Cigar City - Tampa Bay History Center

Tampa Bay History Center
History-to-Go
Outreach Kit
Cigar City:
The Story of Ybor City & West Tampa
Grades 3-5
Tampa Bay History Center
Informaon for the Teacher
Welcome!
The acvies and resources in this kit are intended to
introduce students to Tampa’s unique and diverse
cultural heritage.
Students discover the immigrant communies of Ybor
City and West Tampa, how they lived and worked and
how their communies changed over me. Students also
learn how industrializaon changed Tampa.
The acvies in this kit are designed to help students
explore and learn using hands-on objects. For example,
students analyze historic photos to learn about the past;
listen to tradional Spanish music; and try their hand at
dominoes.
Aligned with Florida’s Next Generaon Sunshine State
Standards, the acvies are mul-disciplinary, integrang
social studies, language arts, math and science. Most of
all, they are meant to be engaging and fun.
We wish you and your students happy exploring!
Cigar City Gallery, Tampa Bay History Center
Overview of Acvies
Tampa Bay History Center
Acvity 1 Who, What, When and Where?
Students use a 6-foot meline and magnec “icons” to sequence significant events in Ybor City and West Tampa.
Acvity 2 Fire! The Key to Sanborn Maps
Students use geographic tools to interpret an 1899 Sanborn map of Tampa. By analyzing parts of the map, students
make inferences about the importance and challenges of fire fighng in an industrial town at the turn of the 20th
century.
Acvity 3 All Around the Neighborhood
Students use primary sources—a historic map, city directory and photos—to learn about some of the real immigrants
who lived and worked in Ybor City in 1899.
Acvity 4 Why Do They Call It Ybor City?
Students use an interview with the Tampa Bay History Center’s Curator of History to learn how Ybor City got its name.
Acvity 5 Photo Detecves: Then or Now?
Students connect past and present by matching historic and modern day photos of Cigar City. Choosing one match,
students draw the same scene as they imagine it might look 100 years in the future.
Acvity 6 Kids at Work
Students analyze photos from the early 20th century to learn about child labor and the work of photographer Lewis
Hine.
Acvity 7 El Lector, Read to Us!
Students learn about industrializaon and the role of el lector (the reader) in Tampa’s cigar factories. Instead of cigars,
students construct paper cups as they listen to their teacher read aloud to them.
Acvity 8 Stories Behind the Art
Students examine cigar labels to understand this visual art in relaon to the history and culture of the me. They use
their creavity to design a cigar label of their own.
Acvity 9 How do you Gauge a Gauge?
Students compare and contrast two points of view: cigar rollers vs. factory owners. A>er examining two different
tools used in making hand-rolled cigars, students learn how one of the tools eventually changed the cigar industry.
Acvity 10 La Canna: Music and Dominoes
Students experience the culture of an early 1900s Ybor City social club by listening to period music and playing dominoes, a passionate pasme in cannas.
Acvity 11 The Melng Pot Overflows: The Census and the Growth of Cigar City
Students study the populaon explosion in Tampa between 1880 and 1920. Using colored pompoms and historically
accurate data, students chart census numbers, allowing them to visualize Tampa’s changing demographics.
Tampa Bay History Center
Checklist: What’s in the Kit?
Books and CDs
Durbin, William
El Lector
New York: Random House, 2006
FeGy, Margaret
Fire Horses
New York: Bearport Publishing, 2008
Pacheco, Ferdie
Trolley Cats Travels: Tampa & Ybor City
Washington, D.C.: Library of Congress,
2001
Price, Sean
Smokestacks and Spinning Jennys
Chicago: Raintree, 2007
Frank, Nance
Mario Sanchez: Beer Than Ever
Sarasota, Pineapple Press, 2010
Sammons, Sandra Wallus
The Two Henrys
Sarasota: Pineapple Press, 2010
Freedman, Russell
Kids at Work: Lewis Hine and the
Crusade Against Child Labor
New York: Clarion Books, 1994
WesIall, L. Glenn
Florida’s Cultural Legacy: Tobacco,
Steam & Stone
(In Tampa’s Tobacco Heritage)
Tampa: Tampa Bay History Center, 1997
Full Color Cigar Labels, CD-Rom & Book
New York: Dover Publicaons, 1996
Ingalls, Robert P. and Louis A. Perez, Jr.
Tampa Cigar Workers
Gainesville: University Press of Florida, 2003
Isecke, Harriet
Child Labor and the Industrial Revolu,on
Hunngton Beach: Teacher Created
Materials, 2009
Folk Music and Songs of Italy (CD)
Tampa Bay History Center
Checklist: What’s in the Kit?
Objects
Cigar mold
1 original cigar gauge and
10 reproducon gauges
Die-cast 1899 fire wagon with horses
4 flags (Spain, Cuba, Italy, U.S.)
manlla (comb), shawl, castanets, fan
6 sets of Dominoes
2 cigar label puzzles
6 bags of pompoms
La Gaceta newspaper
Set of small boxes with miniature objects
Large white notebook: “All Around the Neighborhood”
Black photo book: Children working in Tampa, 1909-1913
Sets of photo matching cards
Yellow Pages phonebook
Don Quixote (Spanish version) book
Tampa Bay History Center
Checklist: What’s in the Kit?
Posters
1929 photo of Ybor City cigar rollers
Ferdie Pacheco print,
Literary Disagreement
Ferdie Pacheco print,
The lector reads to women cigar workers
Maps and Timeline
Sanborn map: Tampa/West Tampa, 1899
6-foot-long meline (1880-2011)
Sanborn map: Ybor City, 1899
Magnec “icons” for meline
Tampa Bay History Center
Acvity 1
Who, What, When and Where?
TIME
30 minutes
OBJECTIVE
Students use a 6-foot meline and magnec “icons” to sequence significant events in Ybor City and
West Tampa.
MATERIALS
6’ meline
40 magnec meline “icons”
Cigar City Timeline narrave (for teacher reference)
INSTRUCTIONS
1.
Display the meline at the front of the classroom by hanging it against a magnec whiteboard. (If you do not have a
magnec board, you can lay the meline on a table or the floor and have students gather around it.)
2.
Pass out the magnec icons, giving at least one to each student.
3.
Read aloud the informaon about each event from the Cigar City Timeline teacher narrave. Discuss as a class where
each event should be placed on the meline and why.
4.
Ask students to take turns placing each of the magnec icons on the meline in chronological order.
Tampa Bay History Center
Acvity 2
Fire! The Key to Sanborn Maps
TIME
45 minutes
OBJECTIVE
Students use geographic tools to interpret an 1899 Sanborn map of Tampa. By analyzing parts of
the map, students make inferences about the importance and challenges of fire fighng in an
industrial town at the turn of the 20th century.
MATERIALS
Sanborn Map: Tampa/West Tampa, 1899
Teacher background reading about Sanborn maps
Magnec Map “icons”
Compare and Contrast Water Facilies worksheet (one per student)
Fire Department ledger from the map (one per student)
Photo envelope—all photos menoned in the instrucons are included in the envelope
Fire Horses by Margaret FeGy
Die cast replica of an 1899 fire wagon with horses
BACKGROUND: ABOUT SANBORN MAPS
Sanborn has been creang maps longer than any other company in the United States—it has been gathering informaon
and mapping buildings for more than 130 years. Its archives contain over 1.2 million maps chronicling the history of approximately 12,000 American cies and towns.
Sanborn maps were originally created to help fire insurance companies assess the potenal risks involved in underwring
policies. Rich with valuable and detailed informaon, Sanborn maps have developed into a tool with many uses for a variety of industries. The 1899 Sanborn map of Tampa provided in this kit includes a descripon of the local fire department
at that me.
1. INSTRUCTIONS
•
Display the map on a table or the floor and have students gather around it.
2. DISCUSSION (Lead your students through this material)
•
Title of the map—explain the purpose of a Sanborn map
•
Date of the map
•
Populaon in Tampa and neighborhoods – for comparison, the 2010 Census populaon in the city of Tampa was
335,709
•
Compass Rose – Use the Compass Rose to point out the prevailing wind direcon. Ask your students why this was
important. If your students are unfamiliar with a Compass Rose, use the worksheet tled Make Your Own Compass
Rose included in the background materials. This acvity will add 15 to 20 minutes to Acvity 2.
•
Neighborhoods – Ybor City, Original Town, West Tampa and any other neighborhood that might be familiar to them.
•
Bridges, railroad bridge and the Tampa Bay Hotel – LaFayeGe Street is now known as Kennedy Boulevard; the Tampa
Bay Hotel is now home of the University of Tampa. Share the photos of the bridge on LaFayeGe St. and the Tampa
Bay Hotel.
Tampa Bay History Center
Acvity 3
All Around the Neighborhood
TIME
30-60 minutes
OBJECTIVE
Students use primary sources—a historic map, city directory and photos—to learn about some of
the real immigrants who lived and worked in Ybor City in 1899.
MATERIALS
Sanborn Map: Ybor City, 1899
Large 3-ring binder (contains packets of primary and secondary sources for different addresses on
the map. Packets labeled with purple dots require more reading than those without. There are extra
packets to allow for students who finish early to choose another. IMPORTANT: The folder labeled
“Estevez” is the teacher example, and should be consulted before you begin this ac/vity)
Miniature icons (sorted into individual boxes) to represent the people who lived at the addresses,
as well as street vendors). IMPORTANT: Do not share the contents of the boxes with students before
you begin the ac/vity. Students will look at their mini icons and place them on the map AFTER they
have learned about their person or place of interest.
Person of Interest - Ybor City - 1899 worksheet (one copy per student)
Photo of Sholes’ City Directory
2011 Tampa Phone book
Background informaon about the primary sources used for this acvity: 1899 Sholes’ City
directory, 1900 Census, photographs, and immigraon records
OVERVIEW
•
Each student will independently uncover details about one address or person of interest on the map.
•
Each student will be given a packet with primary and secondary sources to help them idenfy the “who, what,
where
and why” relevant to the address or person of interest. Some addresses have families, some are small
businesses with living quarters, some are buildings of historical note, and some are street vendors.
•
Each student will find the address on the map and place an icon on the address to represent the person(s) or place of
interest.
•
Immigrants include Cubans, Spaniards, Italians, Romanians, Chinese and Bahamans. Cigar workers, merchants
(baker, grocer, milliner, butcher, druggist), street peddlers (milk, vegetables, ice, candy), professionals (physician,
banker, school teacher) and historic buildings are highlighted.
INSTRUCTIONS
1.
Display the map by laying it on a flat surface. If possible, place it in a space where the map may remain safely displayed for a few days.
Tampa Bay History Center
Acvity 4
Why Do They Call It Ybor City?
TIME
20 minutes
OBJECTIVE
Students use an interview with the Tampa Bay History Center’s Curator of History to learn how
Ybor City got its name.
MATERIALS
(Available in print and on flashdrive.)
Transcript of an interview with TBHC’s Curator of History, Rodney Kite-Powell, December 2009.
Visit hGp://origin.tampabays10.com/news/local/morning/story.aspx?storyid=173923 to view the
interview online. Produced by WTSP, Channel 10 News.
TRANSCRIPT
”Ybor City is named for Vicente Marnez Ybor, who came to Tampa in the 1880s with a friend of his, a guy named Ignacio
Haya," explained Rodney Kite-Powell, Curator of History at the Tampa Bay History Center.
"Both of them owned cigar factories elsewhere, in Key West and in Havana, Cuba. But they were looking to move their
factories to a different locaon to get away from some of the labor problems."
Tampa's century-long reputaon as the cigar capital of the U.S. began with those two men. The Tampa Bay History Center
chronicles that era in an exhibit that looks like an old Ybor City cigar shop and is home to a cool model that lets visitors
peer inside and check out how a cigar factory like Ybor's worked.
Ybor built a cigar factory. Haya built one, too. So why isn't it Haya City?
"Ybor bought more land than Haya did," Kite-Powell said. "So Ybor got to call the place 'Ybor.' "
But even that name is strange in a way. "His name was Vicente Marnez Ybor. And his proper last name was 'Marnez' -that was his father's last name," Kite-Powell said.
So maybe the town should have been called "Marnez City."
VOCABULARY
Curator
A person who collects, studies, interprets and displays arfacts or artwork for a museum.
Labor problems
Troubles or difficules faced by group of people working for wages, and the owner or
Chronicles
A record of historical events presented in the order of the events.
QUESTIONS FOR DISCUSSION:
•
What follow-up quesons do you have for the curator?
•
Do you know of another place or building that is named a>er a person? Do you know why the place was named for
the person?
Tampa Bay History Center
Acvity 5
Photo Detecves: Then or Now?
TIME
20– 30 minutes
OBJECTIVE
Students connect past and present by matching historic and modern day photos of Cigar City.
Choosing one match, students draw the same scene as they imagine it might look 100 years in the
future.
MATERIALS
Sets of matching picture cards
Photo Detecves Match Answers—Teacher Use/Reference
Student Extension Acvity Sheet (11x14 paper)
INSTRUCTIONS
1.
Introduce this acvity by talking about photos with students. Do they have a favorite photo of themselves? Do they
like to look at photos of themselves when they were younger? Do they have photos of events that were especially
fun? People o>en look at photos to discover things about the past, or to learn about how things have changed. In
this acvity, students will look at 10 pictures, and match 5 from early 1900 to 5 corresponding pictures from 2010.
2.
Divide students into pairs, and pass out the picture cards. Ask students to match the early 1900’s photos and pictures to the 2010 photos and pictures. Clues to the identy of the pictures may be found in the detail of the architecture, the inscripon, the address, or the type of event.
3.
Share their favorite match with their classmates, including how they figured out the match.
4.
If there is me, the student extension acvity asks them to draw their favorite match in the year 2100.
Tampa Bay History Center
Acvity 6
Kids at Work
TIME
20 minutes
OBJECTIVE
Students analyze photos from the early 20th century to learn about child labor and the work of
photographer Lewis Hine.
MATERIALS
Photographs of children at work taken by Lewis Hine in Tampa, Florida between 1902 and 1930
Kids at Work, by Russell Freedman
Worksheets - Analyzing a Photo
“Young Boys Working in a Cigar Factory” (one copy per boy)
“Young Girls Working in a Cigar Factory” (one copy per girl)
Magnifying glasses
INSTRUCTIONS
1.
Introduce the lesson by showing students the photos of children working. Discuss photographer Lewis Hine and his
mission.
2.
Hand out the worksheets and the magnifying glasses. Go over the worksheet direcons to ensure that students are
comfortable with how to complete the acvity. Allow students 10 minutes to analyze their photo.
3.
Discuss findings.
Tampa Bay History Center
Acvity 7
El Lector, Read to Us!
TIME
40 minutes
OBJECTIVE
Students learn about industrializaon and the role of el lector (the reader) in Tampa’s cigar factories. Students construct paper cups as they listen to their teacher read aloud to them.
MATERIALS
Lector poster and Ferdie Pacheco posters
La Gaceta newspaper and Spanish novel
Copier paper, at least 8 sheets per student (p: use paper from your class recycling bin)
A pair of scissors per student
How to Make a Paper Cup Using Origami direcons (print and DVD versions)
NPR broadcast: “Cigar Stories Lost and Found Sound: El Lector - He Who Reads”
(link: www.npr.org/templates/story/story.php?storyId=3509006)
INSTRUCTIONS
1.
Introduce the lesson by displaying the posters, La Gaceta (trilingual newspaper) and the Spanish novel. Allow
students to listen to the NPR broadcast that tells the story of the lector.
•
Discuss the following: Factories in Cigar City were relavely quiet. Workers sat in their chairs, rolling cigars
many hours a day. A lector read to the workers. Lectors were most o>en men with strong voices and clear
dicon. In the morning they read the news and in the a>ernoon they read novels. They read in Spanish. The
workers paid for the lector themselves and voted to choose the lector. The lector was held in high regard.
2.
Choose something to read to your students, such as the newspaper, your current class novel or one of the readings
about Cigar City. Maybe they would like to vote to determine what they will hear.
3.
Show your students how to make a cup from a piece of paper and allow them to pracce with a sheet of paper.
When they are confident about the construcon of a paper cup, you are ready to begin.
4.
Factory simulaon: Each worker in the factory will construct as many cups as possible during a 10 minute period.
Workers get paid based on the number of quality cups they construct. The cup must meet the following
specificaons: (1) it must hold water; (2) the folds must be neat and crisp; and (3) the flaps must be even. Finished
cups should be displayed across the front of their desk.
5.
Let students know when the 10 minute period begins. Read to them for 10 minutes.
6.
Signal the end of the simulaon. Appoint a foreman in each row to check for quality control. Ask them to bring cups
to you that they think do not pass the quality control test.
7.
Discuss the experience of making one product over and over, and the contribuon of the lector in the work place.
Tampa Bay History Center
Acvity 8
Stories Behind the Art
TIME
30 minutes
OBJECTIVE
Students examine cigar labels to understand this visual art in relaon to the history and culture of
the me. They also create a cigar label of their own.
MATERIALS
Book: Full Color Cigar Labels
“Cigar Box Label” worksheet
“Analyzing a Cigar Label” worksheet
Drawing paper and magic markers or crayons
INSTRUCTIONS
1.
Introduce the lesson by showing students the cigar labels and talking with them about the lithograph process. Talk
with them about the purpose of the label in terms of adversing a product and drawing aGenon to Tampa as the
home of cigars in the United States.
2.
Hand out the worksheets and allow the students enough me to analyze the cigar label and share their findings.
3.
Have students create a label of their own. Decide ahead of me what they are selling or adversing. Draw.
Tampa Bay History Center
Acvity 9
How Do You Gauge a Gauge?
TIME
30 minutes
OBJECTIVE
Students compare and contrast two points of view: cigar rollers vs. factory owners. A>er examining
two different tools used in making hand-rolled cigars, students learn how one of the tools eventually changed the cigar industry for good.
MATERIALS
Poster of the cigar workers
Gauge arfact (1)
Gauge reproducons (10)
Cigar mold (1)
Tampa Cigar Workers, Ingalls and Perez—pg. 67
The Weight Strike of 1899
Molded in Tampa
Venn diagram, completed for teacher use
INSTRUCTIONS
1.
Introduce the lesson by displaying the poster and the arfact. Pass out the reproducons to students. Explain that
cigar rollers used the tool, but do not tell them what the tool was used for. Instead ask students to hypothesize
about the possible uses for the tool.
2.
A>er gathering students’ input, explain that the arfact is a gauge or measuring tool. The length of the cut out and
the diameter of the hole are the perfect measurements for one size of cigar.
3.
Discuss using a tool to measure your progress or the results of a job for yourself. Maybe they can think of
measurements they use to rate their own progress.
4.
Read page 67 from Tampa Cigar Workers. Emphasize, “…goes to the filler bin and gets his filler”—the worker
chooses for himself. And “…judging the amount in his hand altogether by his long experience in the work.” Cigar
rollers were highly skilled, worked as apprences before they became rollers, and were fiercely proud of the job
they accomplished.
5.
Display the mold where students can see it. Read to your students The Weight Strike of 1899 (a me when the
workers won) and Molded in Tampa (a me when the owners won).
6.
Wrap up by making a class Venn diagram tled “The Best Possible Cigars.” Ask students to compare and contrast
the methods that workers and factory owners thought were important in making the best possible cigar.
Tampa Bay History Center
Acvity 10
La Canna: Music and Dominoes
TIME
30—60 minutes
OBJECTIVE
Students experience the culture of an early 1900s Ybor City social club by listening to period music
and playing dominoes, a passionate pasme in Cigar City cannas.
MATERIALS
Box contents—fan, shawl, manlla comb and castanets (these items would have been used by a
Flamenco dancer)
Scrapbook of people in the cannas
CD of Italian and Spanish music, and a teacher-provided CD player
Flags from the different countries and a US flag from 1920
Box of dominoes for each team
INSTRUCTIONS
1.
Introduce the lesson by describing Mutual Aid Sociees or Social Clubs and displaying the scrapbook. Allow students in groups to look through the albums.
2.
Display the box contents/flags and remind students that the people in Cigar City wanted to retain their culture as
they assimilated into their new homeland.
3.
Introduce the game of dominoes. Historians believe that the game of dominoes was originally played in China.
Italian princes in the 18th century turned the game into an aristocrac pasme. The game spread throughout Europe and by the 19th century was played by families and in pubs across Europe. Italian immigrants brought the
game to the social clubs in Cigar City. Dominoes were originally made of animal bone, and some of the language
that is used to describe the game reflects this origin.
4.
Explain the rules and allow play for as long as fits your classroom schedule. Assign four players to a team (or three
players, if necessary). While the students are playing dominoes, set the mood by playing the CD of Spanish and
Italian music.
Tampa Bay History Center
Acvity 11
The Melng Pot Overflows: The Census and the Growth of Cigar City
TIME
30 minutes
OBJECTIVE
Students study the populaon explosion in Tampa between 1880 and 1920. Using colored pompoms
and historically accurate data, students chart census numbers, allowing them to visualize Tampa’s
changing demographics.
MATERIALS
Census bucket, plasc with lid
Plasc bags with colored pompoms to represent the different immigrant groups
Images from the Census report—on flash drive
Student Informaon Cards: census numbers for each year according to the group of immigrants
Student Response Sheets: to help them count their Cigar City people— please copy enough for
each group or each student
Cigar City Census Data Results: to compile the student findings— please copy enough for each
group or each student
Cigar City Census Reference: complete census data for teacher use
BACKGROUND
Cigar City grew from 720 people to 30,000 during the 40 years that cigar businesses were established and grew into an
industry. For this acvity we have used census numbers counted in Ybor City and West Tampa because most of the
immigrants seGled in these two areas. Most immigrants were of Cuban, Spanish or Italian descent.
The USA numbers include the children born of immigrants on US soil.
INSTRUCTIONS
1.
Introduce this acvity by explaining to your class about the rapid populaon growth in Tampa at the turn of the
tweneth century. Discuss immigraon with them. Explain that people in the United States are counted every 10
years by the government in a program called the Census.
2.
Use the table below to divide your class into 5 groups to reflect the immigrant make-up of Cigar City in 1900.
Other immigrants living
in Cigar City
US Cizens*
Cubans
48%
Spanish
12%
Italians
14%
1%
23%
8
2
3
1
4
20
9
2
3
1
4
24
11
3
3
1
6
30
13
4
4
1
7
# of children
in the class
18
*The majority of this group is comprised of immigrant children born on US soil.