – n. a figure with four sides, all at right angles to each
other. The border on this quilt has rectangle-shaped .
Rhombus – n. a figure with four sides, all the same length,
but that are not at right angles. The diamond shape,
popular in early 19th century decoration and used in a quilt
from 1880-1890, is a rhombus.
Square – n. a figure with four equal sides, all at right angles to each
other. The Nine-square is one of the most basic quilt patterns.
Symmetry – n. a form which is mirrored on either side of a dividing
line. The Compass Rose quilt design has symmetry whether you hold
the mirror vertically or horizontally.
66
Triangle – n. a form with three sides. Many quilt patterns are formed by triangles.
• Equilateral—A triangle where the length of all sides and the
degree of all angles are equal. The Wild Geese Formation
quilt uses green and red equilateral triangles as the basis of
the pattern.
•
Isosceles—A triangle where two sides are of equal length as
are their opposite angles. Isosceles triangles form the
pattern in the Monkey Wrench Nine Square quilt.
•
•
Right—A triangle where two sides are perpendicular to
each other forming a 90º angle. The Pinwheel-Windmill
quilt uses different colored right triangles.
Scalene—A triangle where all three sides are of different
lengths and all three angles are different. The Crazy
Quilt has a small, flowery scalene triangle.
Trapezoid – n. a four-sided figure with two parallel sides, but no
right angles. Many of the patches in the Crazy Quilt, including
the solid orange one near the bottom, are trapezoid shaped.
Two-dimensional – adj. a form with height and width but no depth. A quilt is twodimensional.
Can you find more
examples hidden
in these quilts?
67
LESSON 4: AMERICA IN MOTION
In this lesson, students will learn about changes in the way Americans have
traveled over the course of the 20th century by examining vehicles in the Root
Family Museum along with historic and contemporary maps and photographs.
The activities are designed for students in grades 3-5.
People, Places, and Environments [Geography] Standard 1: The student
understands the world in spatial terms. (SS.B.1.2)
4. Knows how changing transportation and communication technology have
affected
relationships between locations.
Standard 6: The student understands the history of Florida and its people.
(SS.A.6.2)
2. Understands the influence of geography on the history of Florida.
1. Knows that after the Civil War, massive immigration, big business, and
mechanized farming transformed American life.
2. Knows the social and political consequences of industrialization and
urbanization in the United States after 1880.
Materials Needed
a) Ford Model T Truck
b) “Silver Holly” round-end observation-dome sleeper railroad car
c) Pullman “Indian Tree” china
d) RPO toy U.S. Mail car
e) Ford Lincoln Mark I Continental Convertible
•
Lesson 4 Supplemental Images:
a) Automobile meets mule-drawn covered wagon near Big Springs,
Nebraska, 1912 (National Archives)
b) Transcontinental Motor Transport Corps wreck, 1919
c) Amtrak postcard of dining car, c. 1974 (From the collection of Mary
Wentzel)
d) Photograph of Charles Lindbergh loading first sack of airmail Chicago-St.
Louis, 1926 (National Archives)
e) Photograph of Interstate 495, Long Island, New York in the 1950s (National
Archives)
f) Amtrak national route map, 2006 (Amtrak)
g) Air mail route 1928 (National Archives)
h) National Highway System 2006 (U.S. Department of Transportation)
68
Time Required
45-60 minutes
The third vehicle Henry Ford built was a truck, in 1900. He introduced the Model T
one-ton truck chassis in 1917, the same year that Florida became the last state
(of the 48 states) to issue a state license tag. Until 1921, Florida issued two license
plates per vehicle. There were already 116,000 cars registered in Florida in 1922.
The horseless carriage license plate was created in 1957 for vehicles 35-year-old
which were operated only for historical exhibition. Chapman S. Root learned to
drive when he was only ten years old; he bought his first truck with newspaper
delivery money for $12.
The “Silver Holly” was a custom lightweight car with a rounded end and
observation dome which was built for the Chesapeake and Ohio Railroad in
1948. It was sold to the Denver and Rio Grande Western Railroad where it was
used until it was retired. It originally seated 60 people, 36 downstairs and 24 in
the dome. Chapman S. Root’s father, William, had perished in an airplane crash
in 1932 and so he preferred not to fly. He purchased the “Silver Holly” and had it
refitted in over a period of 1 ½ to 2 years in Omaha, Nebraska by restorer William
Kratville who added four bedrooms, three bathrooms (including one with
ceramic tile shower) and a kitchen. The Roots named the car “Silver Holly” for
family friend, Holly Stover (1883-1963), vice-president of the Chicago, Burlington,
and Northern Railroad. Chapman Root, his wife, Susan, and their six children and
friends traveled in the “Silver Holly;” it was even used to take John Root’s St.
James’ schoolmates from Florida to Washington D.C. on their sixth grade class
trip! Railroads would pull the car with the purchase of 17 Pullman tickets, and
between family and friends the Roots always met the requirement. Usually they
paid $1 per mile to hook the car to whatever train line they needed for their trip.
For example, The Root’s maiden voyage on the “Silver Holly” was from Omaha to
Chicago on the Union Pacific line, then from Chicago to Jacksonville on the
Illinois Central, Louisville and Nashville, and Florida East Coast Railroad lines.
According to Preston Root, breakfast was usually Coca-Cola and a muffin.
The original design for the 1948 Lincoln Mark I Continental came from the LincolnZephyr designed by Ford Motor Company’s E. T. “Bob” Gregorie for Edsel Ford in
1939. This was Ford’s most expensive and prestigious car until World War II forced
production of private cars to stop between 1942 and 1946. Only 1,241 Lincoln
convertibles were built from 1946 to 1948. This automobile was purchased by
Chapman S. Root in 1948 and driven with his new wife, Susan, on their
honeymoon from Indiana to California on the historic Route 66. “Robin-egg
blue” was a manufacturer’s color offered by Lincoln and since it was Susan’s
favorite color, Chapman Root ordered the car in that shade. Among its stateof-the-art features for the time were air-conditioning, AM-FM radio, pushbutton
door openers, and a stick shift on the driving column (not an automatic
transmission). Seat belts were not standard at the time but Chapman Root had
an automotive safety company that produced seat belts for race cars and he
retrofitted the car with seat belts. The original V-12 engine was underpowered
69
so he replaced it with a Cadillac V-8; when the car was restored in 1988 he
purchased a V-12 engine and put it back in. Although all vehicles displayed in
the museum are “pickled,” having had all their fluids removed, the car is in
running condition.
Lesson Procedures
Lesson Starter
1. Show students the supplemental photograph of the automobile and covered
wagon and explain that the photograph was taken in 1912. Ask students:
• What problems could the cars create for wagon drivers?
• What problems could the wagons create for the car drivers?
• Why do you think cars replaced wagons?
2. Show students the photograph of the 1922 Ford Model T Coca-Cola delivery
truck. Ask students:
• What advantages does the truck have over a mule-drawn wagon (or any
other animal-powered transport)?
• What things about this truck resemble a wagon?
• What things about it resemble a modern truck?
3. Finally, show the class the supplemental photograph of the U.S. Motor
Transport Corps vehicle which was damaged during the transcontinental motor
convey of 1919 because of a bad road.
• If army trucks have problems traveling across the country, what does that
mean for the safety of the nation?
• Could a truck like the Model T have hauled freight long-distance to make
deliveries on such roads?
• What about private automobiles? Could people really travel for pleasure or
business?
• Aside from the condition of the road, does it seem likely that there were
many gasoline stations? Motels? Restaurants?
• Was automobile travel a very good option at the beginning of the 20th
century?
4. The Wright Brothers made their first airplane flights on December 7, 1903. The
first scheduled passenger airline using airplanes was probably the St. PetersburgTampa Air Line (Airboat Line) which began service on January 1, 1914 flying two
daily round-trips across Tampa Bay. Air travel really wasn’t a travel option at the
beginning of the 20th century. What transportation options were left?
Activity
1. Show students the picture of the “Silver Holly.” Explain that trains were the
most comfortable way to travel before automobiles and airplanes. They had
places to eat, drink, sleep, and watch the view. Show students the Pullman
“Indian Tree” china and the Amtrak dining car postcard. Ask students:
• Why did there need to be a dining car on a train?
70
•
•
Why do you think people were so dressed up and the dining table set with
china and linen?
Do we feel travel is special today or is it something normal and ‘no big deal’?
71
2. Show students the toy U.S. Mail car. Ask students, besides passengers, what
other things could trains haul?
3. Show students the photograph of Charles Lindbergh (the same man who
made the first solo flight across the Atlantic) loading the first air mail sack to be
flown from Chicago to St. Louis. Ask students how this would effect the railroads.
4. Explain that one of the army officers who watched trucks get stuck and
wrecked in 1919 was a colonel named Dwight D. Eisenhower. During World War
II he was the supreme commander of Allied forces, including the U.S. Army in
Europe and was very impressed with the Germans’ autobahn highways. When
Eisenhower became president (1953-1961) he pushed for Congress to pass the
Federal-Aid (Interstate) Highway Act which he signed into law on June 29, 1956.
Show students the photograph of Interstate 495. Ask students:
• How could interstates help the army?
• How could they help truckers?
• How could they help families travel?
• What effect do you think they had on railroads?
5. Show students the 1948 Lincoln. Ask students:
• How is this car an improvement over the 1912 car in the first photograph?
• How is it an improvement over the 1922 truck?
• What features do modern cars have that are an improvement over this
car?
6. Divide students into groups of three and give each group the supplemental
maps for Amtrak 2006, the 1928 Post Office/U.S. Air Mail routes, and the 2006
National Highway System and the Rail, Air, and Road Maps Worksheet which
follows. Ask students to complete the worksheet and collect it.
72
KEY:
1. Post Office Air Mail
2. Highway
3. Highway
4. Amtrak, Post Office Air Mail
5. 2006 Amtrak, 1928 Post Office Air Mail
6. Post Office Air Mail
7. Amtrak
8. Yes
9. Yes
10. DeLand
1. Direct students to compose a diamante poem about a train or automobile.
The format for a diamante poem is:
Beginning Topic
Adjective, Adjective (referring back to the beginning topic)
-ing word, -ing word, -ing word (referring back to the beginning topic)
Four nouns or a short phrase (referring to both beginning and end topics)
-ing word, -ing word, -ing word (referring to the end topic)
Adjective, Adjective (referring to the end topic)
End Topic
2. To help students learn how a paragraph is written, give each student five cutouts: one shaped like a train engine, one like a caboose, and three shaped like
freight cars. On a topic of your choice, or the students’, have them write a topic
sentence on the engine, each of the three supporting sentences on a separate
freight car, and then the concluding sentence on the caboose. Students may
assemble the paragraph train with tape or yarn.
3. Suggest to students that they might read some literature related to trains,
ranging from classic illustrated books like the Polar Express to the Cascade
Mountain Mystery series by Anne Capeci.
Music
1. Railroads and automobiles have inspired musicians over the years. Ask
students to create a “playlist” of at least ten songs related to either trains or cars.
2. Have students learn the music and/or lyrics of a song related to
transportation. Possible train songs include:
¾ Wabash Cannonball
¾ I’ve Been Working on the Railroad
¾ Little Red Caboose
The U.S. Department of transportation has an amazingly comprehensive list of
“road songs” (although not all may be appropriate to your grade level) at
http://www.fhwa.dot.gov/infrastructure/roadsong.htm. Ideas might include:
73
¾ Little Deuce Coupe
¾ Get Your Kicks on Route 66
¾ On the Road Again
Geography
Map out the route from Terre Haute, Indiana to Los Angeles, California (the Root
honeymoon trip) on a map. Remember that the interstate system did not exist
and their main road was Route 66. For a map of the historic “Mother Road,” visit
http://www.historic66.com/ or http://www.theroadwanderer.net/route66.htm.
74
Rail, Air, and Road Maps Worksheet
1. Which map is the oldest map?
2. Which map doesn’t have any city names on it?
3. Which map has the network which covers more of the
United States than any other network?
4. Which two maps have networks which are very close in the
number of places they serve?
5. What two years do the two maps that have the similar
networks come from?
6. What form of transportation went to Pueblo, Colorado?
7. What form of transportation goes to St. Paul, Minnesota?
8. If you wanted to send a letter air-mail from New York City to
Los Angeles, California in 1928, could you?
9. If you wanted to take a train from New York City to Los
Angeles, California in 2006, could you?
10. What is the nearest Amtrak station to Daytona Beach on
the 2006 map?
75
Lesson 4 Artifact Images: a) Ford Model T Truck, 1922
76
Lesson 4: Supplemental Image a) Automobile meets mule-drawn covered
wagon near Big Springs, Nebraska, 1912 (National Archives)
Lesson 4 Supplemental Images: b) Transcontinental Motor Transport Corps
wreck, 1919 (National Archives)
77
Lesson 4 Artifact Images: b) “Silver Holly” round-end observation-dome sleeper
railroad car, 1948
78
Lesson 4 Artifact Images: c) Pullman “Indian Tree” china, c. 1950
Lesson 4 Supplemental Images: c) Amtrak postcard of dining car, c. 1974
(From the collection of Mary Wentzel)
79
Lesson 4 Artifact Images: d) RPO toy U.S. Mail car
Lesson 4 Supplemental Images: d) Photograph of Charles Lindbergh loading first
sack of airmail Chicago-St. Louis, 1926 (National Archives)
80
Lesson 4 Supplemental Images: e) Photograph of Interstate 495, Long Island,
New York in the 1950s (National Archives)
81
Lesson 4 Artifact Images: e) Ford Lincoln Mark I Continental Convertible, 1948
82
Lesson 4 Supplemental Images: f) Amtrak national route map, 2006 (Amtrak)
Lesson 4 Supplemental Images: g) Air mail route 1928 (National Archives)
83
Lesson 4 Supplemental Images: h) National Highway System 2006 (U.S.
Department of Transportation)
84
LESSON 5: THE NATIVE AMERICAN LEGACY—SEPARATING
MYTH AND HISTORY
In this lesson, student will explore the Seminole, Powhatan and Mohawk-Six
Nations tribes through artifacts related to the Seminole, Pocahontas, and
Hiawatha in the Root Family Museum. The activities are designed for students in
grades 3-5.
Time, Continuity, and Change [History] Standard 6: The student understands the
history of Florida and its people. (SS.A.6.2)
6. Understands the cultural, social, and political features of Native American
tribes in Florida’s history.
Materials Needed
a) Pocahontas tobacconist figure, attributed to Samuel Robb, ca. 1885-1890
b) Seminole tobacconist figure, attributed to Samuel Robb, ca. 1885-1890
c) Olympian Hiawatha, The Milwaukee Road train badge
a) Engraving of Pocahontas by Simon van de Passe, 1616 (National Portrait
Gallery)
b) Lithograph of Osceola by George Catlin, 1838 (Library of Congress)
c) Colored lithograph of Tuko-See-Mathla based on 1826 portraits by Charles
B. King, 1843 (Library of Congress)
d) Photography of Billy Bowlegs, by Arthur P. Lewis, ca. 1895 (Library of
Congress)
e) Photograph from stereo card of Seminole Family near Miami, Florida, ca.
• Artifact Analysis Worksheet, Photograph Analysis Worksheet
• Textbook section on Seminole Wars
Time Required
45-60 minutes
John Rolfe, who arrived in Jamestown in 1609 and famously married Pocahontas
in 1614, is the reason why Pocahontas in specific and Native Americans in
general are associated with tobacco. A confirmed smoker who did not care for
the harsh indigenous tobacco used by the Powhatan tribe and other Native
Americans, Rolfe obtained an improved seed called Oronoco and planted it at
Jamestown. The secretary of Virginia colony, Ralph Hamor, wrote about Rolfe’s
experiments: “I may not forget the gentleman worthie of much commendations,
which first tooke the pains to make triall thereof, his name Mr. John Rolfe, Anno
Domini 1612, partly for the love he hath a long time borne unto it, and partly to
raise commodity to the adventurers.” Rolfe discovered that this “tall tobacco”
grew well in Virginia’s hot and humid lowlands. He harvested the dark leaves,
85
piled them up like hay, allowed them to sweat and dry, and then shared some of
his crop with other settlers who were pleased that the leaf smoked “pleasante,
sweet and strong.” He shipped out the remaining 200 pounds of experimental
tobacco leaf which was received favorably in England.
The following year, Rolfe packed his tobacco into four 500-pound capacity
barrels called hogsheads and shipped it to England, where it sold for 3 shillings a
pound (£300 total). Having finally found a profitable export, Jamestown’s
colonists within two years had planted “the market-place, and the streets and all
other spare places,” including the cemetery, with tobacco. Captain John Smith
calculated a man’s labor in growing tobacco earned him £50-60 per year, while
grain earned him only £10; John Pory, secretary of Virginia in 1619 explained that
a man “by the meanes of sixe servants hath cleared at one crop a thousand
pound English.” Tobacco fueled territorial expansion and angered Powhatan:
in 1619 alone, Virginia settlers established twelve plantations encroaching on the
Powhatan tribes as far west as modern Richmond. Ultimately, conflict over land
for planting tobacco led to the decimation of Pocahontas’ people. She did not
live to see it, having died during a visit to England in 1617.
Samuel Anderson Robb was born in New York City on December 16, 1851. As a
youth, he was apprenticed to a ship carver. After five years he went to work for
William Demuth, a carver of tobacconists’ figures. In 1876, Robb opened his own
studio, carving not only wooden Indians, but also carousel and circus figures. In
the late 1880s, Robb designed and carved a new style of tobacconist Indian
featuring a headdress, tasseled sash, leggings or feathers clustered at the knees,
unusual earrings, and holding cigars or a pipe. He died in New York on May 5,
1928.
The two figures were acquired by Chapman Jay Root and passed down through
the Root family.
Lesson Procedures
Lesson Starter
1. Provide students with the Artifact Analysis Worksheet. Review with them the
different types of materials, if they are uncertain. Then, provide them with the
pictures of the carving of Pocahontas (without telling students her name) and
allow them to complete the Artifact Analysis Worksheet.
2. Tell students that the figure is Pocahontas. Ask them if their idea of what
Pocahontas looks like is the same as the figure. (Many will raise the Disney
cartoon version, and if you have a copy of it, perhaps on a video or DVD cover,
you may want to use it.)
3. Explain that Pocahontas died in 1617, nearly four hundred years ago, but that
the carving dates from 1885-1890. Ask students:
¾ Were there any cameras when Pocahontas was alive?
¾ Is there any way we could know what the real Pocahontas looked like?
¾ Do you think the artist was trying to make his carving look like the real
Pocahontas or was just using his imagination?
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¾ How about the Disney artists?
¾ Why would Pocahontas be holding a tobacco flower in one hand and a
bundle of cigars and cigar boxes in the other?
4. Although students may guess that she was an advertising piece, let them
know the relationship between her husband, John Rolfe, and tobacco, which
made the connection more historical than fanciful.
5. Show students the supplemental image by Simon van de Passe, the only
known portrait made in her lifetime. The translation of the words around the
picture are: Matoaka, also known as Rebecca, daughter of the most powerful
prince Powhatan, Emperor of Virginia. The words beneath say: At the age of 21
in 1616.
Activity
1. Review with students what their textbook says and any illustrations it may have
about the Seminole Wars.
2. Divide students into groups with four members. Then, provide each group
with the image of the carved Seminole chief. Explain that it, like Pocahontas,
dates from 1885-1890. However, it is not a portrait of an individual but a general
depiction of a Seminole. Because of the fame of Osceola, even a New York City
born and bred artist would have some ideas about what a Seminole should look
like. Nonetheless, when most people think of Native Americans, they think of
tribes of the Great Plains such as the Sioux, Cheyenne, or Comanche. Explain to
students that they will be trying to decide whether the carving accurately
depicts a Seminole man.
2. Provide students with the four supplemental images. The two lithographs
were made during the Second Seminole War. (Catlin personally met with and
sketched Osceola before the Seminole leader’s death. King painted Seminole
leaders who visited Washington, D.C. in 1826.) The photograph of Billy Bowlegs is
nearly contemporary with the wooden carving; however, the Seminole family
was photographed in 1926 when the tribe began to cater to tourists, especially
by wrestling alligators.
3. Ask students to answer the following questions:
a) Name similarities between the carving and:
Catlin’s portrait-King’s portrait -Billy Bowlegs’ photograph -Family photograph -b) Name differences between the carving and:
Catlin’s portrait-King’s portrait -Billy Bowlegs’ photograph -Family photograph –
c) Which of the four supplemental pictures do you trust the most to be an
accurate picture of a Seminole? Why?
d) On the whole do you think the Robb portrait is an accurate or
inaccurate sculpture of a Seminole? Why?
Have groups share their findings.
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1) The historic figure, Hiawatha, probably a Mohawk, was a key figure in the
creation of the Five Nations (later Six Nations) in the Northeastern states. Henry
Wadsworth Longfellow ignored the history but immortalized Hiawatha in a poem,
“The Song of Hiawatha.” Show students the Hiawatha logo used by the railroad,
The Milwaukee Road. Then, read an illustrated version to students (or have them
read segments on their own) and talk about the types of poetic devices
Longfellow uses such as rhyme, alliteration, metaphor, and simile.
Art
The Seminole are renowned for their patchwork. Students may use five ribbons
(or paper strips) of four different colored ribbons and tape to create a Seminole
style patchwork bookmark.
1) Measure the width of the ribbons. If using construction paper, mark four colors
of paper in ½ inch strips. Cut out two strips from one color, and then one strip
from each of the three remaining colors.
2) Line up the three different
colored strips of ribbon or
paper and tape them
together on the back so you
have a tricolor band.
3) Mark the tricolor band at ½
inch intervals (or whatever the
ribbon width may be) so each
section looks like three stacked
squares of different colors, and
then cut the segments.
4) Rotate the segments 45
degrees and tape securely on
the back.
5) Cover the saw-tooth edges
with the two remaining strips
and tape securely on the
back.
6) Trim off the part that is
sticking out from the ends.
7) Use the book mark when
reading one of the recommended books about the Seminole at the end of the
guide.
This activity was inspired by one created by Vera Preston and Mary Hannigan of the Austin Community College,
Austin, Texas.
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Lesson 5 Artifact Images: a) Pocahontas tobacconist figure, attributed to Samuel
Robb, ca. 1885-1890
Lesson 5 Supplemental Images: a)
Engraving of Pocahontas by Simon
van de Passe, 1616 (National Portrait
Gallery)
89
Lesson 5 Artifact Images: b) Seminole tobacconist figure, attributed to Samuel
Robb, ca. 1885-1890
90
Lesson 5 Supplemental Images: b) Lithograph of Osceola by George Catlin,
91
Lesson 5 Supplemental Images: c) Colored lithograph of Tuko-See-Mathla based
on 1826 portraits by Charles B. King, 1843 (Library of Congress)
92
Lesson 5 Supplemental Images: d) Photography of Billy Bowlegs, by Arthur P.
Lewis, ca. 1895 (Library of Congress)
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Lesson 5 Supplemental Images: e) Photograph from stereo card of Seminole
Family near Miami, Florida, ca. 1926 (Library of Congress)
Lesson 5 Artifact Images: c) Olympian Hiawatha, The
Milwaukee Road train badge
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Grades 6-8
LESSON 6: BRIGHT IDEAS—INVENTIONS AND PATENTS
In this lesson, students will learn about American inventions, inventors, and the
patent process through Coca-Cola documents and artifacts in the Root Family
Museum. The activities are designed for students in grades 6-8.
2. Knows the relative value of primary and secondary sources and uses this
information to draw conclusions from historical sources such as data in charts,
tables, graphs.
Materials Needed
a) Wheeling four-part Coca-Cola syrup dispenser
b) Early straight bottle Coca-Cola advertisement
c) Root Glass Factory, Terre Haute, Indiana
d) Chapman J. Root, William R. Root and Alex Samuelson with bottle making
machine
e) Patent for Coca-Cola bottle
f) Custom copy of chromed piece mold for the Root commemorative
hobbleskirt bottle
a) Egyptian Diet Coca-Cola bottle, 2001
b) Encyclopedia Britannica cocoa pod illustration, 1913
c) Postcard of “Hobble skirt,” ca. 1911
• U.S. Constitution, Article I, Section 8, Clause 8
Time Required
One class period
In 1885, Atlanta druggist John Stith Pemberton invented French Wine Coca, an
alcohol-based patent medicine which became a very successful product for
him. Shortly afterwards, Atlanta passed a prohibition ordinance banning the sale
of alcoholic products. John Stith Pemberton began looking for a non-alcoholic
replacement for his French Wine Coca. In 1886, he invented Coca-Cola in a 30
gallon brass kettle in his back yard; the product was named Coca-Cola by Frank
M. Robinson, Pemberton’s bookkeeper and partner who also wrote the name in
the now famous script. On May 7, the new syrup was dispensed for the first time
at Jacob’s Pharmacy in Atlanta, Georgia at 5¢ per glass as a patent medicine
which would cure headache, dyspepsia, neurasthenia, impotence and
morphine addiction. Shortly afterwards, the syrup was mixed with carbonated
water and from that time on soda fountain proprietors would dispense CocaCola syrup into glasses and then add carbonated water. Pemberton sold 25
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gallons of syrup, or 3,200 servings in the first year and actually lost $23.96 on the
product. Although he filed for incorporation in March 1888, Pemberton sold off
shares in the new company to investors because he was in very poor health.
Pemberton died on August 16, 1888.
Asa Griggs Candler, who began investing while Pemberton owned Coca-Cola,
secured ownership from Pemberton’s heirs and other investors in 1892 and
incorporated Coca-Cola Company. The following year Coca-Cola was
registered as a trademark with the U.S. Patent Office. In 1894, Biedenharn
Candy Company in Vicksburg, Mississippi began sell Coca-Cola as an already
mixed combination of syrup and carbonated water in a bottle; the rubber
sealed bottles popped when opened, giving rise to the phrase “soda pop.”
To prevent consumer confusion over their product appearing in bottles of
different colors and shapes, in 1899 Coca-Cola signed a contract with Benjamin
F. Thomas and Joseph B. Whitehead sign to be the official bottlers of the
product. Also, in response to concerns raised by muckrakers over patent
medicines, in 1903 Asa Candler contracted with Schaeffer Alkaloid Works of New
Jersey to de-cocainize the coca leaves used in Coca-Cola. Following litigation
that went to the Supreme Court, in 1917 Coca-Cola also reduced the amount of
caffeine in its product. Coca-Cola had early, strong competitors including
Moxie, Dr. Pepper, Pepsi-Cola, root beer, and ginger ale.
In 1901, Chapman J. Root established the Root Glass Company in Terre Haute,
Indiana. The company soon was a bottler for Coca-Cola products. In 1913
Harold Hirsch, a lawyer for Coca-Cola Company, challenged Coca-Cola
bottlers to come up with a single, uniform bottle to distinguish it from competitors,
“a bottle which a person will recognize even when he feels it in the dark.” While
poisonous compounds had historically been placed in distinctive shaped bottles
to prevent accidental poisoning, beverages had not. The company also
needed a cap that would keep the carbonation in the product, but which the
consumer could remove. In the heat of the summer of 1915, Root sent
employees T. Clyde Edwards (company auditor) and Earl Dean (the bottle
molding supervisor) to the Emeline Fairbanks Memorial Library to search for ideas.
They found in the 1913 edition Encyclopedia Britannica an attractive looking pod
which they mistook for coca, but was the cocoa pod instead. Nonetheless, they
returned with the idea for a design which Dean quickly sketched, then made a
mold and a few prototype bottles. Chapman J. Root approved the design and
on August 18, Alexander Samuelson, the plant superintendent, filed an
application for a patent for the “hobbleskirt” contour bottle created for CocaCola Company; the U.S. Patent Office granted the patent on November 16.
In January, 1916 at the annual convention of Coca-Cola bottlers in Atlanta,
Georgia the Root Company’s proposed bottle in green glass (now “Georgia
green”) was approved as the official bottle of the Coca-Cola Company;
although the bottle was inspired by the cocoa pod, it was nicknamed for a
women’s skirt style, the hobbleskirt.
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Vocabulary
Copyright – the grant of exclusive rights to an author, composer or artist to make and
profit from their works from the moment of creation to seventy years after their death.
Patent – the grant of exclusive rights to an inventor to make and profit from an invention,
issued by the United States Patent and Trademark Office, usually for 20 years.
Trade Secret -- a trade secret may be any formula, pattern, device or compilation of
information which is used in one's business, and which gives the business an opportunity
to obtain an advantage over competitors who do not know or use it. It may be a formula
for a chemical compound, a process of manufacturing, treating or preserving material, a
pattern for a machine or other device, or a list of customers.
Trademark – a name, symbol or device officially registered with the U.S. Patent and
Trademark Office which is legally restricted to the use of the owner or manufacturer; in
addition to the names “Coca-Cola” (registered in 1893) and “Coke” (registered in 1945),
the Coca-Cola bottle (without words) was also granted trademark registration in 1977,
one of only a few packages so recognized. (Coca-Cola trademarked the bottle, with
the words, in 1960.)
Lesson Procedures
Lesson Starter
1. Show students the image of the Egyptian bottle and ask students if they know
what product is sold in the bottle.
2. Ask them what characteristics help them to know what the product is that is
sold in the bottle, even though they may not be able to read the words.
3. Explain that the Coca-Cola bottle is protected by the U.S. Constitution. Direct
students to read Article I, Section 8, Clause 8 from their textbooks: “The Congress
shall have power to promote the Progress of Science and useful Arts, by securing
for limited Times to Authors and Inventors the exclusive Right to their respective
Writings and Discoveries.”
4. Coca-Cola’s bottle is both patented and trademarked. Coca-Cola itself is
not patented, but is a trade secret. Either provide students with the definitions for
patent, copyright, trademark, and trade secret, or have them look it up.
Activity
1. Share with students the background of how Coca-Cola was invented by John
Stith Pemberton and show them the picture of the syrup dispenser, making
certain they understand that syrup was dispensed into a glass and then
carbonated water was squirted in from the soda fountain.
2. Show students the advertisement for Coca-Cola in the straight bottle from
Chattanooga. Ask students:
• Why do you think the ad says, “demand the genuine by full name” and
“nicknames encourage substitution”?
• Why was getting a trademark for the product’s name, “Coca-Cola,”
important?
• Why was it important to get the flowing script writing trademarked as well?
3. Explain the story of the competition for a better bottle. Have students look at
the photographs of the factory, the Roots and Alex Samuelson, and the
hobbleskirt dress as well as the picture of the Encyclopedia Britannica cocoa
pod, the patent and the chromed mold.
97
4. Provide each student with a copy of the two pages of the patent. Explain
that they will need to underline or circle and then label each of the following
parts of every patent filed in the United States:
a. the declaration of a new and useful improvement
b. the verbal description of the invention
c. the new elements of the invention
d. the inventor’s signature, with those of witnesses
e. the sketch of the invention
Science
Florida Sunshine Standards, Science
Force and Motion
Standard 1: The student understands that types of motion may be described, measured, and
predicted. (SC.C.1.3)
1. Knows that the motion of an object can be described by its position, direction of motion, and
speed.
a. Ask students to think about a bottle vending machine, such as the Coca-Cola
machines on display in the Root Family Museum. Ask students to analyze how
knowledge of force and motion is necessary to move the can or bottle safely
from the storage area inside of the machine to the consumer pick-up slot.
The Nature of Science
Standard 1: The student uses the scientific processes and habits of mind to solve problems.
(SC.H.1.3)
6. Recognizes the scientific contributions that are made by individuals of diverse backgrounds,
interests, talents, and motivations.
b. Although their background is in special effects, the Mythbusters, Adam
Savage and Jamie Hyneman have examined some Cokelore (claims about
Coke that have folklore status.) While most of their experiments are not for
students, the Diet Coke and Mentos experiment is an impressive way to illustrate
a cascade effect reaction which is safe, if messy. It is described at
http://en.wikipedia.org/wiki/MythBusters_%28season_4%29#Episode_57_.E2.80.94
_.22Diet_Coke_and_Mentos.22. Additional Cokelore was tested in the fifth
episode of the first season, as described at
http://en.wikipedia.org/wiki/MythBusters_%28season_1%29#Cola_Myths including
that Coca-Cola removes bloodstains and rust; can clean chrome, a copper
penny, a toilet, a battery terminal, grease from laundry or metal; and dissolves
steak or teeth. Some of these experiments can be safely tested in the classroom.
c. You may direct students to measure the amount of carbon dioxide in a two
liter bottle of Coca-Cola. Students should rubber band a two-gallon plastic bag
onto the bottle, its cap still on. Once the bag is secured, open the cap carefully
so that the plastic doesn’t tear or come out of the rubber band. Once the initial
release of gas is completed, carefully shake the bottle until the plastic bag is full,
in about five minutes or when it stops fizzing. Twist and secure the bag so no gas
will escape. To measure the volume of gas, put enough water in a shallow sink
to submerge the bag, but mark the level before actually submerging the bag.
98
Then, submerge the bag and mark the new level. Remove the bag and add 500
milliliters of water at a time until the water reaches the second mark. Students
should report that the gas from a two-liter Coca-Cola produces approximately
4½ liters of volume. (They may wish to compare this with other soda brands.)
Standard 3: The student understands that science, technology, and society are interwoven and
interdependent. (SC.H.3.3)
4. Knows that technological design should require taking into account constraints such as natural
laws, the properties of the materials used, and economic, political, social, ethical, and aesthetic
values.
d. The Coca-Cola bottle, bottling machines and bottle dispensers all had to
take into account natural laws, including gravity. Have students list at least five
ways that gravity is used to get soda from the factory to the container in their
hand.
e. At the end of the 19th century and beginning of the 20th century, changing
social and ethical values related to alcohol, cocaine, and caffeine resulted in
laws and government regulation which had a direct impact on the invention
and modern formulation of Coca-Cola. Explain the cause and effect interaction
between society and science in one of these cases:
¾ Atlanta’s 1886 prohibition law
¾ The Pure Food and Drug Act of 1906
Mathematics
a. Scale Drawing:
Florida Sunshine Standards, Mathematics
Measurement, Standard 1: The student measures quantities in the real world and uses the measures
to solve problems. (MA.B.1.3)
4. Constructs, interprets, and uses scale drawings such as those based on number lines and maps
to solve real-world problems.
Direct students to examine the scaled drawing of the bottle included in
Alexander Samuelson’s patent application. Ask them to compare it with the
Egyptian or contemporary U.S. Coca-Cola bottle. They will notice the current
bottle is narrower; this is because the bottle was too wide to fit existing bottling
machinery in 1916 and had to be slimmed down. Have students produce a
scale drawing of the current Coca-Cola bottle.
b. Geometry and space in a Coca-Cola bottle:
Florida Sunshine Standards, Mathematics
Geometry and Spatial Sense, Standard 1: The student describes, draws, identifies, and analyzes
two- and three-dimensional shapes. (MA.C.1.3)
1. Understands the basic properties of, and relationships pertaining to, regular and irregular
geometric shapes in two and three dimensions.
All Coca-Cola containers (or any other product container, for that matter) must
take into account geometry and spatial restraints. Ask students to conduct a
geometric survey at the grocery store in one of the following categories:
canned vegetables, carbonated beverages, breakfast cereal, and cat food.
They should collect data on the following chart, then analyze whether there is a
shape and size which is most common and, if so, why.
99
SHAPE
a. Cylindrical
b. Rectangular
c. Other
MATERIAL
a. Paper or cardboard
b. Plastic
c. Glass
d. Aluminum
e. Tin or steel
f. other
SIZE, IN GRAMS
0-300 grams
301-600 grams
601-900 grams
Over 900 grams
SIZE, IN MILLILITERS
0-300 milliliters
301-600 milliliters
601-900 milliliters
Over 900 milliliters
Language Arts
The invention of the Coca-Cola bottle
was recognized with a historical marker
in Terre Haute, Indiana. Select a location
in your area that has historical
significance and write a marker for it,
including a title and description of no
more than thirty words, recognizing the
space constraints of a marker.
100
Lesson 6 Artifact Images: a) Wheeling Four-part Coca-Cola Syrup Dispenser
Lesson 6 Artifact Images: b) Early Straight Bottle Coca-Cola Advertisement
101
Lesson 6 Artifact Images: c) Root Glass Factory, Terre Haute, Indiana
Lesson 6 Artifact Images: d) Chapman J. Root, William R. Root and Alex
Samuelson with bottling machine
Lesson 6 Artifact Images: e) Patent for Coca-Cola Bottle
102
103
104
Lesson 6 Artifact Images: f) Custom copy of chromed piece mold for the Root
commemorative hobbleskirt bottle
105
Lesson 6 Supplemental Images: a) Egyptian Diet Coca-Cola Bottle, 2001
106
Lesson 6 Supplemental Images: b) Encyclopedia Britannica cocoa pod
illustration, 1913
107
Lesson 6 Supplemental Images: c) Postcard of “Hobble skirt,” ca. 1911
108
LESSON 7: RIBBONS OF STEEL
In this lesson, students will look at the train companies represented in the Root
Family Museum, in particular the Union Pacific because of its role in the building
of the first transcontinental railroad and evaluate the impact of the railroad on
life in 19th century America. The activities are designed for students in grades 68.
Standard 5: The student understands U.S. history from 1880 to the present day.
(SS.A.5.3)
3. Knows the causes and consequences of urbanization that occurred in the
United States after 1880 (e.g., causes such as industrialization; consequences
such as poor living conditions in cities and employment conditions).
Materials Needed
a) Baltimore and Ohio Railroad ½ pint Wonder Orange Drink, ca. 1946
b) Union Pacific playing cards, ca. 1970
c) Union Pacific winged shield diesel engine emblem, between 1939 and
1969
d) Union Pacific napkin and silverware, between 1920 and 1970
e) Lionel M-10000 Union Pacific toy train, ca. 1935
f) Pullman chef’s hat and carafes, ca. 1935
g) Burlington conductor’s coat, ca. 1970
•
Lesson 7 Supplemental Images:
a) Pacific Railway Act, 1862 (Library of Congress)
b) Letter from Interior Department reporting completion of 40 miles of track to
President Ulysses S. Grant, 1869 (National Archives)
c) Invoice for food for workers during construction of twenty station houses,
1869 (National Archives)
d) Chinese Union Pacific railroad workers, possibly Echo Canyon, Utah, stereo
photograph card, ca. 1867 (Library of Congress)
e) Union Pacific construction, Bitter Creek Valley, Wyoming, ca. 1868, stereo
photograph card (Library of Congress)
f) Photograph of the completion of the transcontinental railroad at
Promontory Summit, Utah, 1869 (National Archives)
g) Golden Spike (National Archives)
h) Union Pacific Opening Poster, 1869 (Library of Congress)
i) Central Pacific Freight advertisement in Chinese, 1869 (Library of Congress)
j) Burlington & Missouri River Railroad land advertisement, 1872 (Library of
Congress)
k) Union Line freight charges, 1875 (National Archives)
l) Two Pullman porter photographs by Jack Delano, 1942 (Library of Congress)
m) Burlington Zephyr arriving at Union Station, Chicago photographed by
Jack Delano, 1943 (Library of Congress)
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n) Burlington Northern switch key, after 1970 (Collection of Jean West)
o) Air-Flow Florida Citrus label, ca. 1950s (Collection of Mary Wentzel)
p) Union Pacific Railroad ad, ca. 1960 (Collection of Mary Wentzel)
q) New York Central Railroad stock certificate, 1966 (Collection of Jean West)
r) Erie-Lackawanna Pullman charges, 1962 (Collection of Mary Wentzel)
s) Erie-Lackawanna Time Table, 1962 (Collection of Mary Wentzel)
•
•
•
Artifact Analysis Worksheet, Written Document Analysis Worksheet,
Handout, Railroad Logos
Textbook section on railroads
Time Required
Approximately three class periods
Lesson Procedures
Lesson Starter
1. Show students the handout with railroad logos from the museum. Ask them to
a) Try to determine the name of the railroad
b) Try to guess the geographical region served by that railroad
c) Determine if the Florida East Coast Railway which runs through Volusia
County is represented on the sheet
KEY: Top Row—Chesapeake and Ohio, Chicago and East Illinois, Baltimore and
Ohio; Second Row—Clinchfield Railroad, Illinois Central, and Chicago,
Milwaukee, St. Paul, and Pacific Railroad; Third Row—Southern Pacific, Union
Pacific; Fourth Row—Atlantic Coast, Main Central, Illinois Central; Bottom Row—
Florida East Coast Railroad, Chicago, Burlington & Quincy Railroad, Great
Northern Railway, Atchison, Topeka & Santa Fe Railroad
2. Ask students to guess which railroad (as opposed to which artifact) is the
oldest one represented. Explain that the Baltimore and Ohio Railroad was
probably the first passenger railroad line in the United States. It was chartered in
1827 and construction began on the Fourth of July 1828. Regular passenger
service began on May 24, 1830. The object they are looking at is a wax covered
cardboard container for orange soda, probably produced around 1946 (in the
era before soda cans.)
Activity
1. Give each student one of the artifact or supplemental images for this lesson
(with the exception of the B&O orange drink container and the Erie Lackawanna
time table.) There may be enough for each student to have a different one; if
not, repeat one of the documents.
o If a student has received a written document, have the student
complete the Written Document Analysis Worksheet
o If a student has received a photograph, have the student complete
the Photograph Analysis Worksheet
110
o
If a student has received an image of an artifact have the student
complete the Artifact Analysis Worksheet
2. Once the students have completed their document analysis, explain that
they will be working in four-member teams. Each team will have a complete set
of artifacts images and supplemental images. Each team member will become
an expert on a topic and present the information to fellow team members.
• One team member will become the expert on finding out about how the
transcontinental railroad was built.
• One team member will become the expert on finding out what it was like to
work on the railroad.
• One team member will become the expert on finding out about how railroad
companies made money.
• One team member will become the expert on finding out about streamliners
and how they influenced design and popular culture.
3. Explain that students will read what their textbook has to say about railroads
and conduct research in the library and on the internet. (See recommended
sites at the end of this guide.) Provide a week for this research. Appoint team
leaders. When the assignment is due, have teams meet. Group leaders should
determine if any group members have not completed the assignment and
report this to the teacher. Teams will now split up. Each of the four topic experts
will meet together, i.e. all experts on how companies made money will meet
together or all experts on streamliners will meet together.
4. Experts should discuss the documents they have selected and the information
they have discovered about their topic. Experts have the remainder of the class
period to clarify their understanding of the documents, fill out their information,
and prepare their presentation to their team. If all expert group members are
having difficulties with the same document, or have interpretations which do not
agree, they should ask the teacher for help.
5. On the second day, experts will return to their team. Each “expert” will
present their topic information and documents and answer questions, roughly 510 minutes per presenting “expert.”
Art
The state of Utah’s design for their 2007 state quarter features
the transcontinental railroad. Either:
a) Create a different design which would retain its detail when
placed on a quarter
b) Look at the Lewis and Clark Centennial series nickels and
then design a set of three reverse designs for the Lincoln penny (since Lincoln
signed the Railroad Act of 1862) which could be proposed to the U.S. mint for the
railroad centennial.
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Geography
Create a map of the transcontinental railroad in one of the following media:
a) Three-dimensional (clay or other modeling material)
b) Computerized
Government/Civics
All three branches of the federal government of the United States have played a
role in the history of the railroads, and the railroads have, in turn, caused the
government to change its policies, for better or worse. Conduct a case study in
one of the following areas and assess the role of the railroad in each:
a) Legislative Branch: Interstate Commerce Act, 1887
b) Executive Branch: United States Railroad Administration (1917-1920)
c) Judicial Branch: Plessy v. Ferguson, 1896
Science
Florida Sunshine Standard, Science
Force and Motion, Standard 1: The student understands that types of motion may be described,
measured, and predicted. (SC.C.1.3)
speed.
Standard 2: The student understands that the types of force that act on an object and the effect of
that force can be described, measured, and predicted. (SC.C.2.3)
4. Knows that simple machines can be used to change the direction or size of a force.
5. Understands that an object in motion will continue at a constant speed and in a straight line until
acted upon by a force and that an object at rest will remain at rest until acted upon by a force.
6. Explains and shows the ways in which a net force (i.e., the sum of all acting forces) can act on
an object (e.g., speeding up an object traveling in the same direction as the net force, slowing
down an object traveling in the direction opposite of the net force).
Have students examine the time table from the Erie Lackawanna Railroad,
taking note of the “Miles from New York” column in the center of the schedule
and the times listed under the different westbound train services (the left
columns) to calculate the average miles per hour of the following services:
a) Erie Lackawanna Limited between Newark, NJ and Binghamton, NY:
b) The Lake Cities between Ravenna, OH and Chicago, IL:
c) The Owl between Binghamton, NY and Buffalo, NY:
d) The Pacific Express between Binghamton, NY and Hornell, NY:
e) Which service has the fastest mph between Olean, NY and Salamanca, NY:
the Erie Lackawanna Limited, the Lake Cities, or the Pacific Express?
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Lesson 7 Artifact
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Lesson 7 Artifact Images: a) Baltimore and Ohio Railroad ½
pint Wonder Orange Drink, ca. 1946
Lesson 7 Artifact Images: b) Union Pacific playing cards, ca. 1970
Lesson 7 Artifact Images: c) Union Pacific winged shield diesel engine emblem,
between 1939 and 1969
d) Union Pacific napkin and
silverware, between 1920 and
1970
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Lesson 7 Artifact Images: e) Lionel M-10000 Union Pacific toy train, ca. 1935
Lesson 7 Artifact Images: f) Pullman chef’s hat and carafes, ca. 1935
Lesson 7 Artifact Images: g) Burlington conductor’s coat, ca. 1970
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Lesson 7 Supplemental Images: a) Pacific Railway Act, 1862 (Library of Congress)
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Lesson 7 Supplemental Images: b) Letter from Interior Department reporting
completion of 40 miles of track to President Ulysses S. Grant, 1869 (National
Archives)
Lesson 7 Supplemental Images: c) Invoice for food for workers during
construction of twenty station houses, 1869 (National Archives)
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Lesson 7 Supplemental Images: d) Chinese Union Pacific railroad workers,
possibly Echo Canyon, Utah, stereo photograph card, ca. 1867 (Library of
Congress)
Lesson 7 Supplemental Images: e) Union Pacific construction, Bitter Creek Valley,
Wyoming, ca. 1868, stereo photograph card (Library of Congress)
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Lesson 7 Supplemental Images: f) Photograph of the completion of the
transcontinental railroad at Promontory Summit, Utah, 1869 (National Archives)
Lesson 7 Supplemental Images: g) Golden Spike (National Archives)
119
Lesson 7 Supplemental Images: h) Union Pacific Opening Poster, 1869 (Library of
Congress)
120
Lesson 7 Supplemental Images: i) Central Pacific Freight advertisement in
Chinese, 1869 (Library of Congress)
121
Lesson 7 Supplemental Images: j) Burlington & Missouri River Railroad land
advertisement, 1872 (Library of Congress)
122
Lesson 7 Supplemental Images: k) Union Line freight charges, 1875 (National
Archives)
Lesson 7 Supplemental Images: l) Two
Pullman porter photographs by Jack
Delano, 1942 (Library of Congress)
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Lesson 7 Supplemental Images: m) Burlington Zephyr arriving at Union Station,
Chicago photographed by Jack Delano, 1943 (Library of Congress)
Lesson 7 Supplemental Images: n) Burlington Northern
switch key, after 1970 (Collection of Jean West)
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Lesson 7 Supplemental Images: o) Air-Flow Florida Citrus label, ca. 1950s
Lesson 7 Supplemental Images: p) Union Pacific Railroad ad, ca. 1960 (Collection
of Mary Wentzel)
125
Lesson 7 Supplemental Images: q) New York Central Railroad stock certificate,
1966 (Collection of Jean West)
126
Lesson 7 Supplemental Images: r) Erie-Lackawanna Pullman charges, 1962
127
Lesson 7 Supplemental Images: s) Erie-Lackawanna Time Table, 1962 (Collection
of Mary Wentzel)
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LESSON 8: PRODUCTS OF OUR ENVIRONMENT—RACING
FROM BEACH TO SPEEDWAY
In this lesson, students will use race cars from the Root Family Museum to examine
the inter-relationship between the history and geography of Volusia County and
automobile racing. The activities are designed for students in grades 6-8.
Time, Continuity and Change [History] Standard 6: The student understands the
history of Florida and its people. (SS.A.6.3)
2. Knows the unique geographic and demographic characteristics that define
Florida as a region.
3. Knows how the environment of Florida has been modified by the values,
traditions, and actions of various groups who have inhabited the state.
People, Places, and Environments [Geography] Standard 2: The student
understands the interactions of people and the physical environment. (SS.B.2.3)
3. Understands how cultures differ in their use of similar environments and
resources.
4. Understands how the landscape and society change as a consequence of
shifting from a dispersed to a concentrated settlement form.
Materials Needed
a) Sumar Special Racer, Indy 500G Race Car, 1958
b) Sumar Racer Dirt Track Car, 1955
c) Sumar Streamliner Race Car, 1955
d) Photograph of Chapman S. Root with Sumar Streamliner at Indianapolis
500, 1955
a) “On the Famous Ormond, Daytona Beach, Daytona, Fla.,” postcard, 1908
(Jacksonville Public Library, Digital Public Library Florida Collection,
http://jpl.coj.net/dlc/florida/postcards.html)
b) “Airplane View, Clarendon Hotel, Seabreeze, Fla.—47,” postcard, ca. 1925
c) “The Wonder Beach of the World, Daytona Beach, Florida—94,” postcard,
ca. 1937 (Collection of Mary Wentzel)
d) 1952 Beach Race with Marshall Teague’s Winning Car (State of Florida
Archives, Florida Photographic Collection, Department of Commerce,
http://www.floridamemory.com/PhotographicCollection/)
Chapman S. Root and Donald E. Smith formed the Sumar Speed Equipment
Team in 1952. They combined their wives’ first names, Susan Root and Mary
Smith, for the name “Sumar;” many Sumar cars are numbered “48” for the Root’s
wedding year. (The 78 on the Sumar Special was placed on it in 1998 for the hill
climb competition at the world’s most prestigious historic motor sport event, the
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Goodwood Festival of Speed in Great Britain http://www.goodwood.co.uk/fos/.)
Smith was a relative of Tony Hulman, heir to the Clabber Girl Baking Powder
company, who had purchased the run-down Indianapolis Motor Speedway in
1945 and coined “Gentlemen, start your Engines!” at the 1946 Indy 500. The
Sumar team placed 6th in the 1953 Indianapolis 500.
At the French Grand Prix race in July 1954, Mercedes introduces a “streamliner”
race car with enclosed wheels, bringing the science of aerodynamics to
automobile racing. Frank Kurtis had already been experimenting with better
aerodynamic design, building his first “Roadster” style race car in 1952 with a
lower center of gravity and lower profile vehicle; his designs dominated the
Indianapolis 500 from 1955-1964.
Chapman S. Root ordered a streamliner 500D roadster from Frank Kurtis with
enclosed wheel fenders and a bubble canopy which would be called the
“Sumar Streamliner.” The cost was $25,000. To make certain that the car made
it to Indianapolis in time for the 1955 Indy 500, Root had the car delivered by air
freight in April. The car did not perform well in test runs, forcing driver Jimmy
Daywalt to strip the fenders from the “Sumar Streamliner” so that he could see
the wear on the tires. Daywalt also removed the bubble canopy due to heat
inside the bubble and the danger posed in getting out of the vehicle if the
gasoline-fueled engine should catch fire. The “Sumar Streamliner” finished a
disappointing, if respectable, 9th in the race.
In 1956, Sumar driver Pat O’Connor set a new track record with the Sumar Dirt
Track Racer at the Pee Dee 200 in Darlington, South Carolina.
On May 30, 1958 in the first lap of the Indianapolis 500, Sumar driver Pat
O’Connor was killed driving a “Sumar Special” Kurtis 500G.
In 1959, at the not yet open Daytona International Speedway, Daytona native
Marshall Teague ran tests on the redesigned “Sumar Streamliner,” with its fenders
pack in place and a ventilated canopy. He set an unofficial closed 2 ½ mile
track speed record of 171.821 mph on February 10th. The next day, on Teague’s
third lap, the car’s rear end lifted, it slid and rolled, and he was killed.
The deaths of two men who were not just drivers, but close friends convinced
Chapman S. Root that he could no longer stay in racing. Sumar was dismantled
at the beginning of the 1960 season. Root immediately rebuilt the “Sumar
Special” and the “Sumar Streamliner” in honor of his two drivers. The “Sumar
Special” does not run. In 1992, Chapman S. Root II fully restored the “Sumar
Streamliner” and it is in working condition, as is the “Champ Car,” the Sumar Dirt
Track 1956 Darlington champion.
The Daytona Beach area’s association with racing began due to its geographic
qualities. Mild winters had attracted Henry Flagler, co-founder of the Standard
Oil Company, to come to Florida with his first wife who was suffering from
tuberculosis. Although she died, Flagler was inspired to develop Florida as the
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“Newport of the South,” a vacation place for the rich and powerful. He built
railroads and luxury hotels, beginning in St. Augustine and continuing in 1889 to
Ormond Beach. The wealthy that flocked to Ormond Beach were a who’s who
of the Industrial Revolution: Vanderbilt, Astor, Gould, Rockefeller, Olds, and Ford.
A second geographical quality, the wide, smoothly packed sands of low tide,
allowed the rich to show off their “horseless carriages” before spectators on the
dunes. In April of 1902, Ransom Olds and Alexander Winton raced each other on
the hard packed sand in an unofficial event at Ormond Beach. Although both
cars were traveling 57 mph, Winton won by .2 seconds. At a re-match on March
28, 1903, Alexander Winton’s “Bullet #1” defeated Ransom Olds’ “Pirate” in
Ormond Beach at the first organized beach race sanctioned and timed by the
American Automobile Association. Between 1905 and 1935 at least thirteen
organized races were held on the beach and fifteen land speed records were
set. Because the 1905 Winter Carnival clubhouse was built at the south end of
the course, in Daytona Beach rather than Ormond Beach, newspapers began to
tag their datelines as “Daytona Beach, Fla.,” rather than Ormond Beach.
The back of the Clarendon postcard states "The Clarendon Hotel, open all the
year round, overlooks the famous Daytona Beach, where world's automobile
records have been made." The year the hotel remained open year round was
1925; the town of Seabreeze incorporated on January 4, 1926 along with
Daytona and Daytona Beach to become the single municipality of Daytona
Beach. This postcard was produced by E.C. Kropp Co., Milwaukee, Wisconsin.
The Plaza Resort of Daytona Beach occupies the Clarendon site and includes a
history of the Clarendon from its origins as Charles Ballough’s beach cottage in
1888 through World War II on the history section of its website at
http://www.plazacloseout.com/.
Sir Malcolm Campbell set the final world land speed record on the beach of
Daytona on March 7, 1935 in the “Bluebird,” 286.82 mph. Campbell’s
achievement was witnessed by a 26-year-old Washington, D.C. automobile
mechanic, William H. G. “Big Bill” France. In 1935, drivers left Daytona for
Bonneville Salt Flats in Utah because the 500-foot wide beach at Daytona was
too narrow for the increasing speeds and the Bonneville surface was more
consistent. In 1936, Norwegian Sig Haugdahl set the stock car race course
consisting of 1 ½ miles south on AIA and 1 ½ miles north on the beach, for a total
of 3.2 miles. (Wikipedia has a well-illustrated, thorough entry about the beach
race course at http://en.wikipedia.org/wiki/Daytona_Beach_Road_Course.)
Bill France began promoting stock car racing on the sands of Daytona and A1A
in 1938; on December 14, 1947 at the Ebony Bar of the Streamline Hotel in
Daytona Beach, he helped to create the National Association for Stock Car
Auto Racing—NASCAR. The increasing popularity of the sport created logistical
problems because the races had to be timed with the tides, yet spectators,
drivers, mechanics, and officials all clogged the bridges and A1A. Unable to
overcome the problems, France built and opened the Daytona International
Speedway. The first Daytona 500 was run on February 22, 1959 and was won by
Lee Petty.
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Time Required
Approximately one class period
Lesson Procedures
Lesson Starter
1. Show students the images of the three Sumar race cars. Explain that two
were designed for paved tracks, one for dirt tracks.
2. Ask each student to write on a slip of paper which car is for dirt tracks and
give at least one reason why the car could run better on dirt than the other two.
3. Identify the dirt track car (b) and ask students who selected it to explain why
they did.
Activity
1. Explain to students that John Anderson and Joseph Price, noting Henry
Flagler’s development of Florida east coast railroads, decided to build a hotel.
Fourteen-year-old George Penfield won the competition to design the 75-room
structure and a golf course (the first in Florida.) The hotel opened in 1880. When
the St. John’s and Halifax Railroad arrived in Ormond, in 1886, and the first bridge
across the Halifax River to the beach was completed, in 1887, Henry Flagler
decided he wanted the hotel. In 1889 he purchased it and expanded it to 600
rooms. Ask students to consider what factors contributed to the success of the
hotel.
• What geographical features would have helped it succeed?
• What human-developed features would have helped it succeed?
2. Show students the 1906 postcard. Ask them why cars would have been
racing on the beach.
• What geographical features attracted cars to the beach?
• What geographical features made the beach a good place for spectators?
• Why do you think cars did not race on a road?
Explain that A1A had not arrived; when it did, in the 1920s, it was a 9-foot-wide
brick road with high curbs.
3. Show students the 1925 postcard. Ask them why the owners would be
advertising "The Clarendon Hotel, open all the year round, overlooks the famous
Daytona Beach, where world's automobile records have been made."
4. Show students the 1937 postcard and, ask them to think back to the other
postcards and identify,
• What differences do you see on the beach?
• What differences do you see on the dunes?
• What differences do you see in the people?
5. By the late 1930s, up to 15,000 people would flock to the beach to watch
beach races which ran 1 ½ miles up A1A to the “North Turn,” and return 1 ½ miles
along the beach. Show students the 1952 race photograph. Ask students what
considerations race organizers had to take into account when setting the time of
the races?
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6. Explain that trying to get drivers, mechanics, race officials, and spectators to
the route in the 6-hour tide interval proved too limiting, so in 1959 racing moved
to the Daytona International Speedway.
7. Show students the “Sumar Streamliner” and explain that it was the first car to
run on the nearly completed Daytona International Speedway, on February 10,
1959. Its owner was Chapman Root, who owned Coca-Cola Bottling Company
in Daytona Beach and was the largest independent bottler of Coca-Cola in the
country. He had run the “Sumar Streamliner” at the Indianapolis Motor
Speedway in 1955 to a 9th place finish in the Indy 500. Show students the
photograph of Chapman Root with the Streamliner. Explain that he planned to
run the redesigned car at the Daytona International Speedway’s first “Formula
Libre” race that was scheduled on April 4, 1959. Hoping to break the world
closed-course speed record of the time, 177 mph, Root decided to run the car in
trials on the as yet unopened Daytona International Speedway. The “Sumar
Streamliner’s” driver was Daytona native Marshall Teague, one of the founding
members of NASCAR. Ask students:
• How was aerodynamic streamlining of airplanes (especially in World War
II) reflected in this car’s design?
• Why do you think the car trial was held on a closed-course pavement
track rather than on the beach?
Explain that the car achieved 171.8 mph on the first day of trials, but on the
second day it wrecked, killing Marshall Teague.
8. Ask students if the development of the Daytona International Speedway has
helped to shift Daytona’s population and economic development from the
beach westward on the mainland towards I-95. Discuss with students whether
they think development will be contained by I-95, or not.
9. As a culminating activity, ask students to write a five paragraph essay
describing the interaction of people and environment in the Daytona Beach
area, focusing on automobile racing.
Mathematics
1. The turns at Daytona International Speedway are 31º; the turns at Indianapolis
Motor Speedway are 9º 12'. Graph both angles on the same piece of paper to
compare the two tracks’ banking.
2. Velocity (speed) is the rate at which an object travels. Its formula is:
Velocity=distance/time. Using this formula, how long did it take Marshall Teague
to go around the 2.5 mile oval of Daytona when he was traveling at 171.8 mph?
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Design
a) Look at the Sumar team jacket. Remembering that blue was
a favorite color of Susan Root (and that the textile has faded to
purple over time), update the design.
b) Examine the die-cast “Sumar Special” model.
• Consider how preparing a
design for a die-cast metal toy
is different from that for a
molded plastic toy.
• Make a scale model design
from a contemporary race car.
Science
Florida Sunshine Standards, Science
Force and Motion, Standard 1: The student understands that types of motion may be described,
measured, and predicted. (SC.C.1.3)
speed.
Standard 2: The student understands that the types of force that act on an object and the effect of
that force can be described, measured, and predicted. (SC.C.2.3)
1. Knows that many forces (e.g., gravitational, electrical, and magnetic) act at a distance (i.e.,
without contact).
2. Knows common contact forces.
3. Knows that if more than one force acts on an object, then the forces can reinforce or cancel
each other, depending on their direction and magnitude.
4. Knows that simple machines can be used to change the direction or size of a force.
5. Understands that an object in motion will continue at a constant speed and in a straight line until
acted upon by a force and that an object at rest will
remain at rest until acted upon by a force.
6. Explains and shows the ways in which a net force (i.e., the sum of all acting forces) can act on
an object (e.g., speeding up an object traveling in the
same direction as the net force, slowing down an object traveling in the direction opposite of the
net force).
7. Knows that gravity is a universal force that every mass exerts on every other mass.
The Nature of Science, Standard 3: The student understands that science, technology, and society
are interwoven and interdependent. (SC.H.3.3)
4. Knows that technological design should require taking into account constraints such as natural
laws, the properties of the materials used, and economic, political, social, ethical, and aesthetic
values.
5. Understands that contributions to the advancement of science, mathematics, and technology
have been made by different kinds of people, in different cultures, at different times, and are an
intrinsic part of the development of human culture.
6. Knows that no matter who does science and mathematics or invents things, or when or where
they do it, the knowledge and technology that result can eventually become available to
everyone.
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1. Automobile racing requires a convergence of science, technology and
popular. Students may investigate one or more of the following questions.
a) Motion:
• Inertia is an object’s tendency to resist change; the greater the mass of an
object the greater its resistance to change and the more force necessary
to move it. What is necessary to get a resting race car into motion?
• What is necessary to get a moving race car to stop?
• Was the external magneto generator which provided electricity through
the front pipe of the “Sumar Streamliner” and other cars of that era a
more efficient starter than an internal starter?
b) Force:
• Is gravity a contact or non-contact force? How does it act on a race
car?
• Is air resistance a contact or non-contact force? How does it act on a
race car?
• Friction occurs when two objects come into contact, such as the race
car’s tire and the track surface. Why do turning, stopping and
accelerating a race car require friction?
• Why would friction lead some drivers over-inflate their tires? Why would
friction lead some drivers to under-inflate their tires? Why would friction
lead NASCAR to use tread-less, “bald” tires that are wider than standard
tires?
• Banking is the height of a track’s slope at the outside edge, and it
increases the surface area of a turn available to drivers so they do not
need to slow down as much for turns. Does a higher slope provide more
surface or less surface? Which allows a faster turn, Indianapolis’ 9-degree
banks or Daytona’s 31-degree banks?
• What is the scientific explanation of why racers “draft”?
• What is the scientific explanation of why older race cars, with their higher
backs and open wheels, experienced “drag”?
• Why does light weight stainless steel or fiberglass construction make cars
go faster?
• Why do race cars have gas tanks which hold only 22 gallons? Why not
more so there would be fewer pit stops?
• Why was gasoline replaced with racing formula fuel?
• Why does fuel efficiency help win races?
• Why would tilting an engine improve a race car’s performance?
• Is rear-wheel drive with engine forward an efficient design, or not?
c) Technological design must take into account human limitations. What is the
scientific explanation of why the following safety devices work:
• Helmets
• Roll bars
• Wrap-around seats (like those in a fighter jet)
• 5-point safety harnesses
• Flame-proof fabrics for suits, gloves, and shoes (withstanding temperatures
up to 2000º F)
135
d) How did the following developments improve pit-stop times from roughly 30
seconds in the 1950s to around 14 seconds today?
• Hydraulic jacks
• Pneumatic lug nut removers
e) The scientific explanation for why the following weather conditions effect
automobile racing:
• Rain
• Hot weather
• Cold weather
• Wind
2. The Toshiba Laptop Learning Challenge of 1999 includes a lesson on
constructing and racing solar race cars. Students or classes interested in the
experiment should visit www.nsta.org/programs/laptop/lessons/solar.pdf
136
Lesson 8 Artifact Images: a) Sumar Special Racer, 1958
137
Lesson 8 Artifact Images: b) Sumar Racer, 1955
138
Lesson 8 Artifact Images: c) Sumar Streamliner, 1955
Lesson 8 Artifact Images: d) Photograph of Chapman S. Root with Sumar
Streamliner at Indianapolis 500, 1955
139
Lesson 8 Supplemental Images: a) “On the Famous Ormond, Daytona Beach,
Daytona, Fla.,” postcard, 1908 (Jacksonville Public Library, Digital Public Library
Florida Collection, http://jpl.coj.net/dlc/florida/postcards.html)
Lesson 8 Supplemental Images: b) “Airplane View, Clarendon Hotel, Seabreeze,
Fla.—47,” postcard, ca. 1925 (Collection of Mary Wentzel)
140
Lesson 8 Supplemental Images: c) “The Wonder Beach of the World, Daytona
Beach, Florida—94,” postcard, ca. 1937 (Collection of Mary Wentzel)
Lesson 8 Supplemental Images: d) 1952 Beach Race with Marshall Teague’s
Winning Car (State of Florida Archives, Florida Photographic Collection,
Department of Commerce,
http://www.floridamemory.com/PhotographicCollection/)
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Grades 9-12
LESSON 9: HISTORY DETECTIVES—COCA-COLA AND THE
PURE FOOD AND DRUG ACT OF 1906
In this lesson, students will investigate the consequences of industrialization and
urbanization through the case study of Coca-Cola and its relationship to patent
medicines, muckraking, the Pure Food and Drug Act of 1906, and the Supreme
Court. The activities are designed for students in grades 9-12.
1. Knows the causes of the Industrial Revolution and its economic, political, and
cultural effects on American society.
Government and the Citizen [Civics and Government]
Standard 2: The student understands the role of the citizen in American
democracy. (SS.C.2.4)
3. Understands issues of personal concern: the rights and responsibilities of the
individual under the U.S. Constitution, the importance of civil liberties, the role of
conflict resolution and compromise, and issues involving ethical behavior in
politics.
5. Understands how personal, political, and economic rights are secured by
and balances, an independent judiciary, and a vigilant citizenry.
6. Understands the argument that personal, political, and economic rights
reinforce each other.
Materials Needed
• Lesson 9 Artifact Images
a) Johnson’s Capsicin Plasters, ca. 1900-1930
b) Pharmaceutical bottles, ca. 1900
c) Torsion Balance Company pharmaceutical scale, Style 270, 1930
d) Atlas Polarstil Distilled Water Machine, 1915
a) Brass mortar and pestle, 19th century
b) John Stith Pemberton Coca-Cola advertisement, ca. 1887
c) E. W. Kemble’s cartoon, “Death’s Laboratory” from Collier’s Magazine,
1906
• Handout, “Selected Coca-Cola Advertising Slogans 1887-1929”
• Handout, Selections from the “Pure Food and Drug Act, 1906”
• Textbook section on the Progressive Era
• Optional readings:
a) Samuel Hopkins Adams, “The Great American Fraud,”
October 7, 1905 http://www.mtn.org/quack/ephemera/oct7-01.htm
December 2, 1905, “The Subtle Poisons,”
142
b)
c)
d)
e)
http://www.mtn.org/quack/ephemera/dec02-01.htm
Upton Sinclair, The Jungle, 1906 (E-text at Project Gutenberg,
http://www.gutenberg.org/etext/140)
Pure Food and Drug Act, 1906
http://coursesa.matrix.msu.edu/~hst203/documents/pure.html
“Explicit Evidence on an Implied Contract,” by Andrew T. Young and
Daniel Levey, 2006. www.biu.ac.il/soc/ec/wp/4-05/4-05.pdf
“The Image and Politics of Coca-Cola: From the Early Years to the
Present,” by Peter Barton Hutt, 2001
http://leda.law.harvard.edu/leda/data/398/AlOthman.html
Time Required
One to two class periods
Americans of the late 19th century suffered from a variety of ailments. The
expense and varying quality of prescription medicine along with the
ineffectiveness and scarcity of doctors, especially in rural areas, caused
unhealthy Americans to try to cure their problems on their own by consuming
non-prescription compounds. Un-refrigerated food, sub-standard food, and
food canned in unsanitary conditions combined with a starchy diet to create a
national case of indigestion, creating a demand for gastro-intestinal aids. Many
Civil War veterans had injuries which gave them unremitting pain and consumed
opiate based pain-killers which led to addiction. Women, searching for help with
pregnancy, birth control and post-partum ailments consumed patent medicines
for “female complaints.” One of the first products marked by a woman
entrepreneur, Lydia Pinkham’s Vegetable Compound, 20% alcohol in content,
was particularly popular although not medically helpful. Americans looked for
more and better cures for their health problems.
Self-appointed patent medicine makers rushed to satisfy their demand. While
some of these manufacturers were medical professionals trying to create safe
and effective products, the vast majority were trying to make a fast and easy
profit. They could typically produce a bottle of medicine for less than 10¢, but
sold it for $1. This type of a profit margin attracted many quacks that glutted the
business. To survive, patent medicine manufacturers increasingly invested in
advertising. Hanson’s Pink Pills for Pale People and Carter’s Little Liver Pills each
spent $500,000 to $1 million annually on ads.
Coca-Cola’s inventor, John Stith Pemberton was a legitimate medical
professional. He had earned his medical degree at Macon Medical College,
served on the first Georgia pharmacy licensing board, owned a pharmaceutical
manufacturing company in Philadelphia, served as a trustee of Atlanta Medical
College (now Emory University School of Medicine) and operated a chemical
laboratory in Atlanta which the Georgia Department of Agriculture still operates
for soil and crop chemical analysis. However, Pemberton was also a patent
medicine producer and, as a consequence of Civil War wounds, was a
morphine addict. Caffeine, extracted from kola nuts in 1819, and cocaine,
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extracted from coca leaves in 1855, both were heralded in late 19th century
publications as cures for opiate addiction and other ailments. Not surprisingly,
coca and kola were ingredients in Pemberton’s original Coca-Cola syrup.
Rather than charge $1 per bottle, one of Pemberton’s innovations was to charge
5¢ per glass, which encouraged people to try his product.
In 1905, Samuel Hopkins Adams estimated that Americans spent $75 million per
year on patent medicines. In a series of investigative articles, Adams also
exposed that most of the medicines not only did not perform as advertised but,
worse yet, some were poisonous and others contained alcohol, opium,
morphine, heroin, cocaine, and other habit-forming or addictive ingredients—
none of which were mentioned on the labels. The publication of Upton Sinclair’s
The Jungle, which exposed the diseased meat and unsanitary conditions of
meat-packing plants spurred Congress to pass the Pure Food and Drug Act of
1906.
Social attitudes were changing, forcing changes at Coca-Cola. The federal
government in 1898 had classified Coca-Cola as a medicine because of its
cocaine content and imposed a stamp tax on the company. Although the
company sued the government and won (Rucker v. The Coca-Cola Company,)
in 1903 Pemberton’s successor, Asa Candler, contracted with a New Jersey
company to de-cocainize all coca leaves before they were used to
manufacture Coca-Cola syrup. The change was made in time to comply with a
new Georgia law. Ku Klux Klan-inspired allegations against African-American
men, who were described behaving criminally under the influence of cocaine,
prompted the 1902 Georgia legislature to make the sale of cocaine illegal.
Responding to the public uproar over patent medicine and meatpacking
scandals, Candler sent his brother, a lawyer, to Washington, DC to testify in favor
of passing the Pure Food and Drug Bill, hoping to distinguish the temperance
beverage Coca-Cola had become from patent medicines. Following its
enactment in 1906, Coca-Cola advertised, “Guaranteed under the Pure Food
and Drug Act, June 30, 1906.”
Dr, Harvey Wiley, head of the federal Bureau of Chemistry, who had fought for
pure food and drugs since 1883, became the top enforcement officer for the
Food and Drug Administration. He wasted no time in going after Coca-Cola,
alleging it contained alcohol and cocaine and banning it from Army bases in
1907. Coca-Cola appealed demanding testing which proved it contained
neither. Then, in 1909, Wileu alleged that Coca-Cola had dangerous amounts of
caffeine and was mislabeled since it had no coca or kola. Government agents
seized Coca-Cola syrup in Chattanooga, Tennessee. The case of The United
States v. Forty Barrels and Twenty Kegs of Coca-Cola ultimately went to the
Supreme Court. Although Coca-Cola won the appeal, they faced a new trial so
settled out of court in 1918, removing roughly two-thirds of their caffeine.
144
Lesson Procedures
Lesson Starter
1. Show students the Johnson’s Capsicin Plaster box. Ask,
a) What is a plaster?
b) What is Capsicin?
2. Read to students the extract from the entry for Capsicum from the British
Pharmaceutical Index of 1911
(http://www.henriettesherbal.com/eclectic/bpc1911/capsicum.html):
Capsicum…fruits are of a dull, orange‐red colour, and oblong‐conical shape…They are largely used for preparing the powdered cayenne pepper… Externally, capsicum is an irritant, producing warmth, redness, and vesication. It is used in rheumatism, lumbago, neuralgia, and generally where counter‐
irritation is indicated… Capsicum plasters are prepared in several forms: very small plasters on very thin felt for application to the gums as a counter‐irritant; capsicum plasters with a soap basis prepared with oleoresin of capsicum, and the same, self‐adhesive, in rubber combination for application to the back, chest, or wherever counterirritation may be required. Ask students: Does Capsicin Plaster seem like a product that cures rheumatism,
or is it a product to relieve the symptoms?
3. Provide students with images of the pharmaceutical bottles, scale, and
mortar and pestle. Ask students:
a) Do you recognize any of the pharmaceutical ingredients?
b) How would a pharmacist prepare medication from these ingredients?
c) What contamination problems might arise?
d) Would the strength of the ingredients always be the same? The formulation?
Were dosages predictable?
e) Does this seem like a safe, pure method for preparing medicines?
4. Ask students, whose responsibility is it today to guarantee that drugs are safe,
pure, and effective? Whose responsibility was it in 1900?
5. Direct students to read the section on the Progressive Era in their textbooks, in
particular the section about the Pure Food and Drug Act of 1906 and
“muckraker” journalists.
Activity
1. Provide students with a copy of a John Stith Pemberton early advertisement
for Coca-Cola. Ask them:
a) Does this sound like an advertisement for a beverage or an advertisement for
a medicine?
145
b) Pemberton died in 1888 and only invented Coca-Cola in May 1886. Was the
Pure Food and Drug Act in effect at this time?
2.
a)
b)
c)
Provide students with the “Death’s Laboratory” cartoon from 1906. Discuss:
What are the main visual elements in this cartoon?
What are the main words in this cartoon?
What is the position of the cartoonist on the issue of patent medicines?
3. Ask students to hypothesize whether Coca-Cola supported or opposed the
proposed Pure Food and Drug legislation and where they might find evidence.
Explain that, in fact, Pemberton’s successor, Asa Candler supported the bill and
even sent his brother, John Candler, to testify in its favor before Congress. Also
explain that Candler had already modified Coca-Cola by having the coca
leaves de-cocainized before being used in the preparation of Coca-Cola syrup.
4. Nonetheless, Coca-Cola got into trouble after the passage of the Pure Food
and Drug Act. Provide students with the excerpted copy of the Pure Food and
Drug Act to figure out what the problem was.
5. Explain that the problem was caffeine and describe the Supreme Court case
of the United States v. Forty Barrels and Twenty Kegs of Coca-Cola. Provide
students with the picture of the water distiller and the Coca-Cola advertising
slogans. Ask students to examine the evidence and then write a paragraph
explaining how Coca-Cola salvaged its reputation.
Language Arts
a) Advertising and language--Select a company such as Coca-Cola and look
at the wording of its advertising over the years. Find examples of the following
literary techniques: alliteration, onomatopoeia, simile, metaphor, rhyme,
repetition, allusion
b) The same basic persuasive techniques used by 19th century patent medicine
advertisers are still used today in commercial and political advertising. Ask
students to define and collect examples in print or other media of:
• name-calling
• glittering generalities
• loaded words
• slogans
• unproved assertions or the “big lie”
• circular reasoning
• ambiguous wording
• scape-goating
• testimonials
• speaking as the “common man” or “plain folks”
• jumping on the bandwagon
• stacking the cards (presenting only one set of facts)
• transfer (attaching popular or unpopular symbols to a person or idea)
• creating an artificial deadline for decisions
146
•
•
•
appealing to self-interest
“God is on our side”
hyperbole or exaggeration
147
Selected Coca-Cola Advertising Slogans 1887-1929
1886
•
1890
•
•
1891
•
1893
•
•
•
•
•
•
1904
•
•
1905
•
•
1906
•
•
•
•
1907
•
•
•
•
1908
•
•
1909
•
1910
•
1928
Delicious! Refreshing! Exhilarating! Invigorating!
For headache or tired feeling summer or winter
The wonderful nerve and brain tonic and remarkable therapeutic agent
Relieves mental and physical exhaustion
Delightful beverage
For headache and exhaustion drink Coca-Cola
For tired nerves and brain
Specific for Headache
The ideal brain tonic
Cures headache Relieves exhaustion.
Coca-Cola is a delightful palatable healthful beverage
Pure and healthful
Is a delightful palatable and healthful beverage
Refreshes the weary, brightens the intellect, clears the brain
The great temperance beverage liquid food for brain body and nerves
Guaranteed under the Pure Food and Drug Act, June 30, 1906. Serial #3324
Water when boiled and filtered will do to bathe in or even drink if it costs nothing,
but if you have to buy it, get a drink which has something to it more than mere
dampness. Get Coca-Cola
When tired Coca-Cola will refresh you: Headachy, help you, Nervous, relieve you,
Thirsty, fill you
Coca-Cola-the great temperance beverage-it has none of the ill effects or ""let
down"" qualities of alcoholic stimulants
It sustains because it is a true food. It refreshes because it has a slightly tonic
effect on the system. It invigorates because it supplies the elements for physical
and mental exertion
Physically sustaining, good to the taste and an aid to the digestion
Relieves fatigue and calms over-wrought nerves without undue stimulation
Sparkling-harmless as water, and crisp as frost
The drink that cheers but does not inebriate
It’s clean and pure, That’s Sure!
The most delicious and refreshing of all summer drinks. Eminent scientists in every
section of the country declare it to be no more harmful than tea or coffee
148
•
1929
•
Purity and flavor sealed in a bottle
A Pure drink of natural flavors
Selections from the Pure Food and Drug Act of 1906
United States Statutes at Large (59th Cong., Sess. I, Chp. 3915, p. 768-772)
AN ACT
For preventing the manufacture, sale, or transportation of adulterated or misbranded or poisonous
or deleterious foods, drugs, medicines, and liquors, and for regulating traffic therein, and for other
purposes.
Sec. 4. That the examinations of specimens of foods and drugs shall be made in the Bureau of
Chemistry of the Department of Agriculture, or under the direction and supervision of such
Bureau, for the purpose of determining from such examinations whether such articles are
adulterated or misbranded within the meaning of this Act; and if it shall appear from any such
examination that any of such specimens is adulterated or misbranded within the meaning of this
Act, the Secretary of Agriculture shall cause notice thereof to be given to the party from whom
such sample was obtained. Any party so notified shall be given an opportunity to be heard, under
such rules and regulations as may be prescribed as aforesaid, and if it appears that any of the
provisions of this Act have been violated by such party, then the Secretary of Agriculture shall at
once certify the facts to the proper United States district attorney, with a copy of the results of the
analysis or the examination of such article duly authenticated by the analyst or officer making
such examination, under the oath of such officer. After judgment of the court, notice shall be
given by publication in such manner as may be prescribed by the rules and regulations aforesaid.
Sec. 6. That the term "drug," as used in this Act, shall include all medicines and preparations
recognized in the United States Pharmacopoeia or National Formulary for internal or external use,
and any substance or mixture of substances intended to be used for the cure, mitigation, or
prevention of disease of either man or other animals. The term "food," as used herein, shall
include all articles used for food, drink, confectionery, or condiment by man or other animals,
whether simple, mixed, or compound.
Sec. 7. That for the purposes of this Act an article shall be deemed to be adulterated:
In case of drugs:
First. If, when a drug is sold under or by a name recognized in the United States Pharmacopoeia
or National Formulary, it differs from the standard of strength, quality, or purity, as determined
by the test laid down in the United States Pharmacopoeia or National Formulary official at the
time of investigation: Provided, That no drug defined in the United States Pharmacopoeia or
National Formulary shall be deemed to be adulterated under this provision if the standard of
strength, quality, or purity be plainly stated upon the bottle, box, or other container thereof
although the standard may differ from that determined by the test laid down in the United States
Pharmacopoeia or National Formulary.
Second. If its strength or purity fall below the professed standard or quality under which it is sold.
149
In the case of food:
First. If any substance has been mixed and packed with it so as to reduce or lower or injuriously
affect its quality or strength.
Second. If any substance has been substituted wholly or in part for the article.
Third. If any valuable constituent of the article has been wholly or in part abstracted.
Fourth. If it be mixed, colored, powdered, coated, or stained in a manner whereby damage or
inferiority is concealed.
Fifth. If it contain any added poisonous or other added deleterious ingredient which may render
such article injurious to health: Provided, That when in the preparation of food products for
shipment they are preserved by any external application applied in such manner that the
preservative is necessarily removed mechanically, or by maceration in water, or otherwise, and
directions for the removal of said preservative shall be printed on the covering or the package, the
provisions of this Act shall be construed as applying only when said products are ready for
consumption.
Sixth. If it consists in whole or in part of a filthy, decomposed, or putrid animal or vegetable
substance, or any portion of an animal unfit for food, whether manufactured or not, or if it is the
product of a diseased animal, or one that has died otherwise than by slaughter.
That for the purposes of this Act an article shall also be deemed to be misbranded:
In case of drugs:
First. If it be an imitation of or offered for sale under the name of another article.
Second. If the contents of the package as originally put up shall have been removed, in whole or
in part, and other contents shall have been placed in such package, or if the package fail to bear a
statement on the label of the quantity or proportion of any alcohol, morphine, opium, cocaine,
heroin, alpha or beta eucaine, chloroform, cannabis indica, chloral hydrate, or acetanilide, or any
derivative or preparation of any such substances contained therein.
In the case of food:
First. If it be an imitation of or offered for sale under the distinctive name of another article.
Second. If it be labeled or branded so as to deceive or mislead the purchaser, or purport to be a
foreign product when not so, or if the contents of the package as originally put up shall have been
removed in whole or in part and other contents shall have been placed in such package, or if it fail
to bear a statement on the label of the quantity or proportion of any morphine, opium, cocaine,
heroin, alpha or beta eucaine, chloroform, cannabis indica, chloral hydrate, or acetanilide, or any
derivative or preparation of any such substances contained therein.
150
Fourth. If the package containing it or its label shall bear any statement, design, or device
regarding the ingredients or the substances contained therein, which statement, design, or device
shall be false or misleading in any particular
151
Lesson 9 Artifact Images: a) Johnson’s Capsicin Plasters, ca. 1900-1930
Lesson 9 Artifact Images: b) Pharmaceutical bottles, ca. 1900
152
Lesson 9 Artifact Images: c) Torsion Balance Company pharmaceutical scale,
Style 270, 1930
Lesson 9 Artifact Images: d) Atlas Polarstil Distilled Water Machine, 1915
153
Lesson 9 Supplemental Images: a) Brass
mortar and pestle, 19th century
(Collection of Jean West)
Lesson 9 Supplemental Images: b) John Stith Pemberton Coca-Cola
advertisement, ca. 1887
154
Lesson 9 Supplemental Images: c) E. W. Kemble’s cartoon, “Death’s Laboratory”
from Collier’s Magazine, 1906
155
LESSON 10: OPEN FOR BUSINESS
In this lesson, students will use objects from Root Family Museum to investigate
how the market system operates in the United States. The activities are designed
for students in grades 9-12.
Economics Standard 2: The student understands the characteristics of different
economic systems and institutions. (SS.D.2.3)
1. Understands how production and distribution decisions are determined in the
United States economy and how these decisions compare to those made in
market, tradition-based, command, and mixed economic systems.
2. Understands that relative prices and how they affect people’s decisions are
the means by which a market system provides answers to the three basic
economic questions: What goods and services will be produced? How will they
be produced? Who will buy them?
Materials Needed
• Lesson 9 Artifact Images
a) Newcomer soda fountain, ca. late 19th century
b) 19th century photograph of the Orlando Coca-Cola Bottling Company, ca.
1930
c) Army stationary and “America’s Fighting Planes in Action,” ca. 1942-1945
a) Coca-Cola in a 2-liter bottle, 2006
• Handout, “Coca-Cola: Production, Delivery, and Advertising”
Time Required
One to two class periods
In 1923, Robert Woodruff assumed control of Coca-Cola Company and, in the
wake of the Candler-era problems with the Food and Drug Administration,
launched a “Quality Drink” campaign that emphasized purity and quality. The
company trained “soda jerks” so soda fountains served a consistent product, put
in quality controls so all Coca-Cola bottlers produced a consistent product, and
made sure that the flavor of bottled Coca-Cola was the same as that from the
soda fountains.
From 1886 to 1951, Coca-Cola was marketed at a constant price, 5¢ for a glass
or a 6.5 ounce bottle. Advertising and the introduction in 1923 of the six-pack,
which made it easy for consumers to carry bottles home, helped the company
maintain the price through the Depression. Competitor Pepsi-Cola made
inroads in Coke’s market share by offering 12 ounces for 5¢ and advertising with
the first musical jingle heard on the radio, the high-impact media of the 1930s.
However, when World War II broke out, Woodruff ordered, “We will see that
every man in uniform gets a bottle of Coca-Cola for five cents wherever he is
156
and whatever it costs,” and struck a deal to supply free drinks to the U.S. Army in
exchange for being exempt from sugar rationing. The Army also allowed CocaCola to set up bottling companies where the troops were. Returning veterans
had developed a taste for Coca-Cola and preferred it to Pepsi-Cola by an 8:1
ratio, but so had people in countries around the world. Coca-Cola had gone
global.
Chapman J. Root worked at a glass company in Milwaukee before establishing
the Root Glass Company in Terre Haute, Indiana. Root specialized in making
glass containers that were designed to be strong and durable. He stressed
customer service and quality, insisting that inquiries and orders be
acknowledged on the day they were received and that orders be shipped on
the promised date by the speediest method possible. By 1905, the company
had 600 employees, including some who worked special facilities concentrating
on design and lettering. The fruit jar division was acquired by Ball Mason in 1909
(which still markets jars for canning) and Root concentrated on beverage
containers for beer, mineral water, ginger ale, and soda, including both CocaCola and Pepsi-Cola. By 1914, on the eve of inventing the hobbleskirt bottle, the
majority of Root Glass Company’s output consisted of Coca-Cola bottles. After
winning the design contest, Root Glass diversified, bottling and distributing CocaCola products. Because the focus of the Root Company had shifted to CocaCola bottling, the glass company was sold in 1932 to Owens-Illinois Glass
Company. In 1937, Chapman J. Root sold the patent rights to the hobbleskirt
bottle to Coca-Cola Company, acquiring substantial amounts of stock in CocaCola Company.
With the death of Chapman J. Root, in 1945, his grandson, Chapman S. Root
became the next key player in the company’s history. He assumed control of
the company in 1949, the same year he first visited the Daytona Beach area.
After being elected president of Associated Coca-Cola, Chapman S. Root
moved the company headquarters to Daytona Beach, in 1951. The bottling
plant was located on Beach Street, near Flamingo; the business office was in the
Sun Trust Building at the corner of Orange and Segrave. In the 1960s-1970s it
became the nation’s largest independent Coca-Cola bottler. It was a debt-free
company, had 20% annual internal growth, and gave a 20% or better return on
equity. One of its most innovative ideas was to bottle Coca-Cola in a 2-liter
plastic bottle. In 1982, Root Company’s soft drink business was sold to the CocaCola Company for $417 million. When Chapman Root died, in 1990, his children
formed a family board to perpetuate the company as The Root Organization.
Lesson Procedures
Lesson Starter
1. Provide students with the handout, and direct their attention to the
photograph of the Daytona Beach Coca-Cola Bottling Company on Beach
Street. Today, Florida Coca-Cola Bottling Company is located on Fentress
Boulevard. Ask students to hypothesize why the company moved from Beach
Street west to its present location. (Students may use Google, Mapquest,
Microsoft or Yahoo! Maps to get maps and/or aerial photographs.)
157
2. Ask students what seemed to be the most likely motivation for Coca-Cola to
produce each item: production, advertising, distribution, etc.
Activity
1. Remind students that a market system provides answers to the three basic
economic questions:
a. What goods and services will be produced?
b. How will they be produced?
c. Who will buy them?
In a free market, decisions about production and distribution rest with the
manufacturer or service provider but are shaped by consumers’ behavior. Ask
students to consider Coca-Cola. Originally marketed by pharmacist John Stith
Pemberton as a tasty, non-alcoholic patent medicine, when mixed with cold
carbonated water, it proved to be a refreshing, popular summertime beverage
in pre-air conditioning Atlanta, Georgia. Discuss with the class
a. Who decided whether Coca-Cola would be produced?
b. Who decided how Coca-Cola was produced?
c. Who bought Coca-Cola?
2. Provide students with the photograph of the Newcomer 19th century soda
fountain. Ask students:
a. What clues does the soda fountain provide about how Coca-Cola
was distributed at the turn of the 20th century?
b. Are coffee shops today the equivalent of soda fountains a century
ago?
3. Provide students with the photograph of the Orlando Coca-Cola Bottling
Company, ca. 1930. Ask students:
a. What clues does the photograph provide about how Coca-Cola was
distributed by the 1930s?
b. Who decided how Coca-Cola was being manufactured?
c. Who decided how Coca-Cola was being distributed?
d. Does the photograph give clues about who was buying Coca-Cola at
this time?
4. Provide students with the image of the World War II stationary and airplane
set, ca. 1942-1945. Explain that sugar for civilian use was rationed by the U.S.
government during World War II. Ask students:
a. What clues does this provide about who decided whether Coca-Cola
would be manufactured and distributed during World War II?
b. Does this give clues about who demanded Coca-Cola at this time?
c. Does this give clues about Coca-Cola’s approach to consumer
relations during World War II?
5. Provide students with the image of the 2006 2-liter bottle of Coca-Cola and
ask them:
a. What clues does it provide about how Coca-Cola is now distributed?
158
b. Are the answers different from those for the turn of the century? Why?
c. Are the answers different from those for the 1930s? Why?
d. Are the answers different from those for World War II? Why?
Explain that, although Pepsi-Cola is credited with introducing two-liter plastic
bottles to the market, in 1970, Orlando Coca-Cola Bottling Company was the first
Coca-Cola bottler to package Coke in plastic, two-liter bottles. Coca-Cola
Company resisted the two-liter bottles because it would mean it would not be
using its trademarked packaging, the contour glass bottle. Ironically, the Root
family, which had designed the contour bottle in 1915, owned the Orlando
bottling company. Also mention that Coca-Cola’s price remained 5¢ from 1886
to 1951 for a glass or 6.5 ounce bottle.
7. Tell students that they will be researching and presenting a case study of how
an American company has operated in a free market system. They will present
their findings on a project board and will be expected to illustrate their case
study with primary sources.
Each case study must:
a) Identify the company, when it was founded, and by whom
b) What need or perceived need did it fulfill at that time?
c) Did the company provide goods, services, or both? What was its first
successful product or service?
d) How did the company make decisions about producing and
distributing its product or providing its service? Consider issues such as
quality control and employee training.
e) How did the company try to generate consumer demand for their
product or service?
• Advertising
• Customer Service
• Philanthropy
Students may use examples of artifacts, photographs, and documents from the
Root Family Museum collections as examples in their case studies. A sample of
the companies represented in the collection are Lionel (toy trains); Tiffany; CocaCola Company; Proctor and Gamble (Ivory Soap); Clabber Girl Baking Soda;
Kodak; American Telephone and Telegraph; Remington Typewriter; Ford Motor
Company; the Union Pacific Railroad; Burlington Northern Railroad; the Florida
East Coast Railroad; Daytona International Speedway; Johnson & Johnson
pharmaceutical company; Tums (antacids); Vaseline (Chesebrough-Ponds);
Packer’s Pine Tar Soap; Cloverine Salve; and Firestone Tire Company.
159
Music
Rum and Coca-Cola was a hit song for the Andrews Sisters in
1945. Students could:
a) Create a playlist of at least ten musical titles featuring brandnames.
b) The song was at the center of a copyright lawsuit which
resulted in the payment of $150,000 royalties to Trinidadian
composers Lord Invader and Lionel Belasco but the retention of
the American copyright by Morey Amsterdam. Research into
the case and/or find out what is necessary to copyright a song
today.
c) Jingle-writing, beginning with Pepsi-Cola, has been a financial mainstay of
composers and musicians. Write a jingle for your favorite product which can fit
into a 15-second commercial spot.
Art/Graphic Design
Commercial art is a financial mainstay for many artists.
Coca-Cola bottles have been incorporated into everything
from stained glass to umbrella handles.
a) Design a 2-liter Coke bottle stained glass lamp or
umbrella handle.
b) Take a product you like and create a promotional
product incorporating its logo or other distinctive feature.
160
Coca-Cola: Production, Delivery, and Advertising
a) Photograph of CocaCola Bottling of Daytona
Beach, ca. 1920-1940
b) Chromolithograph Coca-Cola
advertisement, 1918
c) Buddy Lee Coca-Cola
delivery man doll, 1955
d) Coca-Cola
“Basic Training
Program for
Route
Salesmen” kit,
1960-1961
e) NASA Coca-Cola can, 1985
161
Lesson 9 Artifact Images: a) Newcomer soda fountain, ca. late 19th century
Lesson 9 Artifact Images: b) 19th century Photograph of the Orlando Coca-Cola
Bottling Company, ca. 1930
162
Lesson 9 Artifact Images: c) Army stationary and “America’s Fighting Planes in
Action,” ca. 1942-1945
Lesson 9 Supplemental Images: a) Coca-Cola in a 2-liter bottle, 2006
163
Resource List of Books for Students and Teachers
Pre-K to 2:
Awdry, Rev. Wilbert. Thomas the Tank Engine Story Collection. New York: Random House
Book for Young Readers, 2005.
¾
This collection of fifty-five of the most famous Thomas the Tank Engine stories will
entertain children with gentle tales while introducing them to the different types
of railway cars and operations necessary to run a railroad.
Bart, Kathleen. A Tale of Two Teddies: The First Teddy Bears Tell Their True Stories. New
York: Portfolio Press, 2001.
¾
In this book, illustrator-author Kathleen Bart tells the story of both the Michtom and
Steiff stuffed bears, both of whom have a claim on the title, “First Teddy Bear.”
The two teddy bears debate in a friendly way in the book which is based on
research and interviews with Michtom’s grandson and the Steiff company
historian.
Freeman, Don. Corduroy. New York: Viking Press, 1968.
¾
The classic story of a teddy bear missing a button who comes to life in a toy store
at night. Brightly illustrated, it is a comforting, happy book.
Greenfield, Eloise and Lessie Jones Little. Childtimes: A Three-Generation Memoir. New
York: HarperTrophy, 1979.
¾
This Carter G. Woodson Merit Award book tells the childhood stories of three
generations of African American women, from life in a turn of the century mill
town through the Depression.
Kay, Helen. The First Teddy Bear. Owings Mills, Maryland: Stemmer House Publishers,
1985.
¾
This story recounts how a little black bear, cartoonist Clifford Berryman, President
Theodore Roosevelt, and candy-store owners Morris and Rose Michtom all
contributed to the first teddy bear.
MacLachlan, Patricia. Three Names. New York: Trophy Picture Book, 1991.
¾
The Newbery-award winning author of Sarah, Plain and Tall writes the story of a
boy and his dog as they go to school through the seasons on the American
prairie of the past. Illustrated by Alexander Pertzoff with watercolors which
convey the power of nature.
164
Martin, Jr. Bill. Brown Bear, Brown Bear, What Do You See? New York: Henry Holt and
Company, 1967.
¾
Classic story illustrated by Eric Carle whose predictable rhymes, beautiful colors,
and delightful animals have charmed children for decades.
Piper, Watty. The Little Engine that Could. New York: Platt & Munk, 1976.
¾
Classic story about a train whose predictable word pattern encourages young
listeners to anticipate the story.
Spedden, Daisy. Polar, the Titanic Bear. New York: Little, Brown and Company, 1994.
¾
This is the true story of Titanic survivors Douglas Spedden and Polar, his Steiff polar
bear. It was originally created as a Christmas gift in 1913 by Daisy Spedden,
Douglas’ mother. The story, written from the point-of-view of Polar, celebrates the
entire family’s survival of the sinking of the ocean liner Titanic in 1912.
Van Allsburg, Chris. The Polar Express. New York: Houghton Mifflin, 1985.
¾
The Caldecott Medal winning tale of a young boy’s Christmas journey to the
North Pole via a magical train.
Winter, Jeannette. Follow the Drinking Gourd. New York: Dragonfly Books, 1992.
¾
Peg Leg Joe leads slaves to freedom in the North teaching them the song,
“Follow the Drinking Gourd” so they will keep their eyes on the Big Dipper and the
North Star.
Grades 3 to 5:
Fritz, Jean. The Double Life of Pocahontas. New York: Puffin Books, 1983.
¾
This Hornbook Award winning biography from Jean Fritz peels away the myths to
focus on the clash of cultures in which Pocahontas finds herself.
Graham, Ian. Cars: Fast Forward. Brighton, UK: Salariya Book Company, 2000.
¾
A well-illustrated survey of the history of automobiles from their beginnings to
concept cars of the present.
Hopkinson, Deborah. Sweet Clara and the Freedom Quilt. New York: Knopf Books for
Young Readers, 2003.
¾
Clara, a slave seamstress, creates a quilt map as she bides her time until she can
escape to freedom, leaving it behind so others may use it.
165
Kudlinski, Kathleen. Night Bird: A Story of the Seminole Indians. New York: Puffin Books,
1995.
¾
Seminole culture and traditions are woven into this story of Night Bird, a Seminole
girl of the Otter clan, whose family must decide whether they will leave Florida for
Oklahoma.
Kulling, Monica. Eat My Dust! Henry Ford’s First Race. New York: Random House, 2004.
¾
An amusing introduction to Henry Ford and a time when automobiles were very
new.
Lenski, Lois. Strawberry Girl. New York: Harper Trophy, 2005.
¾
This 1946 Newbery Award winning book, recounts 10-year-old Birdie Boyer’s life in
rural Florida and helps to recreate the pace of life in the past.
Longfellow, Henry. The Song of Hiawatha. New York: Handprint Books, 2003.
¾
Margaret Early’s decorative illustrations and plot summaries following each
page’s poetry help young readers to follow the poem with its plea for peace and
respect for the environment.
Meltzer, Milton. Hear that Train Whistle Blow! How the Railroad Changed the World.
New York: Random House Books for Young Readers, 2004.
¾
Meltzer’s history of the railroad shows both the good and bad as well as how it
transformed life in America from the near extinction of the buffalo to the
opportunity it offered former slaves as Pullman porters.
Polacco, Patricia. The Keeping Quilt. New York: Aladdin Picture Books, 2001.
¾
A Russian Jewish immigrant family creates a quilt which is passed down through
the family, being put to new uses with new generations, but always keeping
memories.
Sammons, Sandra Wallus. Henry Flagler: Builder of Florida. Lake Buena Vista, FL: Tailored
Tours Publications, 1993.
¾
Illustrated story of Henry Flagler and the Florida East Coast Railroad which
transformed Florida in the late 1800s.
Taylor, C. J. Peace Walker: The Legend of Hiawatha and Tekanawita. Toronto: Tundra
Books, 2004.
¾
A look at the historical figures who founded the Five Nations Confederacy.
166
Rawling, Marjorie Kinnan. The Yearling. New York: Atheneum Books, 1985.
¾
The classic 1938 story of Jody Baxter and his pet fawn, Flag, set against the
background of the natural life of Florida’s interior and old Florida rural living.
Grades 6 to 8:
Aaseng, Nathan. Plessy v. Ferguson, Separate but Equal. San Diego: Lucent Books, 2003.
¾
The railroad background, trial, opinion, and impact of the 1896 Supreme Court
case which legalized segregation in the United States.
Durbin, William. My Name is America: The Journal of Sean Sullivan, A Transcontinental
Railroad Worker. New York: Scholastic, Inc., 1999.
¾
The fictional account of a Chicago boy who goes to work on the transcontinental
railroad for the Union Pacific and the work and perils he faces.
Fine, Jill. The Transcontinental Railroad: Tracks Across America. New York: Scholastic
Books, 2005.
¾
A good introduction to the people, legislation, and technology which came
together to create the transcontinental railroad.
Hamilton, Virginia. The House of Dies Drear. New York: Aladdin Paperbacks, 1996.
¾
A fictional story about Thomas Small and the mysterious house his family has
moved to in Ohio. The mystery leads to underground passages that provided a
safe stop for slaves escaping to freedom on the Underground Railroad.
Howell, Alice R. and Ron L. Howell. Ormond Beach Historic Places: A Guide to Walk, Bike
and Drive Our History. Ormond Beach, FL: Halifax Country Publishers, 2007.
¾
This guide to nearly forty Ormond Beach historic places includes locations related
to the “Birthplace of Speed,” with photographs, directions, and descriptions.
Lazarus, William P. The Sands of Time: A Century of Racing in Daytona Beach.
Champaign, IL: Sports Publishing LLC, 2004.
¾
A well-illustrated book, along with a DVD, which chronicles racing in Daytona
Beach from its origins on the sands of the beach.
Maupin, Melissa. The Story of Coca-Cola. Hadley, MA: Creative Education, 1999.
¾
A history of the Coca-Cola Company from its beginnings to the present.
McCunn, Ruthann Lum. Wooden Fish Songs. Boston: Beacon Press, 2000.
¾
A fictionalized biography of Florida citrus pioneer Lue Gim Gong, told from the
point of view of three women in his life: his mother in China; a Massachusetts
167
woman named Fanny, and Sheba, an African-American servant in Florida. The
story focuses on the struggles against racial and religious restrictions in the late
19th and early 20th century.
Tomblin, Marion Strong. The Mystery at Hotel Ormond. Ormond Beach, FL: Avery
Goode-Reid Publishers, 2004.
¾
Marion Strong Tomblin has written a number of books set in the Daytona Beach
area including Manatee Moon and a sequel to The Mystery at Hotel Ormond
called Where’s Capone’s Cash? She has also written about local lore from
Stephen Crane in his open boat to John Dillinger’s Christmas in Daytona in the
non-fiction book Bull on the Beach.
Witzel, Michael Karl and Gyvel-Young Witzel. The Sparkling Story of Coca-Cola: An
Entertaining History Including Collectibles, Coke Lore, and Calendar Girls. Stillwater, MN:
Voyageur Press, 2002.
¾
An entertaining, well-illustrated history of Coca-Cola, including photographs of
Jacob’s pharmacy, where the syrup was first dispensed, and pictures of
documents and cartoons.
Yep, Laurence. Dragon’s Gate. New York: HarperTrophy, 1995.
¾
This Newbery Honor Book follows a 15-year-old Chinese immigrant, Otter, as he
works on the Central Pacific Railroad, fighting racial prejudice, cold, and hunger.
Grades 9 to 12 and Teacher Resources:
Ambrose, Stephen. Nothing Like it in the World: The Men Who Built the Transcontinental
Railroad. New York: Simon & Schuster, 2001.
¾
A detailed book by a leading historian about the construction of the
transcontinental railroad, the political wrangling behind it, and the phenomenal
labor which went into it.
Armstrong, David and Elizabeth Armstrong. The Great American Medicine Show: Being
an Illustrated History of Hucksters, Healers, Health Evangelists, and Heroes from Plymouth
Rock to the Present. New York: Prentice-Hall, 1991.
¾
An extensively illustrated, often amusing history of patent medicines, medicine
shows, and quackery in America.
Arthur, Anthony. Radical Innocent: Upton Sinclair. New York: Random House, 2006.
¾
A recent biography of the complex author and muckracker best known for his
exposé of the meat-packing industry in The Jungle.
168
Bramson, Seth. Speedway to Sunshine: The Story of the Florida East Coast Railway. Erin,
Ontario: Boston Mills Press, 2003.
¾
Written by the corporate historian of the Florida East Coast Railway with great
enthusiasm, this is the definitive history of Flagler’s railroad.
Cardwell, Harold D. Daytona Beach: 100 Years of Racing. Charleston, SC: Arcadia
Publishing, 2002.
¾
With period photographs, this book traces the history of racing in Daytona Beach
from the earliest days on the sand at the end of Granada Avenue to 2003.
Hinton, Ed. Daytona: From the Birth of Speed to the Death of the Man in Black. New
York: Warner Books, 2002.
¾
A thorough history of racing in Daytona, including a strong section on the early
days of beach racing and the origins of NASCAR, to the present.
Howell, Ronald L. Our Place in History: Ormond Beach, Florida. Ormond Beach, FL:
Halifax Country Publishers, 2006.
¾
This illustrated history and timeline traces the history of Ormond Beach and
Eastern Volusia County from prehistory to 2003. Old photographs help illustrate
the changes in this area, especially during the past century.
Johnson, Bob and Joe Welsh. The Art of the Streamliner. New York: Metrobooks, 2001.
¾
This beautifully illustrated book provides information about the designers,
advertising, and railroad services which made the streamliners the premier form
of transportation through World War II.
Libby, Gary. A Treasury of American Art: Selections from the Collection of The Museum
of Arts and Sciences. Daytona Beach, FL: The Museum of Arts and Sciences, 2003.
¾
This book highlights a hundred items from the museum’s collection of over 2,700
pieces of American artwork, providing color plates with information about style,
historical setting, subject and artist. Images are higher resolution than in the
teacher’s guide. There is a foreword about the creation of the collection, an
essay about the history of American art, and an analysis of the museum’s
collection, as well.
Mahon, J.K. History of the Second Seminole War, 1835-1842. Gainesville, Florida: University
of Florida Press, 1967.
¾
Although the book focuses on the Second Seminole War, it provides ample
information about the First and Third Seminole Wars, and the arrival of the
Seminole in Florida.
169
McCullough, David. Mornings on Horseback: The Story of an Extraordinary Family, a
Vanished Way of Life and the Unique Child Who Became Theodore Roosevelt. New York:
Simon & Schuster, 1982.
¾
A richly detailed look by a top historian into life in late 19th century America, the
remarkable Roosevelt family, and the childhood and youth of Teddy Roosevelt.
Morris, Edmund. Theodore Rex. New York: Modern Library Paperback Edition, 2002.
¾
This sequel to Morris’ Pulitzer Prize-winning biography of Theodore Roosevelt’s prepresidential years (The Rise of Theodore Roosevelt) picks up with the ascension of
Roosevelt to the presidency upon the assassination of William McKinley and
covers through 1909 in detail his accomplishments, including the Pure Food and
Drug Act.
Pendergrast, Mark. For God, Country, and Coca-Cola: The Definitive History of the Great
American Soft Drink and the Company That Makes It. New York: Basic Books, 1993.
¾
A thoroughly documented cultural, social, and economic history of Coca-Cola
Corporation, from its beginning as a patent medicine in Reconstruction-era
Atlanta to a global powerhouse.
Porter, Kenneth Wiggins. The Black Seminoles: History of a Freedom Seeking People.
Gainesville, Florida: University Press of Florida, 1996.
¾
The most complete book about the escaped slaves who joined the Seminole
tribe and fought alongside them through three wars so that they and their
descendents would not be returned to slavery.
Rountree, Helen C. Pocahontas’s People: The Powhatan Indians of Virginia: The
Powhatan Indians of Virginia Through Four Centuries. Norman: University of Oklahoma
Press, 1990.
¾
A very complete history of the Powhatan Indians from shortly before the arrival of
the English at Jamestown to the present.
Tobin, Jacqueline and Raymond Dobard. Hidden in Plain View: A Secret Story of Quilts
and the Underground Railroad. New York: Anchor, 1999.
¾
The controversial but fascinating book which presents the theory that slaves used
quilt patterns as memory devices, serving as a secret code map guiding slaves to
freedom.
170
Resource List of Internet Sites for Students and Teachers
Astronomy
The Big Dipper, Little Dipper and Polaris relate both to the Teddy Bear story (through the
Latin name for the constellations, Ursa Major and Ursa Minor, the Big Bear and Little Bear)
and the Underground Railroad (“Follow the Drinking Gourd.”)
NASA decodes the lyrics to “Follow the Drinking Gourd” which helped slaves trying to
escape from Alabama and Mississippi to freedom at
http://quest.nasa.gov/ltc/special/mlk/gourd1.html and also has an educator’s guide
and activities for elementary, middle and high school at
http://quest.nasa.gov/ltc/special/mlk/mlkarchive.html.
Starry Skies website has photographs, star charts, and legends about Ursa Major and Ursa
Minor from around the world at
http://starryskies.com/The_sky/constellations/ursa_major.html and
http://starryskies.com/The_sky/constellations/ursa_minor.html.
Automobiles
The complete text of Henry Ford’s autobiography, My Life and Work, is available at the
Project Gutenberg website at http://www.gutenberg.org/etext/7213
American Heritage, “The Dawn of Speed,” is an article about the beginnings of racing on
the beach in Ormond and Daytona,
http://www.americanheritage.com/articles/magazine/ah/1987/7/1987_7_92.shtml
NASCAR’s origins are examined at several websites including
• The Daytona Beach News-Journal has online articles and photo gallery about the
organization of NASCAR at http://www.newsjournalonline.com/speed/special/2006/passion/racPASFRANCE.htm and the
current condition of the Streamline Hotel where NASCAR was born at
http://www.news-journalonline.com/photo/special/streamline/
•
NASCAR has posted on its website a 2002 interview with William France about the
early days of NASCAR racing on Daytona Beach at
http://www.nascar.com/2002/news/opinion/guest/02/07/france_column/
•
SPEEDtv.com’s answers the question, “Why Daytona?” at their webpage
http://www.speedtv.com/commentary/22004/
A tribute website to Jimmy Daywalt has, under the year 1955, numerous photographs of
the Sumar Streamliner and information about its races at
http://www.angelfire.com/in4/jimmydaywalt/1955.htm
Although not all Wikipedia articles are reliable, their automotive style entries are, such as
for the Lincoln Continental at http://en.wikipedia.org/wiki/Lincoln_Continental and they
have excellent photographs in an article on the Daytona Beach Race
http://en.wikipedia.org/wiki/Daytona_Beach_Road_Course.
The Daytona International Speedway’s official website is http://www.daytona500.com/
and Daytona USA’s website is http://www.daytonausa.com/.
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Coca Cola
The Official Coca Cola Company Website includes information on the history of the
company and the Root Company bottle at
• Coca-Cola Heritage:
http://www2.coca-cola.com/heritage/chronicle_birth_refreshing_idea.html
• Press Kit on history of the Contour Bottle: http://www.thecocacolacompany.com/presscenter/presskit_contour_bottle_time_line.html
Antique Coke Bottles has the history and images of Coca-Cola bottles at
• History: http://www.antiquebottles.com/coke/
• Antique Coca-Cola Bottle Hall of Fame:
http://www.antiquebottles.com/coke/fame.html
To trace the history of bottle dispensers, visit Antique Cola Machines at
http://www.colamachines.com/
Coca Cola Television Advertisements may be viewed and listened to at the Library of
Congress website at http://memory.loc.gov/ammem/ccmphtml/colahome.html
Hiawatha
Henry Wadsworth Longfellow’s complete poem, “The Song of Hiawatha,” may be
viewed online at the University of Virginia e-text site at
http://etext.lib.virginia.edu/toc/modeng/public/LonHiaw.html
The historic Hiawatha helped to found the Five Nations League with De-Ka-Nah-Wi-Da as
explained at http://www.indians.org/welker/hiawatha.htm
Wikipedia has fine articles on The Milwaukee Road and its named passenger trains, the
Hiawatha trains, along with illustrations and route maps (as are all other railroads, historic
and present) at
• http://en.wikipedia.org/wiki/Chicago%2C_Milwaukee%2C_St._Paul_and_Pacific_
Railroad
• http://en.wikipedia.org/wiki/Hiawatha_(passenger_train)
Patents
To find information, ranging from the youngest U.S. patent-holder (4 years old) to how to
file a patent, visit the U.S. Patent and Trademark Office, Kid’s Page, Frequently Asked
Questions at http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids/kidprimer.html
A gateway site for information about inventors, inventions, famous patents, and the
process of inventing and patenting is http://inventors.about.com/
Pharmacies
The Soderlund Pharmacy Museum has an extensive internet website at
http://www.drugstoremuseum.com/
Colonial Williamsburg tells about the work of the apothecary at
http://www.history.org/Almanack/life/trades/tradeapo.cfm
Project Gutenberg has the complete text of William Thomas Fernie’s Herbal Simples
Approved for Modern Uses of Cure published in Philadelphia in 1897, a book which
172
would likely have been familiar to the druggists of Newcomer’s Pharmacy. It is at
http://www.gutenberg.org/files/19352/19352-8.txt
Powhatan Tribe and Pocahontas
There are a tremendous number of excellent websites about the Powhatan Tribe and
Pocahontas, especially with the recent rediscovery of Jamestown’s fort and the 400th
anniversary of the founding of Jamestown. These are a sampling of sites with primary
sources and other information useful to teachers and students:
• Colonial National Historic Park is the National Park Service site for Jamestown (as
well as Yorktown Battlefield) and is at http://www.nps.gov/colo
• The Gravesend, England website has the parish register for St. George’s church
which records the burial of Pocahontas in the churchyard under the name
Rebecca Rolfe and a transcription of the Stuart-era handwritten document at
http://www.stgeorgesgravesend.org.uk/Pages/pocstory.htm#The%20link%20with
%20Graversend
• Henrico County, Virginia, whose county seal features Pocahontas, has a website
examining illustrations of Pocahontas over time called “The Four Faces of
Pocahontas” at http://www.co.henrico.va.us/manager/pokeypix.htm
• The official website for Jamestown 2007: America’s 400th Anniversary, with news,
materials, and links is http://www.jamestown2007.org/
• Jamestown Rediscovery Project is the Association for the Preservation of Virginia
Antiquities site which has loads of information about the recent excavations
which uncovered the fort of Jamestown, long thought to have eroded into the
James River.
Pocahontas: http://www.apva.org/history/pocahont.html
Powhatan: http://www.apva.org/ngex/chief.html
• Women’s History website evaluates the “Legend of Pocahontas Saving John
Smith” at
http://womenshistory.about.com/od/mythsofwomenshistory/a/pocahontas.htm
• The Real Pocahontas is a descendant’s website which is well done and quite
thorough. The chart on the home page comparing Disney’s Pocahontas with
historical Pocahontas is helpful to teachers and is at
http://pocahontas.morenus.org/
• Virginia’s First People, Past and Present Lesson Plans were developed by Prince
William County, Virginia teachers
http://virginiaindians.pwnet.org/lesson_plans/index.php
• Virtual Jamestown is amassing a digital online library of written and pictorial
documents at http://www.virtualjamestown.org/
Pure Food and Drug Act of 1906
The full text of James Harvey Young’s The Toadstool Millionaires, A Social History of Patent
Medicines in America Before Federal Regulation can be read at
http://www.quackwatch.org/13Hx/TM/00.html
Text of the Pure Food and Drug Act
http://coursesa.matrix.msu.edu/~hst203/documents/pure.html
The Food and Drug Administration looks at its own history at
http://vm.cfsan.fda.gov/~lrd/fdahist.html for example, in “The Story of the Laws Behind
the Labels” at http://www.cfsan.fda.gov/~lrd/history1.html
173
“High Court Rules on Seizure of Coca-Cola as Contraband” is an article about United
States v. Forty Barrels and Twenty Kegs of Coca-Cola (yes, that is the real name of a
court case that was ultimately decided by the Supreme Court)
http://www.metnews.com/articles/2006/reminiscing020906.htm
Vanderbilt Medical Center’s Special Collections Digital Library features a section on
patent medicines at
http://www.mc.vanderbilt.edu/biolib/hc/nostrums/index.html
Samuel Hopkins Adams’ pioneering articles against patent medicine quackery, “The
Great American Fraud,” written in 1905 for Collier’s The National Weekly helped to bring
about the Pure Food and Drug Act of 1906; the text can be read at
http://www.mtn.org/quack/ephemera/overview.htm
Upton Sinclair’s The Jungle can be read online at a number of sites including that of the
University of Virginia at http://xroads.virginia.edu/~HYPER/SINCLAIR/front.html
and Wikisource at http://en.wikisource.org/wiki/The_Jungle
Quilts
There are abundant quilting websites with patterns, but two with historic patterns are:
• Feedsack Quilts http://www.womenfolk.com/quilting_history/feedsacks.htm
• Southern Quilting: 150 Years of Shared Tradition
http://xroads.virginia.edu/~UG97/quilt/opening.html
If you are interested in quilting activities with school children, check
• Quilting with Children with its how-to ideas at http://thecraftstudio.com/qwc/
• Home of the Brave Quilt Project which creates quilts for the families of soldiers
who have died in Afghanistan and Iraq (and also Christmas stockings for soldiers
on overseas duty) at http://www.homeofthebravequilts.com/takepart.htm.
• The Home of the Brave was inspired by the 250,000 quilts created by American
women during the Civil War, especially those donated to the U.S. Sanitary
Commission. To see those quilts visit “Sanitary Commission and Other Relief
Agencies” at http://www.civilwarhome.com/sanitarycommission.htm and read
the U.S. Sanitary Commission appeal for quilts and supplies from 1863 at
http://www.theladiesparlor.com/63commission.html
For information about slave quilts and their possible link to the Underground Railroad view
sites such as
• The National Security Agency’s “Secret Codes in Slave Quilts” at
http://www.nsa.gov/museum/museu00033.cfm
• National Geographic Kids News, “Did Slave Use Quilts as Escape Maps?”
http://news.nationalgeographic.com/kids/2004/02/quilt.html
• African American Quilting Traditions at
http://xroads.virginia.edu/~UG97/quilt/atrads.html
• “New Jersey’s Underground Railroad Mythbuster,” offers a strong critique of the
theory that quilts were associated with the Underground Railroad at
http://historiccamdencounty.com/ccnews11.shtml
Railroads (also check Transcontinental Railroad)
To learn about the trains that inspired the streamline design craze which would influence
everything from toasters to automobiles visit
174
•
•
PBS American Experience: Streamliners
http://www.pbs.org/wgbh/amex/streamliners/
The Museum of Science and Industry of Chicago’s “Pioneer Zephyr” online exhibit
http://www.msichicago.org/exhibit/zephyr/index.html
The Pullman Virtual Museum is at http://www.pullman-museum.org/ and includes
biographical material, information on African-American porters, the Pullman Strike, oral
history transcriptions and even band music and Edison film of service on Pullman cars.
The Smithsonian Institution’s online exhibit, “America on the Move,” features the carafe
and other Pullman artifacts at
http://americanhistory.si.edu/onthemove/collection/object_81.html.
For information on the Florida East Coast Railway, visit the Henry Morrison Flagler Museum
at http://flaglermuseum.us/html/fec.html (Henry Flagler built “America’s Taj Mahal” in
Palm Beach Florida, his mansion called “Whitehall” which now houses the Henry Morrison
Flagler Museum. The website includes biographical material about Flagler as well as
information about the Florida East Coast Railroad.)
The story of Homer Plessy, the East Louisiana Railroad and Jim Crow can be read at
• PBS “Rise and Fall of Jim Crow” website,
http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html
• Supreme Court opinion and dissent at the Landmark Cases of the Supreme Court
Website of the Supreme Court Historical Society and Street Law at
http://www.landmarkcases.org/plessy/home.html
Seminole
The Seminole have two official tribal websites due to the removal to Oklahoma:
• The official website of the Seminole Tribe of Florida has good information on tribal
culture and history at http://www.semtribe.com/history/index.shtml
• The official website of the Seminole Tribe of Oklahoma, largely a tribal
governmental services website, is at http://www.seminolenation.com/
The Ah-Tah-Thi-Ki Museum, which explores Seminole history and culture at Big Cyrpress
Reservation, Florida has an extensive website at http://www.ahtahthiki.com/
For Seminole War information view:
• Amos Beebe Eaton’s Second Seminole War diary is digitized and online at
http://www.library.miami.edu/archives/eaton/index.html
• The American military strategy in the Second Seminole War is analyzed by Marine
Corps Major John C. White, Jr. at
http://www.globalsecurity.org/military/library/report/1995/WJC.htm
• Chris Kimball has the most complete site on the internet dedicated to the
Seminole Wars. Articles may be accessed at
http://www.tfn.net/%7Ecdk901/articles.htm and include Osceola, the Man and
the Myths http://www.tfn.net/%7Ecdk901/osceola.htm
Finding Osceola’s Prison Cell http://www.tfn.net/%7Ecdk901/osccell.htm. He also
does a regional, county-by-county tour of Seminole War sites and discusses
Volusia County at http://www.tfn.net/~cdk901/Counties/c6volu.htm
The Black Seminoles are investigated at several excellent websites:
175
•
•
•
Rebellion! John Horse and the Black Seminoles is an exhaustive, well researched
website about the Seminole, Seminole Wars, Seminole removal, and black
Seminoles, in particular John Horse (Juan Caballo)
http://www.johnhorse.com/index.html
Looking for Angola is an archaeological website focusing on the search for a
maroon (Black Seminole) community in southwest Florida and is at
http://www.lookingforangola.com/
The Slavery in America website article, “Seminoles and Slaves: Florida’s Freedom
Seekers” looks into the history of the Black Seminoles and current bitter lawsuits
over tribal membership at
http://www.slaveryinamerica.org/history/hs_es_seminole.htm
The following websites have information on Seminole Patchwork:
• “The Mathematics of Seminole Patchwork,” illustrates how the geometry which
goes into traditional Seminole designs at
http://www2.austin.cc.tx.us/hannigan/Presentations/NSFMar1398/MathofSP.html
• “Native Peoples: Seminole Patchwork” at
http://www.abfla.com/1tocf/seminole/semart.html
• “Seminole Patchwork” is at
http://daphne.palomar.edu/ddozier/course_notes/regions/woodland_files/semin
ole_patchwork.htm
Teddy Bears
Websites with information about the Louisiana Black Bear which gave rise to the teddy
bear craze include
• National Geographic,
http://news.nationalgeographic.com/news/2001/03/0308_blackbearsla.html
• United States Fish & Wildlife Service, Digital Library System: For public domain
images of all sorts of animals, including more of the Louisiana Black Bear, visit
http://images.fws.gov/
The National Park Service has teddy bear information at
• Theodore Roosevelt’s Home, Sagamore Hill
http://www.nps.gov/archive/thri/TeddyStory.htm
• For the centennial of the teddy bear, the National Park Service sent Nat and
Parker, Centennial Traveling Bears to national parks across the country and
photographed them. Their journeys can be traced at
http://www.nps.gov/archive/thri/natandparker.htm
The Smithsonian Institution Website about the teddy bear at Theodore Roosevelt’s
Sagamore Hill Home is at http://www.npg.si.edu/exh/roosevelt/tbear.htm
The Steiff Company’s U.S. English language Website has a great deal of information
about their company and teddy bear, and is well illustrated
• Foundation of the Company
http://www.steiffusa.com/AboutSteiff/Foundation.aspx
• History of the Steiff Button and Chest Tags
http://www.steiffnews.com/history_steiff_button.htm
For photographs of the Titanic and information about the Steiff polar bear that survived
the sinking of the Titanic, along with the Spedden family visit Polar, the Titanic Bear at
http://www.polarthetitanicbear.com/index.html
176
The history of Ideal Toy Company, no longer extent, appears on a doll reference website
http://www.dollreference.com/ideal_toy_dolls1960s.html
Then and Now
• The Bell System and A T&T has been memorialized on a website which includes
photographs, logo information, and loads of historical material for teachers and
students looking into the history of the telephone system at
http://64.143.172.245/edu.html
•
Clabber Girl Baking Soda company’s website has a museum at
http://www.clabbergirlmuseum.com/ and lesson plans, including one for a
science class http://www.clabbergirl.com/LessonPlans/CLeavening101.php . The
Hulman family which established Clabber Girl in Terre Haute, Indiana was, like the
Root family, interested in automobile racing and purchased the Indianapolis
Motor Speedway http://www.indianapolismotorspeedway.com/
•
James Gamble, whose winter home, Gamble Place, is part of the Museum of Arts
and Sciences, was co-founder of Proctor and Gamble which produced Ivory
Soap. For corporate history visit
http://www.pg.com/company/who_we_are/ourhistory.jhtml. To see how the
company branched out from candles and soap to products ranging from coffee
to toothpaste on an interactive page
http://www.pg.com/science/our_heritage.jhtml
•
Johnson and Johnson has a history and timeline with decade by decade
tracking of sales plus information about the company and its products beginning
in 1886 at http://www.jnj.com/our_company/history/history_section_1.htm
•
Kent’s Knife Sharpener appears on “Ingenious” website at
http://www.ingenious.org.uk/See/Societyandwars/Domesticlifeandhouseholdma
nagement/?target=SeeMedium&ObjectID=%7B4EAD1E0B-B937-3E51-08FF624DB0334CC4%7D&viewby=images
•
For information about Kodak’s Brownie Cameras visit http://www.browniecamera.com/
•
The Classic Typewriter Page has photographs and information about typewriters
from their beginnings, including the Remington Model 1 at
http://staff.xu.edu/~polt/typewriters/rem-portables.htm#remington1
•
TUMS antacid’s history can be found at the corporate website
http://www.tums.com/about_history.asp#
Transcontinental Railroad
There are a number of websites, both private and governmental, which have historical
background, primary source documents and images related to the construction of the
transcontinental railroad. Among the best are:
• Central Pacific Railroad Photographic History Museum, “Dot, dot, dot….Done!”
http://cprr.org/Museum/Done!.html#Golden_Spike
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•
Golden Spike National Historic Site, Promontory Summit, Utah (National Park
Service) http://www.nps.gov/gosp/
•
Library of Congress, Pacific Railway Act page
http://www.loc.gov/rr/program/bib/ourdocs/PacificRail.html
•
US Geologic Survey, A 3-D Photographic Geology Tour: Golden Spike National
Historic Site http://3dparks.wr.usgs.gov/2005/goldenspike/index.html
•
Virtual Museum of the City of San Francisco, Transcontinental Railroad, Theodore
Judah’s plan, January 1857: http://www.sfmuseum.net/hist4/practical.html
Driving the Last Spike: http://www.sfmuseum.net/hist1/rail.html
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Third-Fifth Grade FCAT Vocabulary
in Root Family Museum Context
Language Arts and Testing Terms
Abbreviation – n. a short version of a word or group of words. CEI is the abbreviation for
the Chicago and East Illinois Railroad.
After – adv. following something in space or time. After you walk through the entrance,
you see a 1948 Lincoln automobile.
Alike – adv. the same or no difference. The two antique telephones on display are not
exactly alike.
Alliteration – n. words beginning with the same sound used for emphasis. Alliteration is
part of the product name, “Coca-Cola.”
Approximately – adv. almost. The oldest quilt on display was made in approximately
1850-1860, around 150 years ago.
Before – adv. ahead of something in space or time. Before getting onto a train, it’s a
good idea to check if you are on the right one.
Biography – n. a story about a person’s life written by someone else. There is a short
biography of Chapman S. Root as you enter the museum.
Chronological – adj. events in order of happening. The invention of Coca-Cola comes
earlier in chronological order than the invention of the hobbleskirt bottle.
Closest – adv. nearest. The museum is one of the closest places you can go to see an
assortment of antique vehicles.
Compare – v. to find similarities. When you compare the Silver Holly with the Dell Rapids
(Hiawatha) you find that both cars were built in the same year, 1948, and have the same
dimensions: 83' 6", length; 10' 4", width; and 13' 6" height.
Conflict – n. a fight or struggle between people, ideas, or nature. The conflict between
the Seminole Tribe and the United States led to three wars.
Contrast – v. to find differences. When you contrast the Silver Holly with the Dell Rapids
(Hiawatha), you find that the Silver Holly has an observation dome in the center of the
car while the Dell Rapids (Hiawatha) has a rounded end with windows on all sides and
above called a “sky-top beaver-tail.”
Different – adj. unalike, not the same. The first hobbleskirt Coca-Cola bottle is different
from the one used today because it needed to be made slimmer to fit the machines
which filled the bottles.
Estimate – v. to give a close, but not exact, answer. I estimated that the race car could
race at over 150 miles per hour, but it actually raced at 171 miles per hour.
Equal –adj. the same. The Silver Holly and Dell Rapids (Hiawatha) are of equal length: 83'
6".
Fact – n. something real or true. It is a fact that the Museum of Arts and Sciences in
Daytona Beach includes the Root Family Museum.
First – adj. beginning; the opposite of last. The first president of the United States was
George Washington, who is depicted on china of the Baltimore and Ohio Railroad.
Folklore – n. traditional stories or crafts shared by older people with younger ones. Much
of our information about quilts and the Underground Railroad is based on oral tradition or
African-American folklore.
Graph – n. a drawing or other visual representation that shows numerical relationships.
Many quilters plan out their designs on graph paper so they know if they have enough
fabric.
Illustrator – n. a person who makes drawings to go along with words. Haddon Sundblom
was a famous illustrator who drew Santa Claus for Coca-Cola ads.
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Imagery – n. using a word or picture to convey a bigger idea. Quilters use the imagery
of the Tree of Life to show the connection between heaven, earth, and the underworld.
Interview – n. a question and answer conversation. To find out about how their
collection came together, the museum decided to interview members of the Root
family.
Label – v. to name. Most of the artifacts on exhibit have a label explaining what they
are and their age.
Last – adj. at the end; the opposite of first or beginning. The last Ford Model A
automobile rolled off the assembly line on August 31, 1931.
Metaphor – n. when one thing is said to be the same as something else. “Dodge is Ram
tough,” is a metaphor saying that a truck is like a ram.
Onomatopoeia – n. use of a word whose sound imitated its meaning. “Fizz” and “pop”
are soda-related words which illustrate onomatopoeia.
Personification – n. to give human characteristics to non-human things. Artists often used
the bald eagle as the personification of American independence and strength.
Persuade – v. to make someone believe in an idea. Wide-spread advertising helped to
persuade Americans that they wanted to drink Coca-Cola.
Purpose – n. reason. The purpose of advertising was to increase sales and profits.
Represent – v. to stand for something. The thirteen stars in Proctor and Gamble’s logo
represent the original thirteen colonies.
Rhyme – v. to use words which share sounds or rhythms which are the same or similar.
Burma-Shave used to advertise with rhymes such as:
PAST SCHOOLHOUSES
TAKE IT SLOW
LET THE LITTLE
SHAVERS GROW
Burma-Shave
Simile – n. when one thing is said to be similar to something else, comparing them with
words such as “like” or “as.” GM uses a simile in its advertising when it says its trucks are
built “like a rock.”
Summarize – v. to make a long story short. It is difficult to summarize the history of
American railroads in one paragraph.
Support – v. to prove. There are no documents left to support the claim that Theodore
Roosevelt wrote to Morris Michtom, giving him permission to call his stuffed toys “teddy
bears.”
Title – n. the name of a work of art. The title of Longfellow’s poem about a legendary
Ojibwa hero is The Song of Hiawatha.
Math and Science Terms
Area – n. the measurement of flat surface inside a form such as a rectangle, triangle, or
circle. The area of the 30" x 40" panels introducing each section of the Root Family
Museum is 1,200 square inches.
Astronomy – n. the study of the stars and the universe. Astronomy helps us understand
about the stars which make up the Big Bear and Little Bear.
Atom – n. the smallest part of an element. The iron atom is the smallest unit of iron which
has its chemical properties.
Average – n. the number which results when you add a series of numbers and divide by
how many numbers you added. The car ran 172 mph (miles per hour) the first lap, 153
mph the second lap, and 182 mph the third lap for an average speed of 169 mph.
Boiling point – n. the temperature at which a liquid becomes a gas. The boiling point of
water is 212º Fahrenheit, 100º Celsius.
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Circle – n. a round, two-dimensional shape. The double wedding ring quilt features
colorful patches in the form of a circle.
Circumference – n. the length of the outside rim of a circle. To calculate the
circumference of the round red Coca-Cola sign, multiply 11.75 inches by π (3.14).
Condensation – n. a reduction in temperature or pressure which allows a gas to become
a liquid, or a liquid to become a solid. Coca-Cola used the Atlas Polarstil because the
condensation of steam into distilled water insured it would be a sterile ingredient.
Cone – n. a three-dimensional shape with a circular bottom that comes to a point at the
top. I get hungry for ice cream when I study cones in math.
Conservation – n. protection and preservation of nature. As president, Theodore
Roosevelt advanced conservation of America’s wilderness areas by placing five new
national parks and dozens of national monuments, national forests, federal bird
reservations, and national game reserves under the protection of the U.S. government.
Cube – n. a three-dimensional shape formed with six perfectly equal square sides. The
tumbling blocks quilt pattern gives the illusion that there are cubes on the quilt, but they
are only two-dimensional.
Cylinder – n. a three-dimensional circular shape with circles at each end, like a piece of
pipe or a tube. The Buffalo Peanut Butter container is shaped like a cylinder.
Decay – v. to rot. If the Sumar racing jacket had been left outside, it would have
decayed.
Diagonal – n. a slanted or angled line. The dark portions of a log cabin pattern quilt form
dark “slash” diagonals across the quilt top.
Diameter – v. the length of a straight line through the center of a circle. The diameter of
the round red Coca-Cola sign is 11 ¾ inches.
Dimensions – n. length, width, or height of a person or thing. Dimensions of the Silver
Holly are 83' 6", length; 10' 4", width; and 13' 6" height.
Distance – n. the length between two places or points. The distance around the
Daytona International Speedway track is 2 ½ miles.
Double – v. to multiply by two. To know how many triangles to cut to make squares,
double the number of squares you want.
Energy – n. using heat, chemical reaction, or other physical form to do work. Sumar’s
race cars worked because of the energy produced by burning race fuel in their engines.
Equal – n. alike, the same. The dimensions of the Silver Holly and the Dell Rapids
(Hiawatha) are equal.
Experiment – n. a way of testing a scientific guess to prove or disprove it. Running the
Sumar Special Streamliner on a race track was the best way to experiment whether its
design really worked.
Flip – v. to turn a figure, either horizontally or vertically. If you flip the equilateral triangle
horizontally, it looks the same, but if you flip it vertically it stands on its point.
Fossil fuel – n. a fuel from carbon-based fossils, whether natural gas, liquid petroleum, or
solid coal. All the vehicles in the museum run on fossil fuels.
Gas – n. one of three forms of matter; the form where atoms and molecules are farthest
apart. When water boils it forms steam, a gas.
Gravity – n. the force of attraction between all masses of matter in the universe. The
Coca-Cola bottling machine relies on gravity to fill the bottles since the liquid flows down
toward the earth, but is caught by the bottles.
Grid – n. a checkerboard-looking graph. The evenly spaced drawers on the apothecary
cabinets form a grid.
Height – n. measure of tallness. The tallest teddy bear in the Root Family Museum is seven
feet in height.
Hexagon – n. a six-sided figure. The Flower Garden Feedbag quilt is made with hexagonshaped pieces of cloth cut from old feedbags.
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Horizontal – adj. a level line running right↔left. The bottom of the wood Coca-Cola
bottle delivery boxes are horizontal, parallel with the ground.
Increase – v. to add to. If you increase the weight of a car it will go slower than an
identical car that is lighter.
Intersect – v. to split by passing across. The door panels behind the Sumar Special have
green “X’s” formed where two pieces of wood intersect.
Learned – adj. to get new information from experience. New experiments provide new
information which allows everyone from pharmacists to race car drivers to improve what
they do based on learned information.
Length – n. measure of a line from beginning to end. The length of the Dell Rapids
(Hiawatha) is 83 feet, six inches.
Liquid – n. one of three forms of matter; the form where atoms and molecules are closer
than in gas forms but farther apart than in solid forms. The gasoline used in the Ford
Model T Coca-Cola route trucks is a liquid.
Mammal – n. a warm-blooded animal which usually has hair and gives milk to its young.
The Louisiana Black Bear, which inspired the stuffed teddy bear, is a mammal.
Mass – n. a measurement of size and bulk. The mass of the apothecary display appears
lighter because of the mirrors, stained glass and carving which distract the eye.
Molecule – n. the smallest part of a substance made of two or more atoms which has
the chemical characteristics of the substance. Even the smallest molecule of water has
two hydrogen atoms and one oxygen atom.
Pair – n. two matching things. Teddy Roosevelt wore a pair of glass lenses connected by
a nose-piece.
Parallel – adj. lines in the same plane that never meet. The left and right rails of a train
track are parallel.
Pattern – n. something which repeats predictably. Once you put together your first quilt
square, you have the pattern for the rest of your quilt.
Perimeter – n. the distance around a two-dimensional figure. The perimeter of an 8 ½" x
11" piece of notebook paper is 39 inches.
Perpendicular – adj. straight up, at a 90-degree angle. The mirror over the soda fountain
is perpendicular to the ground.
Plane – n. a flat, level surface. The Coca-Cola writing pad is a flat plane which is easy to
write upon.
Polygon – n. a figure with three or more sides. All of the pieces in the Crazy Quilt are
polygons.
Rectangle – n. a figure with four sides, all at right angles to each other. The Drug Store
Coca-Cola sign hanging from the ceiling is rectangle-shaped.
Represent – n. to stand in place of or substitute. The hobbleskirt shaped bottle has come
to represent Coca-Cola.
Rhombus – n. a figure with four sides, all the same length, but that are not at right angles.
The diamond shape, popular in early 19th century decoration and used in a quilt from
1880-1890, is a rhombus.
Solid – n. one of three forms of matter; the form where atoms and molecules are closest
to each other. Ice is the form of water which is a solid.
Sphere – n. a three-dimensional circle, like a ball. The “Coke is Coca-Cola” paperweight
is almost a perfect sphere, except for its flat bottom.
Square – n. a figure with four equal sides, all at right angles to each other. The Ninesquare is one of the most basic quilt patterns.
Symbol – n. a letter, number, person or thing which stands for an idea or something
different. Chessie, the sleeping kitten, is the symbol of the Chesapeake and Ohio
Railroad.
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Symmetry – n. a form which is mirrored on either side of a dividing line. The Compass
Rose quilt design has symmetry whether you hold the mirror vertically or horizontally.
Texture – n. the way the outside of something feels. The texture of a mohair teddy bear is
very soft and fuzzy.
Thermal – adj. having to do with heat. Where it is cold, people may wear thermal
underwear to keep their body heat from escaping.
Three-dimensional – adj. a form with height, width, and depth. The Sumar Streamliner
race car is a three-dimensional object.
• Equilateral—A triangle where the length of all sides and the degree of all angles
are equal. The Wild Geese Formation quilt uses green and red equilateral
triangles as the basis of the pattern.
• Isosceles—A triangle where two sides are of equal length as are their opposite
angles. Isosceles triangles form the pattern in the Monkey Wrench Nine Square
quilt.
• Right—A triangle where two sides are perpendicular to each other forming a 90º
angle. The Pinwheel-Windmill quilt uses different colored right triangles.
• Scalene—A triangle where all three sides are of different lengths and all three
angles are different. The Crazy Quilt has a small, flowery scalene triangle.
Trapezoid – n. a four-sided figure with two parallel sides, but no right angles. Many of the
patches in the Crazy Quilt, including the solid orange one near the bottom, are trapezoid
shaped.
Two-dimensional – adj. a form with height and width but no depth. The winged Union
Pacific railroad sign is two-dimensional.
Vertical – adj. perfectly straight up and down. The bottling machine must be vertical or
the soda will dribble outside the bottle.
Volume – n. the measurement of space taken up by a three-dimensional form. The
volume of carbon dioxide gas typically held by a 2 liter bottle of Coca-Cola is 4 ½ liters.
Weight – n. measurement of how heavy something is. The weight of the Model AA
delivery truck is greater than that of the Bearsty Ross teddy bear.
Width – n. measurement of the distance from side to side. The width of the Silver Holly is
10 feet, four inches.
Social Studies Terms
Adapt – v. to change in response to a change in environment or knowledge. Coca-Cola
had to adapt its formula after the Pure Food and Drug Act of 1906.
Agriculture – n. raising crops and livestock. Until the early 20th century, most Americans
lived on farms making their livings through agriculture.
Assemble – v. to gather or put together. Once the quilt top is pieced together, you can
assemble it with the filling and backing and sew them together to make a quilt.
Bargain – n. a good price. Although 5¢ may seem like a bargain for a bottle of soda, the
value of 5¢ in 1925 is closer to 56¢ today.
Barter – v. to pay with products instead of money. Before a crop came in and they
received cash, some farm families would barter with quilts for supplies.
Boycott – v. to try to change the way a government or business acts by refusing to
support them by using their goods or services. The American Railway Union decided to
boycott Pullman cars during the strike of 1894.
Budget – n. a plan for using a limited amount of money or resources. In 2004-2005 the
Museum provided all its exhibits and programs on a budget of approximately $2,350,000.
Capitalism – n. an economic system where the means of production are privately owned
and the exchange of goods and services operate under free competition. Capitalism
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was the system that allowed Chapman Jay Root to run his glass factory, invent the
winning Coca-Cola bottle and make his fortune.
Century – n. 100 years. The construction of the transcontinental railroad, invention of
Coca-Cola, and first gasoline powered car were all invented in the 19th century,
between 1801 and 1900.
Civil Rights – n. the rights guaranteed to a citizen of a nation. Native Americans’
struggle for civil rights is complicated because they are citizens of their tribes as well as
citizens of the United States.
Colonize – v. when people leave their country to settle another area. People from Spain
colonized the Americas before other Europeans.
Commerce – n. exchanging goods and services. The transcontinental railroad helped
Pacific commerce connect more easily with that of the Mississippi River and Atlantic
Coast.
Communication – n. exchange of ideas and news. Communication was much slower
before the completion of the transcontinental telegraph line, alongside the railroad,
because instead of being sent electronically, messages across the country had to be
carried overland by Pony Express or shipped around South America by boat.
Community – n. a group of people who live in the same area or share something in
common. Among the Amish people, quilting is traditionally a community activity done
by a group women working in a quilting circle or quilting bee rather than by a single
person, all alone.
Congress – n. the legislative branch of the U.S. government made up of the House of
Representatives and the Senate. In 1906, Congress passed the bill which made the Pure
Food and Drug Act a law.
Consequences – n. results. One of the consequences of Clifford Berryman’s cartoon
about Teddy Roosevelt and the Louisiana black bear was the creation of a stuffed
animal by Morris and Rose Michtom.
Consumers – n. people who buy or use goods and services. American consumers could
buy ice cream sodas and greeting cards at a drug store, not just medicines.
Continent – n. a great land mass: Africa, Antarctica, Asia, Australia, Europe, North
America, or South America. Travel across the continent of North America was made
easier and faster when the Central Pacific and Union Pacific railroad lines joined
together in the first transcontinental railroad, which ran from Sacramento, California to
Omaha, Nebraska.
Cooperate – v. to work with along with each other. For a racing team to win, it’s very
important for each team member to cooperate with the other team members.
Customs – n. the beliefs and behaviors of a group of people. One of the customs of the
Amish is not to use any modern technology, so their quilts are hand-sewn instead of
made on a sewing machine.
Debt – n. borrowed money that has not yet been paid back. John Stith Pemberton, the
pharmacist who invented Coca-Cola, began to sell off his company in 1887 because he
was in debt and his health was poor.
Decade – n. ten years. The Compass Rose pattern quilt was made around the decade
1850-1860.
Demand – n. the amount of goods or services people want at a certain price. Because
airplanes were faster and automobiles more convenient, the demand for train travel
declined.
Democracy – n. government by the people where power is exercised by the people
directly or through their elected representatives. The United States is the democracy with
the oldest written constitution.
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Discover – v. to visit or learn about a place or thing for the first time. John Stith
Pemberton discovered a combination of ingredients which tasted good and became
the secret recipe for Coca-Cola syrup.
Discrimination – n. the different treatment of one group from another. Discrimination
against Native Americans included denying them the right to vote until 1924.
Domestic – adj. at home, or in one’s nation. Many domestic appliances, such as the
toaster, have changed dramatically over the past hundred years
Economy – n. the production, distribution, and consumption of goods and services
created by human labor. The Industrial Revolution transformed America’s economy.
Executive branch – n. The branch of the U.S. government which carries out the laws and
is headed by the President. Theodore Roosevelt was a member of the executive branch
both as vice-president under McKinley and when he became president of the United
States.
Explore – n. to go and seek out new places or ideas. While exploring for a syrup to make
a good tasting medicine, John Stith Pemberton invented Coca-Cola.
Export – v. to sell or trade a product from one nation to another. The United States
exports airplanes to other countries.
Financial – adj. having to do with money or planning the use of money. It took a great
deal of financial backing by the United States government to build as expensive a
project as the first transcontinental railroad.
Free Enterprise – n. an economic system where business is allowed to organize and
operate without government interference. The free enterprise system meant that Leland
Stanford was free to try his luck with the railroad business, just as he had unsuccessfully
tried to succeed as a lawyer and merchant.
Goods – n. things that may be bought, sold, or bartered. Tea, peanut butter, soap, and
cameras are a few of the goods on display in the museum’s Newcomer Drugs pharmacy
display.
Government – n. the system for ruling a group of people. The government passed laws
to make certain that medicines were safe and cured sickness as advertised.
Import – n. goods purchased from another country to be brought into a country.
America would import tea, silk, and porcelain from China.
Income – n. money received over time. The income for the sale of Coca-Cola in its first
year was only $50.
Industrial – adj. using machinery to make or manufacture things. The labeling machine
turned labeling from a hand-written into an industrial activity.
Invent – v. to come up with new ideas. Alex Samuelson invented the hobbleskirt CocaCola bottle.
Judicial branch – n. the branch of the U.S. government which, through courts, decides
which laws are legal under the Constitution. In 1896, the judicial branch decided that
Louisiana’s law requiring separate railroad cars for whites and blacks was legal.
Latitude – n. an imaginary line running east and west, used to measure north and south
of the equator. The Pacific Railroad Act called for the transcontinental railroad to run
along the 42ºN latitude from the Missouri River to San Francisco.
Legislative branch – n. the branch of the U.S. government which makes the laws. The
legislative branch passed the Pacific Railroad Act in 1862.
Liberty – n. freedom. The Seminole fought three wars to preserve their liberty to remain in
Florida.
Longitude – n. an imaginary line running north and south, used to measure east and west
on the globe. The beginning point for the Union Pacific Railroad was the 100ºW
longitude.
Migration – n. movement from one place to another. Military force caused the migration
of most of the Seminole from Florida to Oklahoma.
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Modify – v. to change or limit. Coca-Cola Company decided to modify the hobbleskirt
bottle by making it slimmer.
Motto – n. a phrase or slogan. An early Ivory soap motto was, “Ivory Soap—It Floats.”
Nation – n. a country or area under one government. The nation of the United States is
composed of fifty states.
Opportunity – n. a chance. Making a fortune in bottling gave the Root family the
opportunity to travel and collect historical artifacts.
Oppress -- v. to crush the hopes and opportunities of people. Slavery oppressed many
African-American families.
Pastoral – adj. related to the countryside. Until the Industrial Revolution, most Americans
led pastoral lives, tending livestock or raising crops.
Persecution – n. causing suffering because of race, religion, or other reason. Civil rights
activists have worked to end the persecution of minority groups including AfricanAmericans and Native Americans.
Pioneer – n. a person who goes ahead to prepare the way for others to follow such as
an early settler or scientist. Hunger and disease made life very hard for many early
American pioneers.
Primary Source – n. proof of an event, idea, or life. Primary sources include artifacts such
as race cars, artwork such as quilts, and written documents such as the U.S. patent for
the Coca-Cola bottle.
Producers – n. people who make goods or perform services. Root Glass Company was
the first producer of the Coca-Cola hobbleskirt bottle.
Profit – n. the money made when a person sells something for more money than they
have put into it. John Stith Pemberton did not make a profit on Coca-Cola in its first year
because he earned $50 but spent $73.96 on manufacturing and advertising.
Propaganda – n. one-sided information. Most advertising could be considered a form of
propaganda.
Property – n. something which is owned. Colonial Americans could own, buy, or sell
property including land, livestock, and slaves.
Reformer – n. someone who tries to improve conditions. Theodore Roosevelt was known
as a reformer in the areas of consumer products and the environment.
Republic – n. a government where power resides in the people and the representatives
that they elect. Railroads helped to unify the different geographical regions of the
American republic.
Reservation – n. land reserved by the government for a particular use; usually used to
mean where Native American tribes live. There are several Seminole reservations in
Florida.
Resource – n. something which can be used. Minerals such as iron are a resource used in
the construction of the railroad.
Rural – adj. having to do with the country. Railroads connected rural areas with the
cities, allowing farmers and ranchers to send their products to market more quickly.
Scarce – adj. when demand is greater than supply. In the early days of automobiles,
gas stations were very scarce.
Secondary Source – n. a description of an event, idea, or person by someone who was
not an eyewitness. An encyclopedia entry describing the life of John Stith Pemberton is a
secondary source.
Services – n. work. If you own an antique car, you may need an auto mechanic’s
services.
Slavery – n. when one human owns another, denies them freedom, and requires them to
work. The Thirteenth Amendment to the Constitution marked the end of slavery in the
United States.
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Supply – n. the amount of goods or services a producer will provide at a certain price.
The supply of Chinese tea was so little in the 1600s that it cost $100 per pound.
Tax – n. money, goods, or services paid by a people to their government. In 2001,
Volusia taxpayers voted a ½ penny tax on sales of goods in the county to support
construction of new schools.
Technology – n. the application of science to improve life. Nineteenth century
technology, including trains, automobiles, and the telephone, continue to make our lives
easier today.
Timeline – n. A group of dates in chronological order drawn on a line. The timeline of the
Coca-Cola Company begins in 1886 and continues through today.
Trade – n. buying, selling, or bartering goods and services. The trade in teddy bears has
made Steiff a very successful toy company.
Tradition – n. customs and beliefs from the past that are taught from person to person.
The tradition that slaves used quilt patterns to help them escape to freedom is oral rather
than written.
Transportation – n. moving something from one place to another. Since the roads were
so poor, boats and trains were the main form of transportation of people and goods in
19th century America.
Urban – adj. having to do with the city. Early manufacturers built factories in urban
centers to be near workers.
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Sixth-Eighth Grade FCAT Vocabulary
in Root Family Museum Context
Testing and Language Arts Terms
Adjacent – adj. beside or close to. The Sumar Special used on the dirt track is adjacent
to the one raced at the Indianapolis 500.
Alliteration – n. words beginning with the same sound used for emphasis. Alliteration is
part of the product name, “Coca-Cola.”
Analogy – n. the comparison of things that have a similarity but are otherwise unalike.
For a century, Prudential Insurance has advertised with the analogy that the financial
strength of their company is ‘rock-solid’ like the huge geological formation, the Rock of
Gibraltar.
Analyze – v. to study closely. To understand about nineteenth century Americans, you
have to analyze their writings, images and artifacts.
Approximate – v. to make a near estimate. The museum believes that the approximate
age of the oldest quilt on display is around 150 years.
Caricature – n. an exaggerated description or illustration of someone. Cigar store
Indians were caricatures of the race rather than accurate portraits of any individual.
Characteristics – adj. typical qualities of a person, place or thing. One of the distinct
characteristics of Teddy Roosevelt was the round glasses he wore perched on his nose.
Chronological – adj. events in order of happening. The invention of Coca-Cola comes
earlier in chronological order than the invention of the hobbleskirt bottle.
Clarify – v. to make something clear. Family interviews helped to clarify that the Dell
Rapids (Hiawatha) was never used by the Root family to travel in Florida.
Cliché—n. an overused phrase. Calling George Washington the “Father of our Country”
has become a cliché.
Collaborate—v. to work together well. The Central Pacific and Union Pacific had to
collaborate to make certain that their two sets of tracks met at Promontory Summit, Utah.
Compare – v. to find similarities. When you compare the Silver Holly with the Dell Rapids
(Hiawatha) you find that both cars were built in the same year, 1948, and have the same
dimensions: 83' 6", length; 10' 4", width; and 13' 6," height.
Complex—adj. difficult, made up of related parts. A race car is a complex machine,
more than just a flashy exterior.
Conflict – n. a fight or struggle between people, ideas, or nature. The conflict between
the Seminole Tribe and the United States led to three wars.
Contemporary – adj. in the present. Contemporary Amish-style quilts may be handmade by Laotian immigrants or workers in Thailand.
Context—n. a setting in time, place or culture. It is important to understand the historical
context of John Stith Pemberton’s life to understand why he created Coca-Cola syrup.
Contrast – v. to find differences. When you contrast the Silver Holly with the Dell Rapids
(Hiawatha), you find that the Silver Holly has an observation dome in the center of the
car while the Dell Rapids (Hiawatha) has a rounded end with windows on all sides and
above called a “sky-top beaver-tail.”
Emotional—adj. filled with strong feelings. It’s difficult not to feel emotional when you
hug your teddy bear.
Ethical – adj. having to do with that which is good and right rather than evil and wrong.
Many modern Americans feel that Native Americans were not treated in an ethical way
when President Jackson violated treaties and ignored the Supreme Court’s decision and
ordered the army to take them to Oklahoma.
Evaluate – v. to judge. Consumers must evaluate the claims made by advertisers to
decide whether they should purchase a product.
188
Fact – n. something real or true. It is a fact that the Museum of Arts and Sciences in
Daytona Beach includes the Root Family Museum.
Figurative language – n. descriptions using metaphors. When GM advertises that
“Dodge is ram-tough,” it is using figurative language.
Imagery – n. using a word or picture to convey a bigger idea. Quilters use the imagery
of the Tree of Life to show the connection between heaven, earth, and the underworld.
Interpret – v. to explain. Before you can interpret the meaning of a quilt, it helps to
identify the pattern, find the pattern name, and learn about the pattern’s history.
Interview – n. a question and answer conversation. To find out about how their
collection came together, the museum decided to interview members of the Root
family.
Main Idea – n. the most important, essential idea. The main idea behind Coca-Cola’s
hobbleskirt bottle was to have the product in a container so distinctive that you could tell
it apart from other brands, even in the dark.
Measure – n. the dimensions or form. The measure of single, double, queen, and king
sized beds determines the size of modern quilts.
Metaphor – n. when one thing is said to be the same as something else. “Dodge is Ram
tough,” is a metaphor saying that a truck is just as tough as a ram.
Opinion—n. a belief. In my opinion, teddy bears are the best stuffed animals.
Persuade – v. to make someone believe in an idea. Wide-spread advertising helped to
persuade Americans that they wanted to drink Coca-Cola.
Point of View – n. the way a person looks at the world, considers questions, or forms an
opinion. What we think is pretty reflects our point of view.
Probably—adv. most likely. Women probably sewed all the quilts in the museum’s display
since it was considered ‘women’s work’ in the 19th century.
Purpose – n. reason. The purpose of advertising was to increase sales and profits.
Redundant – adj. repeated. While it is fine for the space shuttle to have duplicate backup systems, writing the same phrase several times in an essay is redundant.
Represent – v. to stand for something. The thirteen stars in Proctor and Gamble’s logo
represent the original thirteen colonies.
Sensory – adj. having to do with the five senses. Attending an automobile race is a
sensory experience: you watch the brightly colored race cars , smell burning rubber and
fuel, hear the roar of the engines, and feel the vibration as the field races past you.
Simile – n. when one thing is said to be similar to something else, comparing them with
words such as “like” or “as.” GM uses a simile in its advertising when it says its trucks are
built “like a rock.”
Suggests—v. words or images that give a idea or belief. When Coca-Cola advertises
“delicious and refreshing,” it makes you think of a good-tasting drink on a hot day.
Summarize – v. to make a long story short. It is difficult to summarize the history of
American railroads in one paragraph.
Support – v. to prove. There are no documents left to support the claim that Theodore
Roosevelt wrote to Morris Michtom, giving him permission to call his stuffed toys “teddy
bears.”
Symbolism – n. an object that stands for an idea. For slaves the symbolism of the North
Star was freedom.
Tangible—adj. something that you can know through your senses. Art and artifacts in a
museum help to make life from the past tangible in the present.
Timeline – n. a group of dates in chronological order drawn on a line. The timeline of
Coca-Cola history begins in 1886 and extends to today.
Verbal – adj. having to do with words. Learning new words helps you with the verbal
portion of tests like FCAT and the SAT.
189
Math and Science Terms
Adhere – v. to stick. Early Coca-Cola workers had to adhere labels by hand.
Angle—n. the figure formed when two lines meet at a point. The pieces of a crazy-quilt
almost all have different angles.
Area – n. the measurement of flat surface inside a form such as a rectangle, triangle, or
circle. The area of the 30" x 40" panels introducing each section of the Root Family
Museum is 1,200 square inches.
Atom – n. the smallest part of an element. The iron atom is the smallest unit of iron which
has its chemical properties.
Bacteria – n. a living thing with one cell. If there are bacteria in products that we eat
and drink, we may get sick.
Biodiversity – n. the types of life in a particular environment. The biodiversity along the St.
John’s River is different from that in the Atlantic Ocean.
Bisect—v. to divide into two parts. The Mississippi River bisects the United States.
Boiling point – n. the temperature at which a liquid becomes a gas. The boiling point of
water is 212º Fahrenheit, 100º Celsius.
Buoyant—adj. capable of floating. Ivory Soap is more buoyant than other brands.
Carbon – n. an element found in all plants and animals. Fuels used by trains, such as
wood, coal, and diesel, all contain carbon.
Capacity – n. the amount a container or building can hold. The seating capacity of the
Silver Holly’s domed passenger area is 24.
Catalyst – n. something which causes a reaction to occur more rapidly; in science it
refers to chemical reactions. A particular brand of mints dropped into Diet Coca-Cola is
a catalyst for release of the soda’s dissolved carbon dioxide.
Celestial – adj. having to do with the stars and universe. The constellation Ursa Major (Big
Bear) is a celestial formation.
Centrifugal force – n. the force which pulls a rotating object away from the center of
circulation. If Coca-Cola bottling machines did not hold the bottles tightly, centrifugal
force would fling the bottles out of the machine.
Chemical energy – n. energy stored in chemical bonds. Old steam engines burned coal
whose chemical energy was released as thermal, or heat energy, which was used to boil
water, turning it into steam to power a locomotive.
Circumference – n. the length of the outside rim of a circle. To calculate the
circumference of the round red Coca-Cola sign, multiply 11.75 inches by π (3.14).
Collision – n. when two or more things hit each other. Every race is dangerous because
of the threat of a collision between automobiles or the track wall.
Combustible—adj. capable of catching fire; flammable. The museum is protected by
smoke detectors and sprinklers because so many of the objects in it are combustible.
Component – n. part of a something bigger. A valve is just one component in an
engine.
Condensation point – n. the point where reduction in temperature or pressure allows a
gas to become a liquid, or a liquid to become a solid. Coca-Cola used the Atlas Polarstil
because the condensation of steam into distilled water insured it would be a sterile
ingredient.
Congruent – adj. of equal shape and size. Although they are different colors, the
triangular pieces used in the Pinwheel/Windmill pattern quilt are congruent.
Conservation – n. protection and preservation of nature. As president, Theodore
Roosevelt advanced conservation of America’s wilderness areas by placing five new
national parks and dozens of national monuments, national forests, federal bird
reservations, and national game reserves under the protection of the U.S. government.
Contaminate – v. to make impure or unsafe by adding something. Medicine, food and
drink factories try to make certain that nothing contaminates their products.
190
Converge – v. to meet together at a point. The Halifax River converges with the Atlantic
Ocean at Ponce Inlet.
Current – n. a flow, either of electricity or water. The electric current lights the lamps in
the museum.
Decay – v. to rot. If the Sumar racing jacket had been left outside, it would have
decayed.
Dehydrate – v. to dry out. A document damaged in a flood must dehydrate under
controlled conditions or it will be ruined.
Deteriorate – v. to become worse. Artifacts must be protected or they will deteriorate.
Diagonal – n. a slanted or angled line. The dark portions of a log cabin pattern quilt form
dark “slash” diagonals across the quilt top.
Diameter – v. the length of a straight line through the center of a circle. The diameter of
the round red Coca-Cola sign is 11 ¾ inches.
Distill – v. to purify a liquid by boiling it and condensing its vapor. One of the first steps in
making Coca-Cola was to distill the water before carbonating it.
Ecosystem – n. a combination of living plants and animals and the place where they live.
The alligator and cabbage palm are part of the ecosystem of Florida.
Evaporation—n. the process of a liquid becoming a gas. When you boil water, it causes
evaporation to occur more quickly.
Extrapolate—v. to infer something about a new situation based on experience in the
past. Race car designers extrapolate the way new tires or engines will perform based on
experience with ones they have used.
Fossil fuel – n. a fuel from carbon-based fossils, whether natural gas, liquid petroleum, or
solid coal. All the vehicles in the museum run on fossil fuels.
Generator – n. a machine that produces electricity. The museum has a small
emergency generator for exit lights.
Graphs – n. a drawing that represents relationships between two sets of numbers. Most
organizations track financial information in the form of graphs as well as account books.
Hemisphere – n. half of a sphere or half of the globe. Florida lies in the northern
hemisphere.
Horizontal – adj. a level line running right↔left. The bottom of the wood Coca-Cola
bottle delivery boxes are horizontal, parallel with the ground.
Hypothesis – n. an educated guess. One hypothesis about the origin of the “teddy bear”
is that stuffed bears were used as table decorations at a reception held by President
Theodore Roosevelt.
Hypotenuse – n. The long side of a right triangle. In the Amish Flying Geese pattern quilt,
the geese face the hypotenuse of the dark triangle.
Ignite – v. to set afire or into violent action. The spark plug ignited the air and fuel
mixture in the internal combustion engine.
Immune – adj. unable to become ill or come under a bad influence. People bought
patent medicines believing if they took them that they would be immune from most
diseases.
Incinerate – v. to burn. An early locomotive engine would incinerate coal.
Inertia – n. the tendency of an object at rest not to move, and of a moving object not to
stop. Inertia keeps the Dell Rapids (Hiawatha) and Silver Holly from moving on their
tracks.
Insulation – n. something which helps to keep heat from escaping. A quilt is great
insulation on a cold winter’s night.
Intersect – v. to split by passing across. The door panels behind the Sumar Special have
have green “X’s” formed where two pieces of wood intersect.
Kinetic energy – n. the energy of motion. A moving train or car is using kinetic energy.
191
Mineral—n. a natural, inorganic chemical substance. Gold is one of the most precious
minerals.
Molecule – n. the smallest part of a substance made of two or more atoms which has
the chemical characteristics of the substance. Even the smallest molecule of water has
two hydrogen atoms and one oxygen atom.
Nutrients – n. substances that help plants and animals to live. Many patent medicines
claimed they were filled with nutrients to make people healthier and stronger when, in
fact, they were not.
Organism—n. a living thing. The Louisiana black bear is the organism that inspired the
teddy bear.
Parallel – adj. lines in the same plane that never meet. The top side and bottom side of
the Coca-Cola bottle boxes are parallel.
Patent—n. the exclusive right to profit from the invention of a thing or process given by
the government. Alex Samuelson applied in 1915 for his patent for the hobbleskirt CocaCola bottle.
Perimeter – n. the distance around a two-dimensional figure. The perimeter of an 8 ½" x
11" piece of notebook paper is 39 inches.
Perpendicular – adj. straight up, at a 90-degree angle. The mirror over the soda fountain
is perpendicular to the ground.
Perspective—n. the appearance to the eye that a two-dimensional object is threedimensional. Alex Samuelson used linear perspective to make his drawing of a CocaCola bottle appear round, even though the drawing is flat.
Polygon – n. a figure with three or more sides. All of the pieces in the Crazy Quilt are
polygons.
Quadrilateral – n. a four-sided figure. Most of the signs in the museum are quadrilateral in
shape.
Radius – n.. the line from the center of a circle to its edge. The radius of the round, red
Coca-Cola sign is 5 7/8 inches.
Reflection – n. a mirrored image, one that is the same except backwards. Quilts often
use reflections of patterns.
Replicate – v. to copy. Putting a design, such as the Coca-Cola beach ladies
advertisement, on lithographic limestone allows the artist to replicate it numerous times.
Rotation – n. to move around a fixed point in a circular motion. The rotation of the race
car’s wheel around the axle is too fast for the human eye to see.
Scale—n. a way of calculating size or distance using a ratio between a marked line and
real distances. The scale on my map is one inch=40 miles.
Scientific Method – n. the process of identifying a scientific question, formulating a
hypothesis, conducting an experiment and making observations, and then drawing a
conclusion based on the outcome of the experiment. Most scientists and researchers
use the scientific method to improve products and the performance of transportation
and communication systems.
Stimulus – n. something which causes a living thing to respond. The colors in a quilt
provide stimulus to our imaginations, not merely the optical nerves in our eyes.
Symmetry – n. a form which is mirrored on either side of a dividing line. The Compass
Rose quilt design has symmetry whether you hold the mirror vertically or horizontally.
Synthesis – n. the putting together of parts to form a new whole. The transcontinental
railroad was not a new invention but the result of the synthesis of existing technologies
into a continental-sized system.
Temperate – adj. moderate. The museum maintains a temperate climate, not too hot
and not too cold, not too dry and not too wet.
Tessellation – n. when a repeated shape covers a plane without interruption. Many quilt
patterns, such as Tumbling Blocks and Broken Star, illustrate the idea of tessellation.
192
Texture – n. the way the outside of something feels. The texture of a mohair teddy bear is
very soft and fuzzy.
Three-dimensional – adj. a form with height, width, and depth. The Sumar Streamliner
race car is a three-dimensional object.
Topography – n. the physical characteristics and elevations of land. The topography of
Florida is quite flat.
• Equilateral—A triangle where the length of all sides and the degree of all angles
are equal. The Wild Geese Formation quilt uses green and red equilateral
triangles as the basis of the pattern.
• Isosceles—A triangle where two sides are of equal length as are their opposite
angles. Isosceles triangles form the pattern in the Monkey Wrench Nine Square
quilt.
• Right—A triangle where two sides are perpendicular to each other forming a 90º
angle. The Pinwheel-Windmill quilt uses different colored right triangles.
• Scalene—A triangle where all three sides are of different lengths and all three
angles are different. The Crazy Quilt has a small, flowery scalene triangle.
Two-dimensional – adj. a form with height and width but no depth. The winged Union
Pacific railroad sign is two-dimensional.
Unit cost – n. the price of a single item or serving. The original unit cost of a glass of
Coca-Cola was five cents.
Vertical – adj. perfectly straight up and down. The bottling machine must be vertical or
the soda will dribble outside the bottle.
Volume – n. the measurement of space taken up by a three-dimensional form. The
volume of carbon dioxide gas typically held by a 2 liter bottle of Coca-Cola is 4 ½ liters.
Social Studies Terms
Abolitionist – n. a person who wanted to end, or abolish, slavery. Both Harriet Tubman
and Frederick Douglass were famous abolitionists and former slaves.
Adapt – v. to change in response to a change in environment or knowledge. Coca-Cola
had to adapt its formula after the Pure Food and Drug Act of 1906.
Adversary – n. enemy. In the 1800s, the United States considered the Seminole tribe to
be its adversary.
Advocate – n. a person who supports a cause. Teddy Roosevelt was an advocate for
conservation of America’s wilderness areas.
Agrarian – adj. having to do with farming or agriculture. Most early American settlers
lived agrarian lives, raising crops or livestock.
Ambition—n. desire to succeed. Chapman Jay Root was a man of ambition who made
his glass factory very successful.
Arduous – adj. difficult. It was an arduous job to build the railroad lines across mountain,
canyon, and desert.
Assimilate – v. to become part of another culture. Even tribes such as the Cherokee, who
had largely assimilated into Anglo-American culture, were forced to move to Oklahoma
in what was called the “Trail of Tears.”
Bias – n. considering someone to be unequal. Native Americans had to contend with
the U.S. government’s bias.
Boom and bust economy – n. an economy which goes through cycles producing great
wealth at first and then great poverty. America’s business cycle has been a boom and
bust economy, such as when the profitable stock market of the 1920s crashed with the
Great Depression in October, 1929.
Bourgeoisie—n. the middle class. The bourgeoisie of the 19th century included factory
managers, merchants, and civil engineers.
193
Boycott – v. to try to change the way a government or business acts by refusing to
support them by using their goods or services. The American Railway Union decided to
boycott Pullman cars during the strike of 1894.
Capitalism – n. an economic system where the means of production are privately owned
and the exchange of goods and services operates under free competition. Capitalism
was the system that allowed Chapman Jay Root to run his glass factory, invent the
winning Coca-Cola bottle and make his fortune.
Centralized – adj. concentrated in one person or one area. Centralized planning and
administration allowed the Union Pacific construct their segment of the transcontinental
railroad in a unified, standard way.
Colonize – v. when people leave their country to settle another area. People from Spain
colonized the Americas first.
Coerce – v. to force. The U.S. government coerced Native Americans to move west of
the Mississippi River to what is now Oklahoma.
Commerce – n. exchanging goods and services. The transcontinental railroad helped
Pacific commerce connect more easily with that of the Mississippi River and Atlantic
Coast.
Commodity – n. objects that are traded. The commodity market is the place to buy and
sell huge amounts of agricultural products such as wheat and corn.
Compensation – n. what is given for goods or services. The compensation workers
received for working on the Florida East Coast Railroad to Key West was $1.25, plus water,
food, shelter, and medical care.
Consent – v. to agree. Congress gave its consent to help pay to construct a
transcontinental railroad in 1862.
Consequences – n. results. One of the consequences of Clifford Berryman’s cartoon
about Teddy Roosevelt and the Louisiana black bear was the creation of a stuffed
animal by Morris and Rose Michtom.
Controversy—n. a debate or dispute. After John Stith Pemberton’s death, there was
controversy among several investors about who really would inherit Coca-Cola
Company.
Corrupt – adj. dishonest. During the Progressive Era, investigative reporters such as Ida
Tarbell and writers such as Upton Sinclair exposed corrupt business practices.
Cultivate – v. to grow. Farmers would cultivate crops and bring the harvest to town to sell
or ship out on the railroad.
Democracy – n. government by the people where power is exercised by the people
directly or through their elected representatives. The United States is the democracy with
the oldest written constitution.
Discriminate – v. to treat one group differently from another. Native Americans were
discriminated against when denied the right to vote until 1924.
Displace—v. to crowd out or force to move. The Seminole were displaced by English
settlers in the Carolinas and Georgia and forced into Florida.
Domestic – adj. at home, or in one’s nation. Many domestic appliances, such as the
toaster, have changed dramatically over the past hundred years
Dominate – v. to control. The big railroad companies could dominate the small farmers,
giving them no say about the price charged to ship out their crops.
Economy – n. the production, distribution, and consumption of goods and services
created by human labor. The industrial revolution transformed America’s economy.
Emancipation – n. becoming free. The Thirteenth Amendment led to the emancipation
of all slaves in the United States.
Emigrate—v. to leave one country and move to another. Some Seminole decided to
emigrate from the United States to Mexico.
194
Entrepreneur—n. a person who takes the risks and enjoys the profits of a business.
Chapman Jay Root was a successful entrepreneur.
Executive branch – n. The branch of the U.S. government which carries out the laws and
is headed by the President. Theodore Roosevelt was a member of the executive branch
both as vice-president under McKinley and when he became president of the United
States.
Expansion—n. spreading out, occupying more space. The expansion of railroad routes
brought faster transportation and communication to previously remote areas.
Exploit – v. to take advantage of. The railroads often exploited their Chinese and Irish
workers, paying them very little for dangerous, difficult work.
Free Enterprise – n. an economic system where business is allowed to organize and
operate without government interference. The free enterprise system meant that Leland
Stanford was free to try his luck with the railroad business, just as he had tried to succeed
as a lawyer and merchant.
Hostile—adj. unfriendly. The U.S. Army and the Seminole tribe were hostile towards each
other in the 19th century.
Immigration – n. coming into a country from another country. The immigration of Alex
Samuelson into the United States from Sweden was not unique.
Indigenous—adj. original or native. Surprisingly, the Seminole tribe is not indigenous to
Florida.
Industrialism – n. the use of machinery to make or manufacture things. The steam
engine was a key invention in the history of industrialism.
Influence – n. producing an effect or change. The printing of designs on feedbags
influenced quilters to use feedbag fabric in their quilts.
Inhabitants – n. people who live in a place. The Seminole inhabitants of Florida were
forced to hide in the Everglades for half of the 19th century.
Innovation – n. coming up with new ideas. Throughout the 19th century inventers from
Alexander Graham Bell to Alex Samuelson came up with innovations that changed the
way Americans lived.
Integrity – n. honesty. George Washington was known for his integrity.
Interdependent – adj. relying on each other. Early settlers in were interdependent; they
had to help each other in emergencies ranging from bad weather to illness.
Intolerant – adj. not able to respect different people or ideas. Intolerant attitudes led to
discrimination against racial minorities including Native Americans, Chinese, and African
Americans.
Judicial branch – n. the branch of the U.S. government which, through courts, decides
which laws are legal under the Constitution. In 1896, the judicial branch decided that
Louisiana’s law requiring separate railroad cars for whites and blacks was legal.
Jurisdiction – n. an area of authority. When Florida was ruled by the Spanish it was
outside the jurisdiction of England and, later, the United States.
Legislative branch – n. the branch of the U.S. government which makes the laws. The
legislative branch passed the Pacific Railroad Act in 1862.
Manifest Destiny—n. the belief that it was the obvious right of the United States to expand
across the North American continent from the Atlantic Ocean to the Pacific Ocean. The
purchase of Florida by the United States from Spain was an early example of Manifest
Destiny.
Migration – n. movement from one place to another. Military force caused the migration
of most of the Seminole from Florida to Oklahoma.
Nationalism—n. loyalty to national interests. American nationalism appears in advertising
in the form of the Union Pacific’s stars and stripes shield.
Naturalization—n. the process of becoming a citizen. My Italian-born grandfather went
to naturalization court to take the oath that made him a United States citizen.
195
Obstacle – n. something that gets in the way. The builders of the transcontinental
railroad faced obstacles such as the Sierra Nevada mountains.
Opportunity – n. a chance. Making a fortune in bottling gave the Root family the
opportunity to travel and collect historical artifacts.
Oppress—v. to crush the hopes and opportunities of people. Slavery oppressed many
African-American families.
Persecute – v. to cause suffering because of race, religion, or other reason. Civil rights
activists object when people persecute members of minority groups including AfricanAmericans and Native Americans.
Pivotal – adj. the most important. The pivotal event in modern technology was the
invention of the semi-conductor.
Pragmatist – n. a person who is practical. Thomas Edison was a pragmatist who
concentrated on inventions that solved problems for average people.
Preservation – n. protecting from destruction. Preservation of antique artifacts is a major
job of museums.
Primary Source – n. proof of an event, idea, or life. Primary sources include artifacts such
as race cars, artwork such as quilts, and written documents such as the U.S. patent for
the Coca-Cola bottle.
Productive – adj. able to make a lot. The invention of interchangeable parts and the
assembly line made American factories more productive.
Profit – n. the money made when a person sells something for more money than they
have put into it. John Stith Pemberton did not make a profit on Coca-Cola in its first year
because he earned $50 but spent $73.96 on manufacturing and advertising.
Prohibit – v. to forbid. When Atlanta’s city council decided to prohibit the sale of alcohol,
John Stith Pemberton invented a non-alcoholic syrup, Coca-Cola.
Prosperity – n. riches. The prosperity of the United States in the 19th century depended
largely on the products of its farms and factories.
Public domain – n. anything that belongs to the government instead of individuals,
whether land, photographs, or writings. The Declaration of Independence, Constitution,
and Bill of Rights are in the public domain.
Purchasing power – n. the ability of a person to buy goods and services. During the
Great Depression, the purchasing power of most Americans declined making even a 5cent Coca-Cola an expensive treat.
Rebellion—n. defiance of authority, either by action or inaction. Osceola is the most
famous leader in the Seminole rebellion against their removal to Oklahoma.
Reform – v. to improve conditions. Theodore Roosevelt led government reform in safety
of consumer products and preserving the environment.
Regional – adj. for one area. Although Coca-Cola began as a regional drink, it is now
familiar around the globe.
Regulate – v. to control. Because patent medicines could be poisonous, the
government decided to regulate medicine production with the Pure Food and Drug Act
of 1906.
Revenue – n. income. Taxes on gasoline raise revenue for local, state, and federal
governments.
Secondary Source – n. a description of an event, idea, or person by someone who was
not an eyewitness. An encyclopedia entry describing the life of John Stith Pemberton is a
secondary source.
Segregation – n. separation of the races. A lawsuit over segregation of Louisiana railroad
cars led to the Supreme Court’s 1896 decision in Plessy v. Ferguson which said
segregation was constitutional.
196
Stereotype – n. a generalization that does not take individual characteristics into
account. Cigar store figures are stereotype Indians that do not show the real
appearance or clothing of members of the Powhatan or Seminole tribes.
Suffrage – n. the right to vote. Coca-Cola was invented before women earned suffrage.
Temperance – n. the movement to ban alcoholic beverages. The temperance
movement in Atlanta got a law passed prohibiting sale of alcoholic beverages, so John
Stith Pemberton invented a non-alcoholic syrup, Coca-Cola.
Transcend – v. to overcome limits or obstacle. Railroad workers had to be able to
transcend physical discomfort to tunnel, build bridges, and lay track.
Urban – adj. having to do with the city. Early manufacturers built factories in urban
centers to be near workers.

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Transcription

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