Cotton’s Journey - A Field Trip in a Box Teachers Guide

An Integrated Thematic Unit for Grades 1-8

Written by Marianne Morton

Edited by Janette Yribarren

Illustrated by Ernie (Hergie) Hergenroeder

Published by The Alaca Company P.O. Box 55, Tranquillity, CA 93668

Copyright ©2001 by The Alaca Company

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Acknowledgements

I dedicate my efforts on this project to the memory of my husband, Rodney W. Morton, who battled the

elements, the markets and a host of pests in his quest to produce the “Fabric of Our Lives™”. - Marianne Morton

My special thanks to: Marianne Morton for her support and endless Steve Carnes hours spent on perfecting curriculum in this teaching Director of Field Services & Quality Assurance guide, so that educators and their students may have Supima Association of America fun learning about a commodity dear to her heart-- Visalia, CA cotton. Virginia Ford “Hergie” for his enthusiasm and invaluable help in Pegasus Books designing this educational kit through his God-given Fresno, CA talents and “rose colored glasses”. Dan Munk The Cotton Incorporated California State Support Cooperative Extension University of California Committee members and Dr. Patricia O’Leary for their Fresno, CA participation in education and believing in a vision. Thea Wilkins, PH.D. The American cotton farmer, for the inspiration Cotton Genome Center, University of California behind the development of Cotton’s Journey-A Field Davis, CA Trip In a Box and the promotion of agricultural literacy in the classroom. - Janette Yribarren

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Table of Contents

Acknowledgements ...... 3 VIII. 7-8 Unit (Grades 7-8) Lesson 1 ...... 105 I. Goals ...... 7 Lesson 2 ...... 111 II. Rationale ...... 7 Lesson 3 ...... 117 Lesson 4 ...... 127 III. Introduction ...... 8 IX. Glossary ...... 133 IV. Cooperative Group Responsibilities ...... 9 X. Notes ...... 139 V. Teacher Background Information ...... 10 XI. References ...... 141 VI. 1-3 Unit (Grades 1-3) Lesson 1 ...... 19 XII. Annotated Bibliography...... 143 Lesson 2 ...... 33 XIII. California Content Area Standards Correlations .. 147 Lesson 3 ...... 41 Lesson 4 ...... 51 Lesson 5 ...... 57 VII. 4-6 Unit (Grades 4-6) Lesson 1 ...... 63 Lesson 2 ...... 77 Lesson 3 ...... 85 Lesson 4 ...... 93 Lesson 5 ...... 99

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I Goals

Several disciplines have been linked around the • how cotton is grown and processed into food common theme of “Cotton.” By the end of this unit, and fiber products. the student will be able to know, understand and The student is encouraged to ask questions and explain: seek answers. Through open-ended discussions and • the chronology of cotton cultivation and how it large and small group learning and hand-on activities, affected the rise of ancient civilizations; the student will gain an understanding of the steps between planting and finished product and an appre- • the historical connection between US politics, ciation for the many ways cotton food and fiber en- economics and society and the development of riches her/his life. cotton cultivation and the cotton textile industry in the United States;

II Rationale

The rise of ancient civilizations, the American “The exciting thing about life sciences – which runs colonies into independent states and the United States the continuum from agriculture at one end through as a major world power are inextricably intertwined food and nutrition to health and wellness at the other with the cultivation of cotton and lend themselves to a end – is that it’s in its infancy, and one key to its relevant and interesting method of teaching Social successes is capturing the interest of the brilliant

Studies curriculum aligned to national educational young thinkers who ensure our world’s future.”1 Life standards. Science concepts relating to plant structures, growth

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and genetics become more relevant to students when fictional characters who faced adversity during pivotal they are able to make real-life associations. Since all eras in US history with strength, courage and deter- students wear cotton clothing, one natural connection mination. Authentic measurement of comprehension between science and the real world is agriculture. can be made through a variety of response activities. Through discussion, experimentation and investiga- Students write daily observations and reactions in tion, students will be able to make strong cognitive journals as well as research projects. Thoughtful and affective connections to cotton food and fiber. response is encouraged during whole class and small group activities, and a variety of audiovisual materials Math (Number Sense; Statistics, Data Analysis and are included to introduce or reinforce concepts. Probability; and Mathematical Reasoning) standards are addressed by using skills and teaching ap- National standards are referenced by grade level proaches suggested in the lessons. and content area at the beginning of each lesson. California area content standards correlations are English/Language Arts standards are fully inte- referenced by grade level for each lesson may be grated into the lessons. Lending this unit a found in Section XIII. multicultural flavor are richly textured of both real and

III Introduction

Determining students’ prior knowledge about Internet research projects, matrices and authentic cotton aids in making the concepts more relevant to responses to literature, the teacher gradually releases them. Factual preconceptions facilitate learning, while responsibility for task completion and is no longer the misconceptions can impede constructive learning. sole source of information. Strategies that determine student prior knowledge, Student understanding is ascertained through a such as a K-W-H-L Chart and an anticipation/reaction combination of assessment, student response and guide, also provide motivation and an authentic group learning. Evidence of authentic assessment is purpose for reading. Thought-provoking questions, gathered during routine classroom learning and panel discussions and open-ended journals are means instruction. Authentic assessment methods such as of assessing student reaction to the material pre- rubrics, journals, oral presentations, responses to sented. Recapping the major points on the chalk- open-ended questions, math problem solving, self- board or on an overhead increases the probability of evaluations and special reports are included in the acquisition. unit. At the culmination of the unit, “Cotton Jeop- Many different strategies can be used to impart ardy” or “Cotton Family Feud” provides an entertain- historical information on cotton. Through discussion, ing method through which assessment of conceptual the use of audio-visuals and expository text, group understanding may be made.

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One method alone of presenting information may activities are integrated in the classroom as they are in not suffice to teach your varied student body. Through life. The key is for the students to cooperate together, lectures, audio/visual presentations, concrete ex- negotiate and reach a conclusion. Cooperative groups amples, research and hands-on projects and active are composed of students with diverse abilities and involvement in pairs, whole groups and small groups, backgrounds. Allowing students to designate roles the material is presented in ways to meet the needs of imparts ownership, a concept essential to making auditory, visual and kinesthetic learners. connections and retaining information. Learning is most likely to occur when ideas and

IV Cooperative Group Responsibilities

Harmonizer Facilitator • Makes sure lines of communication are open • Makes sure everyone understands instructions • Makes sure there are no “put downs” • Makes sure all group members participate • Encourages positive responses • Calls the teacher if no one in the group knows the answer Resource • Makes sure all group members get all the help • Makes sure the group makes detailed use of they need resource materials Materials Manager • Looks up relevant information available to the group • Collects whatever materials needed to complete the activity Recorder Reporter • Makes sure the group has notes from the discussion • Organizes the group’s report for the class • Makes sure everyone completes an individual • Discusses with the group what will be reported report • Introduces the activity to the class with a brief summary

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V Teacher Background Information

Origins of Cotton helped raise the ELS on the USDA experimental farm in Sacaton, Arizona. Scientists have determined cotton fiber and boll 6 fragments found in the Tehuacan Valley of Mexico to For additional information regarding the origins of be about 7,000 years old. The Greek historian the cotton plant, visit www.cottonsjourney.com. Herodotus in the 5th century BC reported that a plant that bore fleece as its fruit grew there. Cotton has been grown and worn in India and Egypt for at least History of Cotton Textile Production 5,000 years. Highly skilled cotton weaving dating “As European and American populations grew in back to 2,500 BC has been found at monumental the 18th century, the demand for cheap clothing grew, ceremonial mounds in the Chicama Valley of Northern too. This led to an astonishing expansion of the Peru. In the first century BC, Pliny wrote that the spinning and weaving industry. Within one person’s peasants of Egypt wore cloth made from cotton that lifetime, it changed from small-scale, part-time work grew along the Nile River. 2 for cottagers into a vast full-time career for an army of

Arab merchants introduced cotton to Europe factory hands.”7 The majority of English people wore around 800 AD. When Christopher Columbus woolen garments. By the mid-1700s, however, these reached the West Indies, he found Sea Island long- often soggy and fungus-filled garments were increas- staple cotton growing and natives wearing cotton ingly replaced by those made of cotton. This huge cloth.3 He took samples back to Spain as evidence change was largely the result of new machinery and that he had indeed reached India. A short time later, new supplies of the vital raw material – cotton. Cortez found cotton production and utilization wide- American colonists had the ability to produce spread in Mexico. 4 much cotton but were restricted by the mechanical In North America, sightings documented by the know-how to process the fiber into textiles. Tench Coronado expedition of 1540-42 described cultivation Coxe, a Philadelphian who was to become Assistant of cotton plants by Native Americans. Spaniards first Secretary of the Treasury, did much to encourage the planted it in Florida in 1556. In 1607, English settlers cultivation and manufacture of cotton. He operated planted their first cotton crop at the Jamestown the nation’s first spinning jenny and provided jobs in colony.5 spinning and weaving cotton. In 1786, he ordered brass models of textile machinery from England. In Pima (formerly called American-Egyptian) cotton, England during the height of the British Empire, it was developed in the US desert southwest in the early against the law to either import or manufacture cloth 1900s, was named in honor of the Pima Indians who from cotton fiber.8 These laws were enacted to

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protect the powerful English sheep and wool industry figured out how to manufacture muskets by machine of that time. British blockades and secrecy regarding so that the parts were interchangeable.”16 their textile inventions further hampered colonial Harvesting the cotton by hand was another limita- competition. Samuel Slater, an English textile mill tion of productivity. An experienced labor could pick worker, migrated to the American colonies in 1790 and approximately 450 pounds of seed cotton by hand per built the first American textile mill from memory. A day. A picking device was first patented in 1850, and a huge waterwheel with a system of cogs and gears machine that strips both open and unopened bolls and powered all of the machines in cotton mills. 9 trash from the plant was developed in 1871. In the The demand for cotton soared. It was simple early 1930s, after years of development and modifica- enough to grow cotton, but difficult to clean the bolls. tion, the Rust Brothers of Mississippi used a one-row In 1792, recent Yale graduate Eli Whitney headed mechanical cotton picker that could pick approxi- south to assume the position of a private tutor on a mately 8,000 pounds of seed cotton in one day. plantation in Georgia. His employer, Catherine Greene, encouraged Whitney to find a solution to separate the seed from the cotton lint more effi- United States Historical Significance ciently. 10 Colonial agriculture was intended not only to feed Whitney put aside his plans to study law and the colonists, but also to produce cash crops such as created a small, hand-cranked gin in 1793. This was a cotton to supply food for the home country. wooden drum stuck with hooks. As it turned, the When the Gold Rush hit California, Levi Strauss hooks pulled the cotton fibers through a mesh. The struck it rich by creating the first pair of cotton denim seeds would not fit through the mesh and fell out- jeans for the miners. Samuel Morse utilized cotton to side. Lint volume was increased fifty-fold with the 11 insulate the telegraph he invented. Thomas Edison advent of Whitney’s gin. However, Whitney profited 12 used charred cotton to make the filament for the little because farmers made their own versions and world’s first electric light. Cotton muslin covered the claimed them as new inventions under a loophole in wings of the Wright Brothers’ first plane. the 1793 patent act.13 During the Twentieth Century, cotton continued to Once the answer had been found, cotton went on make important contributions to the nation. Cellulose to become the most important product in the world. obtained from cotton linters was used to develop After the invention of the cotton gin, the yield of raw smokeless gunpowder during World War I. The cotton cotton doubled each decade after 1800. Demand was textile industry turned over 69% of its equipment fueled by other inventions of the Industrial Revolution, during World War II to help produce items essential to such as the machines to spin, weave, print and sew it, the nation’s war effort. When the Apollo 13 astronauts chlorine to bleach it and the steamboats to transport it. returned from the moon, their biological isolation suits By mid-century, America was growing three-quarters contained cotton. of the world’s supply of cotton, most of it shipped to 17 England or New England, where it was manufactured into cloth. 14 Economic Importance For the first time in history, good clothes, hats and even shoes could be bought more cheaply; however, Cotton is the most common textile fiber now in use. the cottage textile industry disappeared as displaced The production of each year’s crop involves the pur- rural workers migrated to large cities and became part chase of more than $6 billion worth of supplies and of the urban workforce. services, stimulating business activities for factories 15 and business throughout the country. “It is often forgotten that Eli Whitney was also the Nationally, cotton ranks behind corn, soybeans, father of the mass production method. In 1798, he wheat and hay as a leading cash crop (1999). How-

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ever, business revenue stimulated by cotton is the photosynthesis. After harvesting, the leaves and greatest of any US crop - $122.4 billion. Overseas stalks of the cotton plant are plowed under, returning sales of US cotton (approximately 30% of the total vital nutrients to the soil. world export market) make a significant contribution For additional information regarding the cotton to the reduction of the US trade deficit. 18 plant, visit www.cottonsjourney.com.

Areas of Cultivation Production Cotton is native to most subtropical countries Cotton is mechanically planted in rows in early between 40o North and 35o South. Leading producers spring when the soil temperature is 58 degrees or are China, the United States, India, Pakistan, above. The seeds are planted in moist, warm beds 1 - Uzbekistan, Brazil, Turkey, Australia, Turkmenistan and 3” below the surface of the soil. Egypt. Several species of “wild” or uncultivated cotton have been discovered in Australia, Africa, Arizona, The seed leaves (cotyledons) first appear 7-14 days Central America, California, Brazil Mexico and other after planting. After the production of several true countries and islands. Wild cotton in shades of green leaves, flower buds called squares develop into self- and brown has always existed in nature, but until pollinating blossoms. recently has not been economically feasible to produce The blossoms, which appear 5-7 weeks later, wither due to problems related to refinement. Colored 19 and fall, leaving green pods or bolls. Inside the bolls, cotton is currently being grown in New Mexico, Texas moist fibers spring from the newly fertilized seeds. and Arizona. Most commercial cotton is white be- The sugars and starches formed from plant photosyn- cause of selective breeding done by farmers over the thesis cause the fibers to elongate and thicken over a years. 50-65 day period. Once fully matured, the boll begins Approximately 13 million acres of cotton are to dry out, cracking the green exterior boll coat, planted annually in 17 states, making it the nation’s exposing mounds of puffy white fiber. fifth largest crop. Texas is the largest producing area Most cotton fields are defoliated in fall. Defoliation (typically 5.0 million bales) and Kansas the smallest is the process by which foliage is removed so that (one to two thousand bales). 20 cotton quality is not damaged during harvest and For additional information regarding areas of storage. Defoliants are applied when at least 60% of cotton cultivation, visit www.cottonsjourney.com. the bolls are open; any sooner, and the quality or yield

of late-set cotton bolls will be reduced.21 Cotton is harvested by machine approximately 180 The Plant – 200 days after planting. It begins in South Texas Cotton is unique among plants because it is the soon after the 4th of July and finishes as late as mid- only plant that produces both food and fiber. Each January in areas west of Central Texas-Oklahoma. fiber consists of a single long cell. The cotton plant is Cotton pickers dump the harvested cotton into trailers very closely related to the okra plant. or hydraulically operated machines that compress the cotton into modules. Raw cotton is packaged into Although cotton can grow on a variety of soils, it bales at cotton gins, and then marketed through grows best on fertile, well-drained soils that have a cotton merchants or cooperatives. good water holding capacity. Weather, insects and moisture can adversely affect optimum conditions for For additional information regarding cotton produc- plant growth. tion, visit www.cottonsjourney.com. Like all green plants, cotton cleanses the atmo- sphere of carbon dioxide through the process of

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Processing Cotton Lint From the fields, seed cotton moves to nearby gins Cotton lint is used in making cloth for apparel for separation of lint and seed. The first step in the (64%), home furnishings (33%) and industrial prod- ginning process is when the cotton is vacuumed into ucts (3%). Most of its apparel usage is for men’s and tubes that carry it to a dryer to reduce moisture and boy’s clothing, with jeans, shirts and underwear being improve fiber quality. Then it runs through cleaning major items. equipment to remove leaf trash, sticks and other Since absorbency is one of cotton’s leading textile foreign matter. properties, it is no surprise that the fiber supplies Ginning is accomplished by one of two methods. almost 100% of the towel and washcloth market. Its Upland cotton varieties with shorter staple or fiber softness makes it popular in sheets and pillowcases, length are ginned with saw gins. This process in- where it holds over 60% of the market. volves the use of circular saws that grip the fibers and Industrial products containing cotton are as pull them through narrow slots. The seeds are too diverse as wall coverings, bookbindings and zipper large to pass through these openings, resulting in the tapes. The biggest cotton users in this category, fibers being pulled away from the seed. however, are medical supplies, industrial thread and

Long fiber Pima cotton varieties must be ginned in tarpaulins.23 a roller gin because saw gins could damage their For additional information on cotton lint, visit delicate fibers. The roller gin was invented in India www.cottonsjourney.com. centuries ago and this concept is still used in modern gins. Long staple cottons separate from the seed more easily than Upland varieties. A roller gin uses a Cotton Textile Properties rough roller to grab the fiber and pull it under a rotat- ing bar with gaps too small for the seed to pass Cotton is considered to be a higher quality textile through. ingredient than synthetic fibers. This natural fiber is comfortable, natural, breathable, absorbent and The raw fiber, now called lint, makes its way durable. It washes clean, retains its shape, does not through another series of pipes to a press where it is pill, is static free and is easy care. compressed into bales (lint packaged for market), banded with eight steel straps, sampled for classing, Cotton fabric releases soils and stains easily when wrapped for protection and then loaded onto trucks for washed. Cotton does not trap odors and “no iron” shipment to storage yards, textile mills and foreign cotton finishes are widely available on a variety of countries. The cotton industry has adopted this apparel and bed products. standard for a bale of cotton: 55” tall x 28” wide x 21” thick and weighing approximately 500 pounds. A bale Fabric design and construction affect the amount of meeting these requirements is called a universal shrinkage that occurs with machine or hand washing. density bale. Generally, if there is less than 3% shrinkage, the fit will not be affected. Some of the most common finishing After the lint is baled at the gin, samples taken methods now in use which control shrinkage are pre- from each bale are classed according to fiber strength, washed, garment washed, garment dyed, compacted staple (fiber) length, length uniformity, color, non-fiber and Sanforized.24 content and fineness. The US Department of Agricul- ture establishes classing standards in cooperation with Cotton has amazing versatility because of a unique balance of physical properties: the industry.22 For additional information on cotton processing, Breathability - The cellulose in cotton’s cell walls is visit www.cottonsjourney.com. hydrophilic, making each fiber permeable to water in both liquid and vapor states;

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Temperature Control - Like a built-in thermostat, • Fiber pulp is used in producing currency and cotton facilitates moisture and heat transfer in hot ther security papers. weather and insulates and conserves warmth in Cottonseed Hulls winter; • Used for live stock feed, mulch and soil condi- Washability - Because cotton fiber is hydrophilic tioners, plastics and synthetic rubber. (water loving), it releases soils and stains easily when washed; and Cottonseed Kernels Adaptability - Cotton provides absorbency in • Meal and cake is used for home garden fertiliz- towels, yet provides water repellency in tents; it makes ers, livestock and poultry feed and fish feed and for a soft, absorbent surgical dressing, yet also makes bait; and tough, durable canvas. 25 • Crude oil is either refined for salad/cooking and baking/frying oils or used in the manufacture of items as diverse as explosives, pharmaceuticals, Cottonseed fungicides and rubber.28 More seed than fiber is produced by the cotton For additional information on cotton seed,visit plant. Until the crushing industry developed, cotton- www.cottonsjourney.com. seed had little cash value. In fact, disposal of it was such a problem that some states passed laws to regulate the accumulation of large quantities on gin premises. Increased cotton production after the invention of the cotton gin challenged farsighted Patchwork Quilts entrepreneurs to find a mechanical way to crush cottonseed on a large scale. Many mills were estab- A quilt is a warm bedcovering made of three layers lished but most failed due to unsuccessful attempts to – top, padding and backing. Pieces of fabric are cut produce marketable oil and livestock feed products. In into squares, triangles and rectangles and sewn 1857, just before the Civil War, William Fee of Cincin- together to form designs called quilt blocks. The quilt nati developed machinery that effectively removed blocks are then joined together to make a quilt top. linters and hulls from seed kernels.26 This equipment Once thought to be an American innovation, a made the processing of cottonseed economically 1920s archeological dig in the region of the Ganges feasible. By 1875, cottonseed oil was being exported River in India discovered several pieces of patchwork to Mediterranean ports where it was often sold as olive believed to be dated between the 6th and 9th centuries oil.27 AD. Archeological evidence indicates quilting may have originated in Egypt, Persia, India or China. In the All parts of the cottonseed are useful: 11th century AD, Crusaders used quilted undercoats as Cottonseed Linters protection from the cold, as “shock absorbers” and as a quilted outer garment to protect their armor from • Dissolving pulp is an essential component in rusting in the rain. A quilting cottage industry devel- plastics, smokeless gunpowder, food casings, oped in Western Europe after a severe weather change rayon, cosmetics and photographic films; caused the quilted bedcover to become a necessity. • Felts are used in padding for automotive and Subsequently, English and Dutch settlers brought furniture upholstery, comforters and mattresses; quilts to America in preparation for the anticipated hardships. “Early quilts often had fleece from sheep, • Yarns are processed for candle wicks, twine and old rags, raw cotton or even dried leaves for padding. mops; The quilt backing was usually made from several large • Absorbent cotton medical grade fibers are used pieces of fabric. Then the three layers were sewn or

in paper and cotton swabs, balls and gauze; and tied together to form the quilt.”29

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“In 1785, the Congress of the United States began across the country were connected to nature and the selling land between the Appalachian Mountains and seasons.33 the Mississippi River for $1 an acre to people who “…Patchwork quilts added welcome color to were willing to explore and settle the land. Many homes that were often without any other decoration.” families in the east decided to move west. As the 34 For many women of this era, the quilts they left behind settlers moved west, they…took many quilts with were the only concrete evidence that they ever existed. them because the winters were often cold and stormy. Quilts were also used to keep the family’s valuables from breaking during the bumpy wagon ride west. Broken Dishes Pattern: “Pioneers heading toward And the quilts served as cushions and beds for the the West Coast planned to start crossing the Sierra weary travelers.”30 The lives of the women who made Nevada by early September. The mountains were the journey during the westward expansion were often steep and treacherous, and the oxen pulling the fraught with hardship and deprivation. When they wagons often stumbled. The wheels snapped in two. reached their destinations, they found themselves Many times the wagon toppled over, tumbling out all faced with backbreaking labor, non-existent medical the family’s possessions. Tools bounced out of sight; care and isolation. clothes caught in the bushes; dried fruits were caked with mud; and flour blew away with the wind. A “At one time, women wove all their fabrics at home. woman might have picked up a shattered piece of Even when machines and factories began to produce china she’d carefully brought all the way from the East. fabric, it was expensive and difficult to get. With Sadly, she turned it over and over in her hand. Maybe patchwork, people could use the tiny scraps left over she whispered, ‘Something good must come of this,’ from the dresses and shirts they had sewn. They and later stitched this design.” could also re-use the fabric, cut into small pieces, 35 from outgrown or worn-out clothing.”31 Nothing was Corn and Beans Pattern: “A pioneer family passing ever wasted or thrown away if some use could be through a place where a group of Native American found for it. people lived often saw fields of corn growing nearby. They might have also seen vines of beans climbing up Just as a book is more than paper and ink, patch- the tall, straight cornstalks. Native Americans fre- work quilts are more than cloth and thread. Pioneer quently planted corn and beans together. They cooked women pieced cotton scraps together out of economic them together, too. Once in a while, a friendly chief necessity and found a means of artistic expression and invited the pioneers to stop for the night and eat some social interaction. Getting together for a quilting bee of the corn-and-bean stew, called succotash. It tasted with distant neighbors was an eagerly anticipated so good that when the family finally reached their occasion looked forward to by all members of a destination, the daughter could have sewn this pattern frontier family. “This was a special day when the to remind her of the delicious stew she’d tasted.” women…got together to finish a quilt. The youngest 36 girls kept the needles threaded as the women sewed. The men and boys stayed outside or in the barn and Call and Response Singing helped with farm chores. After a good supper, all admired the finished quilt. Then the chairs were Spirituals originated in 17th century Europe in the cleared to make room for dancing and merriment.”32 singing of psalms and hymns in Protestant congrega- tions. They were later generated by 18th and 19th People got their ideas for the designs and names of century-revivals and from camp meetings. their patchwork patterns from tools they used or toys children played with. Others came from plants, “Because slaves were forbidden by law to learn to animals or stars. Sometimes a design was made up read or write, we have few written accounts of their and then named after a special event, an important lives. However, slaves did sing songs that powerfully person or a story in the Bible. Many of the different expressed their experiences and later became the names given to patterns reflect the way families’ lives basis for what we now call the Blues. Their spirituals,

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a complex mixture of African musical practices and the 1950 AD The first regeneration of entire plants vocabulary and structures of Euro-American music, from an in vitro culture is provided them with a means of effectively pacing their documented. work with a form of sung prayer and praise and of 1953 AD James Watson and Francis Crick psychic relief from the degradation of bondage.” 37 discovered the double helix structure In call and response singing, the chorus repeats a of deoxyribonucleic acid (DNA). fixed refrain that alternates with the lead singer, who 1970 AD Norman Borlaug became the first has more freedom to improvise. 38 plant breeder to win a Nobel Prize for his work in Green Revolution wheat varieties (high yield). Biotechnology 1973 AD A gene was successfully relocated “Biotechnology’s been around almost since the from one organism to another by beginning of time. It’s cavemen saving seeds of a Stanley Cohen and Herbert Boyer. high-yielding plant. It’s Gregor Mendel, the father of genetics, cross-pollinating his garden peas. It’s a 1982 AD Genetically engineered plants resistant diabetic’s insulin, and the enzymes in your to insects, viruses and bacteria were yogurt…Without exception, the biotech products on field tested for the first time. our shelves have proven safe” - former US Secretary 1990 AD The first successful field trial of of Agriculture Dan Glickman. 39 genetically engineered cotton plants A Brief Biotech Timeline: (bt cotton) was conducted. An enzyme called chymosin was created to 8000 BC The first farmers decided to stay in coagulate milk for cheese production. one place and grow certain plants as crops. 1995 AD Bolgard cotton was first commercialized in US. The first whole 2500 BC Egyptians began to domesticate geese food enhanced through biotechnology, to make larger, tastier birds for the Flavrsvr® tomato, was approved cooking. for sale in US grocery stores. 1800 BC With the use of fermentation, man first 1997 AD Roundup Ready cotton was first harnessed microorganisms to produce commercialized in the US. 18 crop beer and leavened bread. applications of biotechnology were 1856 AD Gregor Mendel began a meticulous fully accepted by the US government. study of specific characteristics he 1998 AD DEKALB marketed the first Roundup found in various plants, which were Ready corn. passed to future plant generations. 1999 AD Nutrient-enriched “Golden Rice,” 1860 AD Louis Pasteur developed which can help prevent childhood pasteurization. blindness in developing countries, was

1900 AD European botanists used Mendel’s developed.40 ,41 Law to improve plant species. The world’s population growth will nearly double by 1922 AD US farmers started using a hybrid 2030, but the amount of arable land and other re- seed that would increase corn sources available to produce food and fiber are finite. production 600% through 1965. Clearing rain forests and animal habitats for cultivation endangers many plant and animal species and is a short-term fix. Biotechnology will be a crucial part of

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increasing crop yields without requiring additional “As with any new technology, risks must be farmland. Water and soil resources can be preserved considered. Some criticisms of genetic engineering through innovations that reduce reliance on herbicides practices include the possibility that modifications in and pesticides. Reducing or eliminating weeds also the genetic makeup of the plant could result in some reduces cultivation and resultant soil compaction.42 type of unknown toxin. But the odds of that occurring in normal plant breeding and selection are far greater Selective breeding and hybridization through than that occurring in genetic engineering because controlled pollination involves the crossing of hun- genetic engineering involves only the movement of dreds of thousands of genes. “For thousands of specific genes with specific functions. In traditional years, farmers and plant breeders have saved the seed plant breeding, crosses between different varieties and from, or bred, the largest and strongest plants that wild relatives result in the transfer of many genes. The appeared the least susceptible to disease. They did science of genetic engineering is carefully monitored not know it, but they were practicing a rudimentary and the risks associated with any products and pro- form of genetic engineering – a fundamental process cesses, such as allergens and ecological impacts, are used in biotechnology.” Traditional plant biotechnol- 43 constantly addressed.” ogy, however, involves the transfer of only one or a 45 few desirable genes. This allows plant breeders to “Today, biotechnology holds out promise for develop crops with specific beneficial traits in one consumers seeking quality, safety and taste in their step, eliminating years of research. food choices; for farmers seeking new methods to improve their productivity and profitability; and for Researchers can add traits for producing healthier governments and non- governmental public advocates foods into crops, erasing the line between agriculture seeking to stave off global hunger, assure environmen- and food. Or, taking it one step further, they can add tal quality, preserve biodiversity and promote health health-enhancement traits into crops, erasing the line and food safety.” between agriculture and pharmaceuticals. 46 “A researcher’s first step in transferring DNA is to ‘cut’ or remove a gene segment from a chain of DNA Cotton and Biotechnology Applications using enzyme ‘scissors’ to cut at a specific site along “Cotton is the world’s leading natural fiber and a the DNA strand. mainstay of U.S. and global economies. In the U.S., “The researcher then uses these ‘scissors’ to cut cotton production is a multibillion dollar industry. The an opening into the plasmid – the ring of DNA often future health of the cotton industry demands the found in bacteria outside of a cell. Next, the re- release of improved higher-yielding cultivars that are searcher ‘pastes’ or places the gene segment into the tolerant to a broad range of environmental condi- plasmid. Because the cut ends of both the plasmid tions.”47 and the gene segment are chemically ‘sticky,’ they According to USDA estimates, about 60% of attach to each other, forming a plasmid containing the cotton grown in the United States was derived through new gene. To complete the process, researchers use biotechnology. Genetically engineered cotton that is another enzyme to paste or secure the new gene in 48 resistant to herbicides can eradicate weeds without place.” 44 harming the crop. The amount of water and chemicals Plants produced through biotechnology fall in four applied is reduced while the yield of cotton per acre is main categories: 1) those that reduce the risk of heart increased. disease or certain cancers through higher levels of The fiber of colored cottons has always been too nutrients; 2) those with built-in protection from de- short and weak to spin. Their color intensifies with structive insects; 3) those that allow more effective washing, reducing the economic and environmental weed control with fewer herbicide applications; and 4) costs of dyeing cotton, which includes the actual cost those with built-in protection from specific viral or of the dyestuff, energy, water and toxic dye waste fungal diseases.

17 Cotton’s Journey

disposal.49 Genes from black and blue pigments are growing seasons. Long-staple cottons, such as Sea available from bacteria and may soon be transferred to Island and Pima, are easily separated from their seeds. cotton plants via genetic engineering.50 Favored for their luster and silkiness, they receive a higher price than, yield 90-95% of and mature 10-14 There is continuing research to improve fiber days later than short staple Upland varieties. quality; however, it may or may not lengthen the

18 1-3 Unit • Lesson 1

VI 1-3 Unit, Grades 1-3 Lesson 1

Objectives 18” x 24” green construction paper for every three students; one small paper bag per student; 1 blank The student will be able to describe the life cycle audiocassette tape; crayons; glue; Cotton Performance and needs of a cotton plant. S/he will also be able to Evaluation Rubric blackline master and Performance explain the functions of the different structures of a Evaluation Record blackline master . cotton plant. E

Preparation Standards Correlations Familiarize yourself with the contents of the kit and Music; Environment and Society; Geography 1-3, 5; visit www.cottonsjourney.com; place cotton realia in History of the United States; Writing, Reading, Listen- large paper bag; have cooperative groups select ing and Speaking, Viewing; Thinking and Reasoning; individuals within their groups to facilitate, measure, Life Sciences; Nature of Science record, report, set up and clean up; record and label Three 45-minute parts. Joseph and the Cottonseed audiocassette; make a Joseph and the Cottonseed Story Sack example; set up Cotton Browsing Box (add literature links after they Materials have been read aloud and include related texts); prepare K-W-L Chart; prepare “Little Cottonseeds,” Cotton’s Journey – A Field Trip in a Box curriculum Cotton Belt, Cotton Plant Structures and Cotton Plant kit; using the Cottonseed Products Chart , collect A Cycle transparencies; enlarge US Cotton Belt blackline cotton realia; K-W-L Chart; Joseph and the Cotton- for salt dough map activity; make salt dough; make an seed; “Tractors, Cotton Pickers and the Stuff Kids example salt dough map; for each group, copy one US Wear” video; Cotton Belt blackline master ; “Little B Cotton Belt enlargement and mount it on a sheet of Cottonseeds” blackline master ; Salt Dough Recipe; C cardboard; collect, rinse and dry milk cartons; cut off one 18” x 24” piece of cardboard per group; Cotton carton tops; pre-moisten potting soil; copy 1 Daily Plant Structures blackline master; Cotton Plant Cycle Observation Log per student; cut Cotton Growth blackline master; 4 overhead transparencies; 4 8-oz. Sequence poster into individual pictures and laminate; milk cartons per group, potting soil, Pima and Upland make one copy of the Cotton Growth Sequence planting seed; Daily Observation Log Cover and Page worksheet per student; cut green construction paper blackline masters ; Cotton Growth Sequence Poster; D into 6” lengthwise strips; make one copy of the Perfor- Cotton Growth Sequence blackline master; 1 sheet of mance Evaluation Rubric.

19 Cotton’s Journey

Guided Practice

Part I: 2. Show the “Tractors, Cotton Pickers and the Stuff Kids Wear” video planting segment. Did Whole Class students learn anything new? Mystery and Prior Knowledge Assessment 3. Show and discuss the Cotton Growth Sequence 1. Assemble students in the classroom Read Aloud cards. area. 4. Read “Little Cottonseeds” chorally and have 2. Introduce the mystery and tell students you will students develop motions to match verses. be showing them items one at a time that, 5. Show Cotton Belt on classroom map or Cotton although they seem very different, have some Belt transparency on overhead. Discuss the thing in common. different states. Ask students if they have any 3. Draw the cotton related items one at a time from personal connections to states other than their a paper bag, going from least to most apparently own and have them locate that state. connected to cotton. 4. Encourage predictions and write them down. Cooperative Groups 5. Reveal topic of the mystery unit. 1. Fill in Cotton Belt states with a different color of 6. Introduce the K-W-L Chart and explain what will salt dough for each state. be written in each column. 2. When dry, label the states and share the map K-W-L Chart with the class. K WL

Part III: Whole Class Plant Structures and Their Different Functions 1. Display Cotton Plant Structures transparency on the overhead projector and elicit contributions 7. Write student contributions about what they about the names and functions of the structures; Know about cotton in the “K” column. write the names down as they are given. 8. Write student contributions about what they 2. Display the Cotton Plant Cycle transparency on Would like to learn about cotton in the “W” the overhead projector and discuss the plant column. cycle: Seed>Sprout>Leaves>Flower>Fruit. 9. Read Aloud – Joseph and the Cottonseed. 3. Introduce Daily Observation Log and give instructions for drawn and written entries. Part II: Whole Class Cooperative Groups What does a cotton plant need and where is cotton 1. Poke 5 drainage holes in each container with a grown? pencil. 1. Discuss student planting experiences.

20 1-3 Unit • Lesson 1

2. Measure and put the same amount of damp Extensions potting soil in each milk container. • Make a cotton plant development time line (see 3. Label “P” and plant 4 containers with 5 Pima www.cottonsjourney.com). planting seed. • Invite a cotton farmer or Farm Bureau 4. Label “U” and plant 4 containers with 5 Upland representative to speak to the class. planting seed. • Scramble vocabulary words and have students 5. Irrigate each container with the same amount of place in A-B-C order. water. 6. Place in a well-lit area away from drafts. 7. After the seeds have sprouted, separate and label containers: Planting Instructions a. 1 Pima, 1 Upland: Soil, water, light – no air (place in a sealed plastic bag). Prepare an area on the school grounds for a garden. Pre-irrigate or moisten the soil to establish b. 1 Pima, 1 Upland: Soil, water, air – no light deep soil moisture. When tillable, work the soil to 1-2 (place under a cardboard box). inches deep to eliminate weeds. One inch of compost c. 1 Pima, 1 Upland: Soil, air, light – no water or humus may be incorporated into the soil. This (give the same amount of water to each of supplement is a source of nitrogen, potassium and the other 6 containers when dry). trace minerals needed to produce a strong plant. Create rows and furrows by dragging a garden hoe in d. 1 Pima, 1 Upland: Soil, air, light and water. a straight line the length and width of the garden. 8. Group d. plants may be planted in a container or From the center of each row measure 30 inches, with school garden (see instructions below). a furrow as deep as the row is high. Using a soil thermometer, check the soil temperature. When the 9. For pest control remedies, see page 22. soil has reached the optimum temperature for plant- ing (58o at 6 inches deep for three consecutive days at 8 AM in Spring), plant the seeds 1 inch deep and 3 – Independent Practice 4” apart. Firm the soil around the seeds and leave 1 1. Begin writing in Daily Observation Logs. inch of loose dirt above the seeds. Allow 5-10 days for emergence. No additional water should be neces- 2. Color and cut out Cotton Growth Sequence sary. The first irrigation should begin 5 – 6 weeks worksheet and glue in sequence on a strip of after emergence. Continue to deliver water to the green construction paper. small plants through the summer months (16-18 3. Listening Center: Joseph and the Cottonseed. weeks from planting). In hot, dry climates, this requires irrigation every 8-16 days. Follow Pest 4. Make a Joseph and the Cottonseed Story Sack. Control Remedies to discourage pests (insects and animals) from destroying cotton plants. Once irriga- tion has been discontinued, the plants will begin to Evaluation dry out and shed their leaves. The bolls will split Using the Performance Evaluation Rubric, write the open, allowing the fiber to dry. The cotton is ready for level that reflects the student’s performance in the box harvest when all of the bolls have cracked open and under #1 on the Performance Evaluation Sheet. are a ball of fluff.

21 Cotton’s Journey

Pest Control Remedies 5. When aphids, spiders and white flies become a greater challenge, wash off the entire cotton 1. Plant a fence of basil around the cotton to plant with a solution of 2 tablespoons of mild repel worms and flies; onions, garlic, anise or detergent mixed with 1 gallon of water. coriander for aphid; or mint, sage, dill and Crushed garlic, red pepper and ground dead thyme for moths. bugs may be added to the water. 2. Paint a board a bright school bus yellow. Then coat the surface with a sticky substance, such as mineral or car oil. Place the board Salt Dough Recipe next to a cotton plant. Every few days, wipe 2 cups flour 1 cup water off the layer of white flies that become stuck to it. 2 cups salt food coloring 3. Toads will feed on worms, caterpillars and For each batch of one color, measure water moths and can eat over 100 insects a day. into mixing bowl. Add food coloring. Measure To encourage a toad to take up residence flour and salt and add to mixing bowl. Mix with among your cotton plants, build a toad pond an electric mixer until the mixture is smooth and house: bury a pie plate full of water and a and begins to form a ball of dough. Form into flowerpot halfway on its side. balls with hands and store in airtight plastic containers. 4. The more birds you have in the area of your cotton plants, the fewer insects you will have to deal with. To attract birds, erect birdhouses and feeders, scatter cracked corn or sunflow- er seeds and provide birdbaths for a steady source of food and water.

Joseph and the Cottonseed Story Sack

Materials You Will Need: • Paper Sack • Crayons or Markers • White Cotton Balls • Pipe Cleaners • Black Construction Paper • Old Newspapers • Tape • Glue

How To Make A Story Sack: 1. Print Joseph and the Cottonseed and Belinda Taylor on one side of the sack. 2. Decorate the other side of the sack to look like Joseph. 3. Wad up sheets of newspaper and stuff them into the sack. 4. Tape the top of the sack closed.

22 1-3 Unit • Lesson 1 Fungicides Finishes Insecticides Feed Stock Fabrics PAPERS Clothing YARNS Synthetic Rubber Petroleum Refining Plastics FIBER PULP Papers for Stationary to FATTY ACIDS FATTY Currency of highest Quality Metallic Soap Waterproofing Rubber Plastics Trans. Tape Trans. Recording Tape Sheet Protectors FILMS FOOTS Cosmetics Explosives Packaging Photography X-Rays Envelopes GLYCERINE Pharmaceuticals Food Preperation MEDICAL GRADE ABSORBANT COTTON Cotton Swabs Cotton Balls Gauze Pads / Papers FEED Auto Parts Pen & Pencil Barrels Novelty Items Electrical Equip. LIVESTOCK PLASTICS Candle Wicks Twaine Rugs Mops SOAP Signs Toiletware Windshields Handles Tool HULLS KERNEL LINTERS ACETATE REFINED OIL Margarine Shortening Mayonnaise CELLULOSE Salad Dressing Auto Upholstery Pads & Cushions Furniture Upholstery Mattresses Snack Food Frying Salad & Cooking Oil Baking & Frying Oils Carrier for Ag. Sprays Packing Oil (Sardines, etc.) Livestock Feed Lacquers Cosmetics Paint Toothpaste Ice Cream Salad Dressings Hair Care Productes FISH BAIT MOLE CRICKET BAIT ETHERS ESTERS & CELLULOSE COTTONSEED PRODUCTS CHART RAYON Air Hoses Industrial Fabrics Fish Swine Poultry Shrimp DISSOLVING PULPDISSOLVING FOR: FELTS YARNS Beef Cattle Dairy Cattle Sheep & Goats Horses & Mules Bologna MULCH & SOIL COND. BRAN LITTER POULTRY OIL WELL DRILLING MUD FURFURAL Sausages MEAL & CAKE CRUDE OIL Frankfurters VISCOSE FOOD CASINGS Sheep & Goats Horses & Mules Lawns Shrubs Flowers Fish Ponds Mushrooms FERTILIZER FEED FOR: FEED FOR: NITRATE CELLULOSE Plastics Dynamite Lacquers (Fingernail Polish) Smokeless Gun Powder Solid Rocket Propellants Beef Cattle Dairy Cattle

23

Cotton’s Journey California

Arizona COTTON BELT COTTON MAP New Mexico Texas Kansas Oklahoma

Arkansas Missouri

Louisiana Alabama

Tennessee Mississippi

Georgia

Carolina

South Florida North Carolina

Virginia

24 1-3 Unit • Lesson 1

Little Cottonseeds

Little cottonseeds so small and round Are sleeping quietly underground.

Down come the raindrops Sprinkle, sprinkle, sprinkle.

Out comes the rainbow Twinkle, twinkle, twinkle.

Little cottonseeds way down below Up through the earth they grow, grow, grow.

Little green bolls come one by one. They hold up their heads And look at the sun.

Author unknown

25 Cotton’s Journey

COTTON PLANT STRUCTURES

Fruit/ Flower/ Boll Leaves Root Stem Bloom

26 1-3 Unit • Lesson 1

COTTON PLANT CYCLE

Cotton Seed Germinated Seed

Plant with first leaves Plant with square

Plant with bloom Plant with boll ( Fruit )

27 Cotton’s Journey

DAILY OBSERVATION LOG

My Cotton Plant Begins

NAME

28 1-3 Unit • Lesson 1

DAILY OBSERVATION LOG

DAY

DRAWING

29 Cotton’s Journey

Color the pictures, cut them out, and paste in correct order on a sheet of construction paper. COTTON GROWTH SEQUENCE WORKSHEET WORKSHEET SEQUENCE GROWTH COTTON

30 1-3 Unit • Lesson 1

COTTON PERFORMANCE EVALUATION RUBRIC

4 Excellent Beyond competency, adding creativity and insight to overall performance. Shows initiative and takes charge of own learning. Listens attentively to others. Shows advanced critical thinking skills. Written work is polished, with detailed explanations that extend into other subject areas.

3 Very Good Uses skills effectively. Listens well during discussions, contributing thoughtful ideas and opinions. Work is neat and accurate, showing evidence of higher level thinking. Does not take risks or extend ideas into other subject areas.

2 Good Shows much effort and desire to learn but is still working on mastery of skills. Written work is accurate but shows little creativity or higher-level thinking. Follows directions well but needs extra encouragement and time to organize work.

1 Needs Improvement Lacks organization and effort. Student is unsure of how to use materials or uses them incorrectly. Written work is inaccurate and shows little or no creativity. Does not follow directions and needs additional guidance to perform general tasks.

31 Cotton’s Journey

Cotton Performance Evaluation Record

NAME #1 #2 #3 #4 #5 UNIT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

32 1-3 Unit • Lesson 2

Lesson 2

Objective silver chocolate candy kisses; miniature cotton bale; balance scale; 1” plastic tile math manipulatives; 12” x The student will be able to describe the steps in 12” piece of burlap; toy bus; pot; water jug; fabric processing cotton fiber from harvest to a pair of sack; fabric remnant; 2 blank audiocassette tapes; jeans. “Pick a Bale of Cotton”F blackline master; 1 overhead transparency; butcher paper; Cotton Bale Weight Estimation blackline master; “What Does This Graph Standards Correlations G Tell Us?H” blackline master; Cotton Growth Sequence Music; Economics; Writing, Reading, Listening and cards; one shoebox per student; construction paper. Speaking, Viewing; Mathematics; Life Sciences; Nature of Science Preparation Two 45-minute parts. Prepare “Are You Wearing Denim Today?” Yes/No Graph on a large sheet of poster board; prepare Materials enlargement of “What Does This Graph Tell Us?;” record and label Working Cotton and From Plant to “Tractors, Cotton Pickers and the Stuff Kids Wear” Blue Jeans onto separate blank audiocassette tapes; video; 1 large sheet of poster board; cotton balls; prepare “Pick a Bale of Cotton” transparency; prepare Working Cotton; From Plant to Blue Jeans; gold and Setting Map outline on butcher paper; prepare one copy of the Cotton Bale Weight Estimation sheet per student.

33 Cotton’s Journey

Guided Practice

Part I: 5. Read Aloud – From Plant to Blue Jeans. Whole Class Are you wearing 6. Display “Pick a Bale of Cotton” transparency on Denim today? the overhead projector, read through and then “Are You Wearing sing it. Denim Today?” YES NO 1. Display the Yes/No graph, explain the activity Math Center Measurement (1st and 2nd) and have students affix cotton balls to appropri- 1. On Cotton Bale Weight Estimation sheet, student ate side of chart. estimates and records how many chocolate 2. As the students analyze the information they can candy kisses it would take on one side of the discern from the graph, write their comments scale to balance the miniature cotton bale on the on the “What Does This Graph Tell Us?” other side. enlargement. Post. 2. Student places the miniature bale on one side of 3. Discuss what happens when a plant’s fruit is the balance scale. ripe. Show the harvesting segment of the 3. Student adds chocolate candy kisses until the “Tractors, Cotton Pickers and the Stuff Kids scale is balanced. Wear” video. Part II: 4. Student records actual number of kisses and compares to estimate. Whole Class Harvesting Literature Link Measurement (3rd) 1. Working Cotton. Build background knowledge: 1. Students choose the appropriate tools and units a. Cotton used to be picked by hand and put in and estimate (record in journals) and measure a sack to be weighed; (record) the length and weight of the miniature cotton bale. b. The workers were paid by the pound; 2. Students estimate or determine the area of the c. The pay was low and the hours were long; cotton bale by counting the number of tiles that d. Many of the workers were African-American; would cover it. Record. e. Sometimes children worked with their parents; and Literacy Center f. The author writes from personal experience. 1. Listen to Working Cotton. 2. Do a picture walk: Have students describe what 2. Working Cotton Retelling. they see on each page. Encourage students to On a piece of burlap, have students retell the make predictions. story to each other using realia such as a toy SETTING MAP 3. Read the book aloud. bus, a water jug, a fabric sack, a cotton boll, a Setting scrap of fabric and a pot. 4. Have students develop a Setting Map of Characteristic Characteristic

Working Cotton. Characteristic

34 1-3 Unit • Lesson 2

Independent Practice Extensions 1. Write in Daily Observation Logs. • Have a cotton-picking relay race: 2. Put Cotton Growth Sequence Cards in order. 1. On two large sheets of cardboard, draw the stems of a mature cotton plant. 3. Make a Working Cotton Story Cube. Share with class. 2. Using double-sided tape, affix one cotton ball for each team member on the stems. 4. Listening Center: From Plants to Blue Jeans. 3. Divide the class into two teams. 4. Have students from each team take turns Evaluation holding the “cotton plant” board. Using the Performance Evaluation Rubric, write the 5. Place a paper bag at the relay turnaround spot level that reflects the student’s performance in the box for each team. under #2 on the Performance Evaluation Sheet. 6. Each student “picks” a “boll” of cotton, crabwalks to the paper bag, deposits the cotton in the bag, turns around, crabwalks back and tags the next student in line. • Complete the Cotton Word Search. 7. The first team to finish “picking” their “cotton plant” wins. Story Cube Materials You Will Need: • One Shoe Box without Lid • Scissors • Colored Construction Paper • Glue • Pencil • Crayons or Markers

How to Make a Story Cube: 1. Cover the box with colored construction paper. a. Cut a piece for the top, bottom and each side. b. Glue the paper to your box. 2. Print the title and author of your book on the top. 3. On one side write a few sentences to tell about the best part of your book. 4. On another side draw a picture of your favorite character.

35 Cotton’s Journey

PICK A BALE O’COTTON Southern Work Song

1. Gonna jump down, turn around, pick a bale o’cotton, Gonna jump down turn around, pick a bale a day.

Chorus: Oh, Lawdy, pick a bale o’cotton, On, Lawdy, pick a bale a day.

2. Me and my partner can pick a bale o’cotton, Me and my partner can pick a bale a day.

Chorus: 3. I b’lieve to my soul I can pick a bale o’cotton, I b’lieve to my soul I can pick a bale a day.

Chorus: 4. Gonna pick a, pick a, pick a, pick a bale o’cotton, Gonna pick a, pick a, pick a, pick a, pick a bale a day.

Chorus:

* Optional chords for guitar: Key of E (E, A, B7)

36 1-3 Unit • Lesson 2

COTTON BALE WEIGHT ESTIMATION I "COTTON" TO KISSES

Use silver and gold foil wrapped chocolate candy kisses and 3 inch mini cotton bale* to count, weigh, compare, add, and subtract. Name:______

Guess how many chocolate kisses your cotton bale weighs. "I think my cotton bale will weigh______kisses."

Put your cotton bale in the scale box. Now put in enough chocolate kisses to balance your bale. How many chocolate kisses are there? • Silver ______• Gold ______• All together ______

"There are ______gold kisses and ______silver kisses. I discovered that my cotton bale weighs the sum of ______kisses."

"I guessed that my cotton bale would weigh ______kisses. I learned that my cotton bale weighed _____ kisses. The difference between my guess and the weight of my cotton bale was ______kisses."

What do you notice about your guess? Check one. "My guess was too high." ______"My guess was too low." ______"My guess was just right." ______

* 3" and 4" mini cotton bale may be found on www.cottonsjourney.com

37 Cotton’s Journey

What Does This Graph Tell Us? 1.

2.

3.

4.

5.

6.

38 1-3 Unit • Lesson 2

COTTON-WORD-SEARCH

Solve the puzzle below, find and circle the cotton related words listed below. They maybe vertical, horizontal, diagonal or backwards.

PLANTER FLOWER PICKER MODULE COTTON FUR STRIPPER ROVING GIN LOCK SLIVER COTYLEDONS SPINNING BALE BOLL SOLVENT YARN FIBER CARPELS EXTRACTION MILL HULL IRRIGATE GERMINATE SEED WARP HERBICIDES PLAIN LINT KERNEL INSECTS SATIN WEFT TWILL WEAVE PRESS KNIT BRACTS TEXTILE CULTIVATOR SQUARE LOOM FERTILIZER BOLLWEEVIL ZOOPHYTE CLOTH PIMA

39 Cotton’s Journey

40 1-3 Unit • Lesson 3

Lesson 3

Objective Succotash Recipe ingredients; mixing spoons; mea-

suring cups; “Boll Weevil”I blackline master; 2 over- The student will be able to discover the textile head transparencies; Eli Whitney Report blackline properties that make cotton the most widely used master ; Student Self-Evaluation blackline master. fiber in the world. J K

Preparation Standards Correlations On the day before Lesson 4, copy and send home Music; Economics; Geography 11; K-4 History Letter to Parents requesting that their student bring in Topics 1-2, 4; Writing, Reading, Listening and Speak- a favorite piece of cotton clothing the next day. On ing, Viewing; Thinking and Reasoning; Mathematics; separate blank audiocassette tapes, record and label Life Sciences; Nature of Science each book; prepare Real Graph, Fiber Venn Diagram Four 45-minute parts. and Fabric Comparison Chart on separate sheets of butcher paper; blow up balloons and label one “Cot- ton,” one “Wool” and one “Polyester” for each group; Materials set up Investigation Materials center; make Broken Dishes and Corn and Beans patchwork blocks; for Letter to Parents blackline master; The Promise each group, prepare one set of Broken Dishes patch- Quilt; The Log Cabin Quilt; The Rag Coat; 3 blank work pattern pieces for each group and place in a audiocassette tapes; butcher paper; red masking tape; plastic bag; write the recipe name and ingredients only kitchen timer; piece of cotton batting; 1 12” x 12” of the Succotash Recipe on a sheet of butcher paper; piece each of similar weight cotton knit, wool and prepare transparencies of “The Boll Weevil” and Eli polyester knit for each group (note cost per yard for Whitney Report; make one copy of the Eli Whitney investigation); 3 balloons for each group; 1 1-quart Report and Student Self-Evaluation worksheets for bowl per group; machine-quilted fabric remnant; each student. patchwork example; construction paper of varied colors; crock pot or electric burner and saucepan;

41 Cotton’s Journey

Guided Practice

Part I: and hang to dry. Instruct each Recorder to record the start of drying time and the amount of Whole Class time it takes for each fabric to dry. 1. Have students assemble themselves in a real 8. Rate and record drying time: 3 – fastest drying; graph of favorite pieces of cotton clothing: Place 1 – slowest drying; 2 – the remaining fabric. labels on the floor for the different types of clothing represented and have students line up 9. Rate and record each swatch for wrinkles: behind the appropriate category. 3 – least wrinkled; 1 – most wrinkled; 2 – the remaining fabric. 2. Develop a web as students discuss the proper ties that make cotton appealing (e.g., softness, comfort, durability). Whole Class 3. Discuss the difference between natural and 1. Complete Fabric Comparison Chart with ratings synthetic fibers. from investigation. 4. Show the natural fibers segment of “Tractors, 2. Discuss best fabrics for different purposes Cotton Pickers and the Stuff Kids Wear.” (sleeping, swimming, running, etc.).

5. Discuss students’ experiences with static Fabric Comparison Chart

electricity. Fastest Drying Lowest Cost Least Static Least Wrinkles

Part II: Cotton Fabric Comparisons Cooperative Groups 1. Have each Materials Manager collect the Polyester investigation materials. 2. Students predict which fabrics they think will cause static; record. Wool 3. Have each student take one blown up balloon, rub the polyester swatch across it and hold the balloon 3 – 6” above her/his head. Part III: 4. Repeat for wool and cotton swatches. Patchwork Quilts 5. Have students assign and record a number from Whole Class 1 to 3 to rate lack of static: 3 – least static; 1. Read about Eli Whitney from Teacher 1 – most static; 2 – the remaining fabric. Background Information. Show pictures of both 6. Have students record tactile perceptions of fiber him and the cotton gin (see Note). texture (and comfort): 3 – softest; 1 – roughest; 2. Display the Eli Whitney Report transparency and 2 – the remaining fabric. explain how to complete it. 7. Repeat to rate the fiber students predict will dry 3. Paraphrase the historical, social and economic the quickest: Have each Measurement Specialist background of patchwork quilts (see Teacher dip each swatch into bowl of water, wring it out Background Information).

42 1-3 Unit • Lesson 3

4. Pass around examples of cotton batting, fabric 2. Measure ingredients and time. scraps and patchwork. 3. Read Aloud The Rag Coat; discuss emotions 5. Read The Log Cabin Quilt and have a grand perceived and felt. conversation. VENN DIAGRAM

LOG CABIN RAG COAT QUILT Cooperative Groups 1. Display Broken Dishes patchwork block and explain its background (see Teacher Background Information). 4. Display the Venn Diagram. Have students make 2. Give one bag of Broken Dishes pieces to each suggestions of how the main characters in The group. Have students (1st) sort by common Log Cabin Quilt and The Rag Coat are different attributes and then solve puzzle. (2nd) In a four- and alike. For 3rd grade, make a 3-way Venn patch block, how much of the whole block is diagram to compare and contrast with the life of one square? (3rd) Convert to the decimal a local student. representation of the fraction. VENN DIAGRAM

LOG CABIN RAG COAT Part IV: QUILT Whole Class 1. Display a Corn and Beans patchwork block. Read story behind the Corn and Beans patch work pattern. Display the Corn and Beans Recipe and read the ingredients. Ask for LOCAL preparation suggestions and write them down STUDENT below the ingredients. Add to bulletin board display of Story Quilt blocks (below). 5. Display the “The Boll Weevil” transparency, read the verses and sing.

Succotash (Corn and Beans) Recipe Independent Practice For every 8 servings: 1. Have each student make a paper square for a 1 package frozen lima beans class Story Quilt: 1/2 stick butter or margarine a. Choose a design for the quilt square that is appropriate for the story – its theme, 1 package frozen corn characters or setting. Students can choose a salt and pepper quilt design or create their own design that captures an important dimension of the 1/2 cup milk story. Cook the lima beans and corn according to b. Make a square and add a favorite sentence package directions. Drain the vegetables and from the story or make a comment about the return to the pot. Add the other ingredients. Stir story. while heating. c. Tape the squares together and back with

butcher paper.51

43 Cotton’s Journey

2. Write in Daily Observation Logs. Note 3. Complete the Eli Whitney Report. Images related to the development of the textile industry may be found under these keywords in 4. Listening Center: The Promise Quilt, The Log Microsoft Encarta Encyclopedia 2000: Cabin Quilt, The Rag Coat. Keyword Image 5. Complete Student Self-Evaluation of the Fabric Investigation. Child Child Laboring in Mill Cotton American Cotton Plantation Cotton Cotton Gin Evaluation Cotton Eli Whitney Cotton Peruvian Shroud Using the Performance Evaluation Rubric, write the Cotton Tentmaking in Egypt level that reflects the student’s performance in the box Cotton Traditional Indian Saris under #3 on the Performance Evaluation Sheet. Cotton Traditional Indonesian Garments Industrial Revolution Flyer Spinning Frame Extensions Spinning Wheel Spinning Wheel • Construct a large loom to demonstrate the Textile Child Labor in Textile Factory weaving process: Use broom handles for the Textile Early Industrial Plant uprights and dowel rods from the crossbeams. Textile Paracas Textile Secure it away from the walls so that children Textile Power Looms can work from either side. Use clothesline or Textile Textile Mill in other strong cord for the warp. Tear and twist Lancashire, England cotton fabric strips and tie together for the weft. Students can work on the weaving in small

groups.52 • Make a Big Book of patchwork patterns.

44 1-3 Unit • Lesson 3

Date

Dear Parents/Guardians:

Our class is studying about cotton food and fiber and all of the wonderful products that can be made from them. We will be comparing cotton clothing items and talking about why they are special to us as part of tomorrow’s math lesson.

Please talk with your child tonight about cotton articles that are special to her/him. Have her/him select an item that can be put in a bag and brought to school tomorrow. Your child’s article will be put in her/his desk and removed only for the lesson. We will be grouping clothing items according to common characteristics, such as type, color, etc.

Thank you for your helping your student with this lesson.

Sincerely,

45 Cotton’s Journey

ELI WHITNEY REPORT

Write a summary on the back of this paper. Include the information from below.

What cultural group What was Eli like? (national origin, race, gender, age, ethnicity) did Eli belong to?

Draw a picture of Eli Whitney.

List contributions or Tell some interesting achievements of Eli Whitney. facts about Eli Whitney.

46 1-3 Unit • Lesson 3

THE BOLL WEEVIL Southern Ballad 1. The boll weevil is a little black bug, Come from Mexico they say, Come all the way to Texas, Just a lookin’ for a place to stay, Just a lookin’ for a home, (Just a lookin’ for a home,) Just a lookin’ for a home. (Just a lookin’ for a home.)

2. The first time I saw the boll weevil, He was sittin’ on the square; The next time I saw the boll weevil, He had all of his family there, Just a lookin’ for a home, (Just a lookin’ for a home,) Just a lookin’ for a home. (Just a lookin’ for a home.)

3. The farmer took the boll weevil And buried him in hot sand; The boll weevil said to the farmer, "I’ll stand it like a man, For it is my home, (For it is my home,) For it is my home." (For it is my home.)

4. The farmer took the boll weevil, And put him in a lump of ice; The boll weevil said to the farmer, "This is mighty cool and nice, It’ll be my home, (It’ll be my home,) It’ll be my home." (It’ll be my home.")

5. The boll weevil said to the farmer, "You better leave me alone; I ate up all your cotton, Now I’m gonna start on your corn, I’ll have a home, (I’ll have a home,) I’ll have a home." (I’ll have a home.")

47 Cotton’s Journey

Name______Date______In My Opinion: STUDENT SELF-EVALUATION WORKSHEET

The activity ______was

Because:______My work on this activity was:

Because:______

I would share this tip with someone who is about to do this activity: ______

48 1-3 Unit • Lesson 3

Corn and Beans

Broken Dishes

49 Cotton’s Journey

50 1-3 Unit • Lesson 4

Lesson 4

Objective Part of Your Life” video; Cotton Production Flow Chart; 1 Pima and 1 Upland cotton boll per group; kitchen The student will be able to identify three cottonseed timer; “Cotton Needs Pickin’ ” blackline master; 1 oil byproducts and connect them to their sources. L overhead transparency; cottonseed, olive, coconut and sesame seed oils; 1 paper cup for each type of edible oil for each group; Popsicle sticks; milliliter beaker. Standards Correlations Music; Economics; History Topics 4.5, 8; Writing, Reading, Listening and Speaking, Viewing; Thinking Preparation and Reasoning; Mathematics; Life Sciences; Nature of Record and label book on the blank audiocassette; Science cut and label butcher paper for Character Cluster ; Three 45-minute parts. prepare “Cotton Needs Pickin’ ” transparency; label 1 cup for blind taste test of edible oils (e.g., 1-cotton- seed, 2-olive, etc.). Materials Sam Johnson and the Blue Ribbon Quilt; 1 blank audiocassette tape; butcher paper; “Cottonseed: It’s

51 Cotton’s Journey

Guided Practice

Part I: Cooperative Groups Whole Class 1. Have the students record the size, color and number of locks of each boll. What fractional 1. Read Aloud: Sam Johnson and the Blue Ribbon part of the whole Upland boll is one lock of its Quilt. fiber? Of the Pima boll? (3rd) Have the students 2. Develop a character cluster as students discuss represent the fractions in decimal form. personality traits of the main character. 2. Have the students predict the number of seeds 3. Have students do a Quickdraw/Quickwrite that they think they will find in each boll and record focuses on non-traditional roles. their predictions. 3. Have the students predict and record the amount of time needed to separate lint from seeds and Character Cluster trash. Detail Detail 4. Have the students time how long it takes to Trait separate the lint from the seeds; record actual Detail Example number of seeds per boll and compare

Trait Character Trait predictions from #2 and #3.

Detail Example Trait Whole Class

Detail Detail Detail Sing “Cotton Needs Pickin’.

Part III: Cooperative Groups 1. Blind taste test of edible oils - cottonseed, olive, Part II: coconut and sesame seed. Have each student: Whole Class a. Draw or describe and record what each oil tastes like. 1. Remove hull from a seed with linters. Crush the kernel between paper towels. As it is passed b. State in which oil s/he would prefer her/his around, ask students to notice the oil absorbed French fries to be cooked and the reason. by the towel and to touch the meal to feel its oily Record. nature. c. (3rd) Estimate the liquid volume in milliliters 2. Show “Cottonseed: It’s Part of Your Life.” of the cottonseed oil; record. Measure in milliliters and record. 3. With student participation, develop the Cotton Production Flow Chart.

52 1-3 Unit • Lesson 4

Whole Class 3. Have students make a list of cottonseed by- products found in their homes. 1. Have students organize French fries oil preference in both tally charts and bar graphs. 4. Bring one item to school to share. Discuss. The oils should be identified on the 5. Categorize and graph. chart at this point as 1, 2, 3 and 4. 2. Identify oils and write next to corresponding varieties on the charts. Discuss reactions. • Play Cotton Concentration: 1. Reproduce 2 copies of the Cotton Concentration blackline master per student on cardstock; Independent Pratice distribute and have students cut apart and store 1. Write in Daily Observation Logs. in plastic bags. 2. Listening Center: Sam Johnson and the Blue 2. For pairs or groups: Ribbon Quilt. a. Place one set of Cotton Concentration cards face down on a table. Evaluation b. The first player selects one card and places it face up on the table. Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box c. The first player then selects one more card; if under #4 on the Performance Evaluation Sheet. it matches the first card drawn, the player places the pair in her/his stack and ends her/ his turn. If it is not a match, the first player Extension turns both cards face down and returns them to the set and ends her/his turn. • Have a Cottonseed by-products Scavenger Hunt: d. Repeat until all pairs have been matched and 1. Review the parts of and items made from placed in players’ stacks. cottonseed. e. The player with the most pairs wins. 2. Give each student a list of cottonseed by- products.

53 Cotton’s Journey Upland Pima

Planter Cotton Production Flow Chart Production Cotton Chart Flow Textile Mill Cottonseed

Oil Mill

( Examples ) Examples ( By-Products & Carding Opening Process Tire Mop Gauze Combing, & Roving Drawing Process Shoe Band-Aid Rug Spinning Process Money & Dyeing Weaving Process Fertilizer

54 1-3 Unit • Lesson 4

COTTON NEEDS PICKIN’ Southern Work Song

Cotton needs a pickin’ so bad, Cotton needs a pickin’ so bad, Cotton needs a pickin’ so bad, I’m gonna pick all over this field.

*One group can sing "Cotton Needs Pickin’" while another group sings (at the same time) "Pick a Bale O’Cotton."

55 Cotton’s Journey

COTTON CONCENTRATION

56 1-3 Unit • Lesson 5

Lesson 5

Objective markers; butcher paper; K-W-L Chart; Cotton Family Feud Questions /Cotton Jeopardy Answers and Cat- The student will be able to identify the contribu- M egories; 2-3 restaurant call bells. Additional sample tions cotton makes to their lives. questions may be found following this lesson.

Standards Correlations Preparation Economics; Geography 11; K-4 History Topics 1-4; Label Cotton Connections Topic Web; cut slips of Writing, Reading, Listening and Speaking, Viewing; paper and write dates and the events they represent on Thinking and Reasoning; Life Sciences; Nature of them. Science Two 45-minute parts.

Materials Cotton Historical Time Line; 1 18” x 24” sheet of white construction paper per student; crayons or

57 Cotton’s Journey

Guided Practice

Part I: is incorrect, no team gets a point. Ask 5 questions; the team with the highest score Origins of Cotton Historical Time Line wins. Independent Practice b. Cotton Jeopardy: Write each answer on one 1. Have each student draw a slip from the box. side of an index cards. Write the category and dollar amount on the back. Using a 2. On large sheets of construction paper, the pocket chart, line up each category by student writes her/his date and event and ascending dollar amounts in columns. Three creates a representation of that event. students play at a time. Individual students select category and dollar amounts. Turn the card over and read the answer. The first Whole Class student to ring the call bell gets a chance to 1. Students line themselves up in chronological phrase a question to the answer. If s/he order and explain their events. answers correctly, s/he is given that dollar amount in points. If her/his question is 2. Develop topic web showing jobs that exist as a incorrect, the next student to ring the bell result of cotton/cottonseed production, gets a chance. Repeat if that answer is also processing and retail sales. incorrect. The student with the highest dollar amount wins. Part II: Whole Class Independent Practice 1. K-W-L Chart: Write student contributions about 1. Write in Daily Observation Log. what they Learned about cotton in the “L” 2. Quickwrite: What is it like to be a Farmer? column. 3. Listen to cotton literature audio cassettes. 2. Have a Cotton Picnic: Have students select items to include that contain cotton fiber or cottonseed byproducts (e.g., beef hot dogs/bun, Evaluation salad w/dressing, potato chips, Twinkie/ice cream cone, milk, paper plate with a napkin – Using the Performance Evaluation Rubric, write the eaten on top of a cotton tablecloth – see level that reflects the student’s performance in the box Cottonseed Products chart). under #5 on the Performance Evaluation Sheet. 3. Play Cotton Family Feud or Cotton Jeopardy: a. Cotton Family Feud: Two groups play Extensions against each other. Select one group member to hit the call bell. Have someone • Have each cooperative group select a book from read the question. Once the team has the Cotton Browsing Box for a readers’ theater decided on an answer, the bell ringer hits the presentation. bell. The first person to hit the bell answers • Plan a field trip to where a cotton product is the question. If s/he is correct, that team either manufactured or sold: a cotton farm, gin, gets the point. If s/he is incorrect, the other textile or cottonseed mill, department store or bell ringer is given a chance to answer. If s/ cotton marketing company. he is correct, that team gets the point. If s/he

58 1-3 Unit • Lesson 5

Cotton Historical Time Line 5000 BC Greek historian Herodotus describes 800 AD Arab merchants introduce cotton to a plant that bears fleece as its fruit Europe 5000 BC Fiber and boll fragments from this 1492 Columbus returns to Spain with time period found in the Tehuacan cotton found in the Bahamas Valley of Mexico 1540 Coronado expedition observes the 3000 BC Cloth fragments from this time cultivation of cotton by Native period found in the Indus Valley of Americans India 1556 Spaniards plant cotton in Florida 2500 BC Cotton weaving from this time period found in the Chicama Valley of Peru 1607 Colonists plant cotton at Jamestown (Guide students to observe that the Colony best preserved cotton artifacts were (For additional cotton historical events; see found in hot, dry areas – why?) www.cottonsjourney.com).

59 Cotton’s Journey

Cotton Family Feud/Cotton Jeopardy

1. Who made the first pair of jeans for Gold Rush miners? (Levi Strauss) He made the first pair of jeans for Gold Rush miners. (People - Who was Levi Strauss?) 2. What do you call the pod of a cotton plant? (boll)The pod of a cotton plant. (Cotton Parts - What is a boll?) 3. Who took cotton plants back to Spain in 1492? (Columbus) He took cotton plants back to Spain in 1492. (People-who was Columbus?)

4. Who designed a device that speeded up the removal of seeds from cotton lint? (Eli Whitney) He designed a device that speeded up the removal of seeds from cotton lint. (People - Who was Eli Whitney?) 5. What is the only plant that produces both food and fiber? (cotton) The only plant that produces both food and fiber. (Cultivation - What is cotton?) 6. Who built the first cotton mill in the United States from memory? (Samuel Slater) He built the first textile mill in the United States from memory. (People -Who was Samuel Slater? 7. What do you call the segments of cotton inside the boll? (locks) The segments of cotton inside the boll. (Cotton Parts – locks) 8. What do you call the device that removes seeds from cotton lint? (cotton gin) It removes seeds from cotton lint. (Technology – cotton gin) 9. When is cotton planted? (Spring) The season of the year when cotton is planted. (Cultivation – Spring) 10. When is cotton harvested? (Fall) The season of the year when cotton is harvested. (Cultivation– Fall) 11. What causes a plant’s leaves to dry and fall off? (defoliants) Causes a plant’s leaves to dry and fall off. (Cultivation – What are defoliants?)

12. What does a bale of cotton weigh? (500 lbs.) The weight of a cotton bale. (Facts & Figures – What is 500 pounds?) 13. What state plants the most cotton? (Texas) Texas. (Facts & Figures – What state plants the most cotton?) 14. What state produces the most cotton? (California) California. (Facts & Figures – What state produces the most cotton?)

60 1-3 Unit • Lesson 5

15. What is a cotton flower bud? (square) A square. (Cotton Parts – What is a cotton flower bud called?) 16. What is the insect that almost ruined the cotton industry in the South? (boll weevil) The boll weevil. (Facts & Figures – What insect almost ruined the cotton industry in the South?) 17. What is the machine that compresses cotton for transport to the gin? (module builder) Module builder. (Technology – What is the machine that compresses cotton for transport to the gin called?) 18. What is lint packaged for market called? (bale) A bale. (Facts & Figures – What is lint packaged for market called?) 19. What is raw fiber called after ginning? (cotton lint) Cotton lint. (Cotton Parts – What is raw cotton fiber called?) 20. What are the short, fuzzy fibers still attached to the seed after ginning? (linters) Linters. (Cotton Parts – What are the short, fuzzy fibers still attached to the seed after ginning called?) 21. Who used charred cotton to make the filament for the first electric light? (Thomas Edison) He used charred cotton to make the filament for the first electric light. (People – Who was Thomas Edison?) 22. How many states in the US Cotton Belt? (17) Seventeen. (Cultivation – How many states in the US Cotton Belt?) 23. What machine replaced laborers who harvested cotton? (cotton picker) The cotton picker. (Technology – What is the machine that replaced laborers who harvested cotton?) 24. What did Samuel Morse insulate his telegraph wires with? (cotton) Samuel Morse insulated his telegraph wires with this. (Technology – What is cotton?) 25. What did William Fee develop? (machine to remove linters and hulls from kernels) A machine to remove linters and hulls from cottonseed kernels. (Technology – What did William Fee develop?)

61 Cotton’s Journey

62 4-6 Unit • Lesson 1

VII 4-6 Unit, Grades 4-6 Lesson 1

Objectives Products Chart; “Cotton: The Perennial Patriot” video; World Cotton Belt blackline master ; Salt The student will be able to explain (4th) why some S Dough recipe ingredients; 8 empty milk cartons per cotton plants survive and others do not in any particu- group; potting soil; Molly Bannaky; 1 sheet of 9” x 12” lar environment; (5th) how the specialized structures construction paper per student. in cotton plants support the transport of materials; and (6th) why the number of cotton plants an ecosys- tem can support depends on the resources available Preparation and abiotic factors, such as light, water, temperature and soil compositions. Through these objectives, the Familiarize yourself with the contents of the cur- student will develop an understanding of the chal- riculum kit and visit www.cottonsjourney.com. Make lenges a farmer faces in producing a cotton crop. one copy of the Cotton Performance Evaluation Record. Have cooperative groups select individuals within their groups to facilitate, record, report, set up Standards Correlations and clean up. On the day prior to presenting Lesson 1, instruct the students to select a special article of Geography 1-3; Human Systems; Environment and clothing and bring it to school the next day for the the Society; History of the United States; Colonization beginning of a “Mystery Unit.” Any article of clothing and Settlement; Writing, Reading, Listening and may be brought, as long as it bears a care label. Speaking, Viewing; Thinking and Reasoning; Math- Teacher brings in one item, also. Following Cinquain ematics; Life Sciences; Nature of Science; Technology Guide, prepare a Favorite Item Step Book and a Four 45 to 60-minute parts. Cinquain Guide transparency; prepare a Clothing Item

Bar GraphT, Fiber Venn Diagram and K-W-H-L Chart; make a Cotton Structures overhead transparency; Materials enlarge World Cotton Belt blackline for salt dough map activity; make salt dough; make an example salt Cotton’s Journey – A Field Trip in a Box (which dough map; for each group, copy one World Cotton includes video and Upland and Pima cottonseed); Belt enlargement and mount it on a sheet of card- butcher paper; small post-it notes; Cotton Perfor- board; prepare 1 copy of “What Does This Graph Tell mance Evaluation Rubric blackline master ; Cotton N Us?” worksheet for each group; rinse out and dry 8 Performance Evaluation Record blackline master ; 3 O milk cartons per group; cut off tops; pre-moisten sheets of plain paper per student; Favorite Item Step potting soil; prepare a Molly Bannaky tri-fold BookP; Cinquain GuideQ blackline master; 3 overhead exampleU; write math problem (#3, Independent transparencies; one 18” x 24” piece of cardboard per Practice) on an overhead transparency. group; What Does This Graph Tell Us? blackline

masterR; stickers; cotton realia from the Cottonseed

63 Cotton’s Journey

Guided Practice

Part I: the countries in which their clothing articles were manufactured. What patterns do they notice? Mystery 4. Have each student write the name of her/his Whole Class country of manufacture on a post-it and affix it to 1. Bring out your favorite piece of clothing and the classroom world map. What new patterns do discuss why it is special to you, focusing on they notice? sensory connections to that article. 5. Have students sort their clothing items by type 2. Instruct students to place their clothing articles (e.g., t-shirts, pants, sweatshirts, etc.). on their desks. 6. Post Clothing Item Bar Graph. Have each 3. Discuss, guiding students to verbalize sensory student write her/his name on a post-it and affix perceptions of their clothing articles. it to the column of the graph that corresponds to her/his clothing item. 4. Develop a web from students’ discussion of attributes that make their items special. CLOTHING ITEM BAR GRAPH 5. Show your cinquain and model assembling step Types of Clothes book. 10 6. Display Cinquain Guide transparency and explain 9 its form: students will illustrate and title the 8 cover (first page) and write one line of their cinquains on each remaining page of the step 7 book. 6

5 # Items Cooperative Groups 4

1. Have students assemble, illustrate and write 3 cinquain step book. 2 2. Group members select one cinquain per group to share with class. 1

7. Figure percentages for each clothing item Part II: represented on the graph. Sorting by Attributes Whole Class Cooperative Groups 1. Instruct students to locate care labels on their 1. Discuss and interpret the post-it data and record garments. observations on “What Does This Graph Tell Us?” worksheet. 2. Discuss information given by care label and make a list or a web. 2. Have each Reporter share one observation with the class. 3. Have the students sort them selves according to

64 4-6 Unit • Lesson 1

Whole Class 2. What would you like to learn about cotton? Write student contributions about what they 1. Have students sort their items by fiber content Would like to learn about cotton in the “W” (cotton, polyester, other): column. a. Have each student place a sticker in the area 3. How will you find the information you need? of the Venn diagram that represents the fiber Write student contributions about resources content of her/his article. they will consult to find information about FIBER VENN DIAGRAM cotton. (“L” column will be completed in Lesson 5). COTTON POLYESTER 4. Show curriculum kit video from beginning through the “Production” segment. 5. On the classroom world map, point out countries in which cotton is cultivated.

Cooperative Groups WOOL 1. Using different colors of salt dough for each b. Discuss patterns and possible factors that cotton-producing country, have each group affect the patterns. make a salt dough map of the world cotton belt. 2. Uncover cotton realia without explaining how items are related. Salt Dough Recipe a. Elicit predictions about the focus of the 2 cups flour 1 cup water mystery unit. 2 cups salt food coloring b. Reveal topic of the mystery unit – “Cotton.” For each batch of one color, measure water into mixing bowl. Add food coloring. Measure flour Part III: and salt and add to mixing bowl. Mix with an electric mixer until the mixture is smooth and Whole Class begins to form a ball of dough. Form into balls K-W-H-L Chart K-W-H-L CHART with hands and store in airtight plastic containers.

KW 2. When dry, label countries and share with class. Note latitude, climate and soil patterns: Is there a relationship between countries of manufacture and areas of cultivation? (Cotton can be grown o o H L in areas between latitudes 45 N and 30 S.)

Part IV: Planting Cottonseed 1. What do you Know about cotton? Write Whole Class student contributions about what they Know 1. Show “Cotton – the Perennial Patriot” video to about cotton in the “K” column. prepare foundation for the unit and read aloud.

65 Cotton’s Journey

2. Read Aloud: Molly Bannaky. 8. Group d. plants may be planted in a container or school garden (see instructions below). 3. Display the Cotton Plant Structures transparency on the overhead projector and 9. For pest control remedies, see suggestions explain/review plant structures and their below. functions. 10. Brainstorm group research project possibilities; 4. Discuss variables: What does a plant need to submit for approval. grow? 11. Once approved, assign group responsibilities. 5. Formulate hypotheses: What happens when one of those needs is not met? Independent Practice 6. Design procedure: How could your groups test the variables to confirm or disprove their 1. Begin Investigation and Experimentation hypotheses? observations on plant growth and record in journals on a daily basis. 2. Literary response: Make a Molly Bannaky Cooperative Groups – Record each step of the tri-fold: Investigation. a. Fold construction paper in thirds widthwise. 1. Poke 5 drainage holes in each container. b. On the top outside flap, write the title of the 2. Put the same amount of potting soil in each of 8 book. milk containers. c. On the bottom outside flap, write the name 3. Label “P” and plant 4 containers with the same of the author. number of Pima cottonseed. d. On the top inside flap, copy an exact quote 4. Label “U” and plant 4 containers with the same from the selection. number of Upland cottonseed. e. In the middle section, illustrate the 5. Irrigate each container with the same amount of quotation. water. f. On the bottom inside flap, write about what 6. Place in a well-lit area away from drafts. you think the passage means. 7. After the seeds have sprouted, separate and g. Share with class. label containers: 3. Display math word problem transparency and a. 1 Pima, 1 Upland: Soil, water, light – no air have students copy and solve: If 1 cottonseed (place in a sealed plastic bag). is planted every 4” on 30”-wide rows, how b. 1 Pima, 1 Upland: Soil, water, air – no light many seeds would it take to plant a field the size (place under a cardboard box). of your classroom? Your school yard? c. 1 Pima, 1 Upland: Soil, air, light – no water 4. Begin Internet research on group projects. (give the same amount of water to each of the other 6 containers when dry). Evaluation d. 1 Pima, 1 Upland: Soil, air, light and water. Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #1 on the Performance Evaluation Sheet.

66 4-6 Unit • Lesson 1

Extensions 1801 Punched card loom (pre-cursor to modern computers) – Joseph-Marie • Make an Origins of Cotton Time Line: Jacquard 5000 BC Greek historian Herodotus describes a 1814 First factory with automatic cotton plant that bears fleece as its fruit weaving and spinning machines 5000 BC Fiber and boll fragments from this time established in Massachusetts period found in the Tehuacan Valley of 1847 First steam powered cotton mill opens Mexico in Massachusetts 3000 BC Cloth fragments from this time period For additional information regarding cotton/textile found in the Indus Valley of India historical events, visit www.cottonsjourney.com. 2500 BC Cotton weaving from this time period • Have a Cotton Picking Relay Race: found in the Chicama Valley of Peru 1. On two large sheets of cardboard, draw the stems of a mature cotton plant. 800 AD Arab merchants introduce cotton to 2. Using double-sided tape, affix one cotton ball Europe for each team member on the stems. 1492 Columbus returns to Spain with cotton 3. Divide the class into two teams. found in the Bahamas 4. Have a student from each team hold the “cotton 1540 Coronado expedition observes the plant” board. cultivation of cotton by Native Americans 5. Place a paper bag at the relay turn around spot for each team. 1556 Spaniards plant cotton in Florida 6. Each student “picks” a “boll” of cotton, 1607 Colonists plant cotton at Jamestown crabwalks to the paper bag, deposits the cotton Colony in the bag, turns around, crabwalks back and Discussion: What do the countries where the tags the next student in line. cotton textile artifacts found have in common? Were 7. The first team to finish “picking” their “cotton those the only countries that produced textile articles? plant” wins. Why haven’t textile artifacts been found elsewhere? (Textile artifacts were best preserved in hot, dry climates.) Planting Instructions • Make a Textile Inventions Timeline: Prepare an area on the school grounds for a garden. Pre-irrigate or moisten the soil to establish 1733 Flying shuttle – John Kay deep soil moisture. When tillable, work the soil to 1-2 1738 Roller spinning machine – John Wyatt inches deep to eliminate weeds. One inch of compost or humus may be incorporated into the soil. This 1763 Spinning jenny – James Hargreaves supplement is a source of nitrogen, potassium and 1769 Water frame – Richard Arkwright trace minerals needed to produce a strong plant. Create rows and furrows by dragging a garden hoe in 1779 Mule – Samuel Crompton a straight line the length and width of the garden. 1790 First textile mill / Samuel Slater From the center of each row measure 30 inches, with a furrow as deep as the row is high. Using a soil 1793 Cotton gin – Eli Whitney/ Catherine thermometer, check the soil temperature. When the Greene

67 Cotton’s Journey

soil has reached the optimum temperature for plant- 2. Paint a board a bright school bus yellow. Then ing (58o at 6 inches deep for three consecutive days at coat the surface with a sticky substance, such 8 AM in Spring), plant the seeds 1 inch deep and 3 – as mineral or car oil. Place the board next to a 4” apart. Firm the soil around the seeds and leave 1 cotton plant. Every few days, wipe off the layer inch of loose dirt above the seeds. Allow 5-10 days of white flies that become stuck to it. for emergence. No additional water should be neces- 3. Toads will feed on worms, caterpillars and sary. The first irrigation should begin 5 – 6 weeks moths and can eat over 100 insects a day. To after emergence. Continue to deliver water to the encourage a toad to take up residence among small plants through the summer months (16-18 your cotton plants, build a toad pond and house: weeks from planting). In hot, dry climates, this bury a pie plate full of water and a flowerpot requires irrigation every 8-16 days. Follow Pest halfway on its side. Control Remedies to discourage pests (insects and animals) from destroying cotton plants. Once irriga- 4. The more birds you have in the area of your tion has been discontinued, the plants will begin to cotton plants, the fewer insects you will have to dry out and shed their leaves. The bolls will split deal with. To attract birds, erect birdhouses and open, allowing the fiber to dry. The cotton is ready for feeders, scatter cracked corn or sunflowers harvest when all of the bolls have cracked open and seeds and provide birdbaths for a steady source are a ball of fluff. of food and water. 5. When aphids, spiders and white flies become a greater challenge, wash off the entire cotton Pest Control Remedies plant with a solution of 2 tablespoons of mild 1. Plant a fence of basil around the cotton to repel detergent mixed with 1 gallon of water. Crushed worms and flies; onions, garlic, anise or garlic, red pepper and ground dead bugs may coriander for aphid; or mint, sage, dill and be added to the water. thyme for moths.

68 4-6 Unit • Lesson 1

COTTON PERFORMANCE EVALUATION RUBRIC

4 Excellent Beyond competency, adding creativity and insight to overall performance. Shows initiative and takes charge of own learning. Listens attentively to others. Shows advanced critical thinking skills. Written work is polished, with detailed explanations that extend into other subject areas.

3 Very Good Uses skills effectively. Listens well during discussions, contributing thoughtful ideas and opinions. Work is neat and accurate, showing evidence of higher level thinking. Does not take risks or extend ideas into other subject areas.

2 Good Shows much effort and desire to learn but is still working on mastery of skills. Written work is accurate but shows little creativity or higher-level thinking. Follows directions well but needs extra encouragement and time to organize work.

1 Needs Improvement Lacks organization and effort. Student is unsure of how to use materials or uses them incorrectly. Written work is inaccurate and shows little or no creativity. Does not follow directions and needs additional guidance to perform general tasks.

69 Cotton’s Journey

Cotton Performance Evaluation Record

NAME #1 #2 #3 #4 #5 UNIT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

70 4-6 Unit • Lesson 1

Cinquain Guide

1st line: a word or two to name the topic 2nd line: two or three words that describe the topic 3rd line: three or four words that express action 4th line: four or five words that express personal attitude 5th line: a word or two to rename the topic

Favorite Item Step Book Here’s how to make a step book:

1. Determine the number of pages you want in your step book. (for each fold, you will have 2 step book pages.)

2. Fold the first sheet, leaving a 2 Folds 1/2"-3/4" border.

3. Then place this sheet on top of a 1 Fold second folded sheet on which you also have a 1/2"-3/4" border.

4. Repeat until the desired number of sheets is used. 1.Title 2.Map 3 Folds 5. Organize your step book by labeling 3.Journal Entry each of the borders. 4.Env.Aware 5.Wildlife 6.Snapshots

71 Cotton’s Journey

What Does This Graph Tell Us? 1.

2.

3.

4.

5.

6.

72 4-6 Unit • Lesson 1 Fungicides Finishes Insecticides Feed Stock Fabrics PAPERS Clothing YARNS Synthetic Rubber Petroleum Refining Plastics FIBER PULP Papers for Stationary to FATTY ACIDS FATTY Currency of highest Quality Metallic Soap Waterproofing Rubber Plastics Trans. Tape Trans. Recording Tape Sheet Protectors FILMS FOOTS Cosmetics Explosives Packaging Photography X-Rays Envelopes GLYCERINE Pharmaceuticals Food Preperation MEDICAL GRADE ABSORBANT COTTON Cotton Swabs Cotton Balls Gauze Pads / Papers FEED Auto Parts Pen & Pencil Barrels Novelty Items Electrical Equip. LIVESTOCK PLASTICS Candle Wicks Twaine Rugs Mops SOAP Signs Toiletware Windshields Handles Tool HULLS KERNEL LINTERS ACETATE REFINED OIL Margarine Shortening Mayonnaise CELLULOSE Salad Dressing Auto Upholstery Pads & Cushions Furniture Upholstery Mattresses Snack Food Frying Salad & Cooking Oil Baking & Frying Oils Carrier for Ag. Sprays Packing Oil (Sardines, etc.) Livestock Feed Lacquers Cosmetics Paint Toothpaste Ice Cream Salad Dressings Hair Care Productes FISH BAIT MOLE CRICKET BAIT ETHERS ESTERS & CELLULOSE COTTONSEED PRODUCTS CHART RAYON Air Hoses Industrial Fabrics Fish Swine Poultry Shrimp DISSOLVING PULPDISSOLVING FOR: FELTS YARNS Beef Cattle Dairy Cattle Sheep & Goats Horses & Mules Bologna MULCH & SOIL COND. BRAN LITTER POULTRY OIL WELL DRILLING MUD FURFURAL Sausages MEAL & CAKE CRUDE OIL Frankfurters VISCOSE FOOD CASINGS Sheep & Goats Horses & Mules Lawns Shrubs Flowers Fish Ponds Mushrooms FERTILIZER FEED FOR: FEED FOR: NITRATE CELLULOSE Plastics Dynamite Lacquers (Fingernail Polish) Smokeless Gun Powder Solid Rocket Propellants Beef Cattle Dairy Cattle

73 Cotton’s Journey 20N 40N 60N 80N 80S 60S 40S 20S 0 120W 105W 90W 75W 60W 45W 30W 15W WORLD COTTON BELT 0 15E 30E 45E 60E 75E 90E 105E 120E 135E

74 4-6 Unit • Lesson 1

COTTON PLANT STRUCTURES

Fruit/ Flower/ Boll Leaves Root Stem Bloom

75 Cotton’s Journey

76 4-6 Unit • Lesson 2

Lesson 2

Objective master; Student Ranking Line GraphW blackline mas- ter; Cotton Survey blackline master ; 2 overhead The student will be able to describe the steps in X transparencies; Working Cotton; From Plant to Blue processing raw cotton into denim jeans. Jeans; one sheet of 9” x 12” construction paper per student. Standards Correlations Economics; State History; History of the United Preparation States; Colonization and Settlement; World History: Make one copy of the Cotton Survey per student. Eras 1 – 7; Writing, Reading, Listening and Speaking, On the day prior to this lesson, send home with Viewing; Thinking and Reasoning; Mathematics; Life students to complete and return for this lesson. Sciences; Nature of Science; Technology Instruct the students to enter the number of each Two 45 to 60-minute parts. cotton item on the list, excluding items that belong to other members of the family. Make one copy of the Student Ranking Line Graph per student. Make transparencies of the One Bale’s Bounty and Student Materials Ranking Line Graph worksheets.

Curriculum kit video; One Bale’s BountyV blackline

77 Cotton’s Journey

Guided Practice

Part I: Part II: Whole Class Cooperative Groups 1. Show the harvesting segment of curriculum kit 1. Figure average rankings for each item in the video. group. 2. Discuss factors of cotton production and ask for 2. Have each student make a blue dot on the examples of each: dotted line of the corresponding row and column of the group average ranking for each a. Land – natural resources such as water, soil, item, then: trees and minerals; 3. Connect blue dots with a blue line. b. Labor – workers, talents, training, skills; 4. Within the group, make observations regarding c. Capital – buildings, factories, machinery, variations between individual and group tools, vehicles, equipment; and rankings: to what could ranking variations be d. Entrepreneurship – owners, organizers, attributed? If the group average ranking is profit seekers, top decision makers, higher/lower than the individual ranking, what investors. does that mean? (Most group members assigned a higher/lower ranking to that item 3. Display One Bale’s Bounty transparency. than did the individual.)

Independent Practice Whole Class 1. Display and explain Student Ranking Line Graph 1. Figure class averages for each item. Have each by modeling own preferences. group Reporter give a ranking variation factor 2. Students assign rankings to each cotton item from her/his group discussion. and make red dot on the dotted line of the 2. Have each student make a green dot on the corresponding row and column of the graph, dotted line of the corresponding row and then: column of the class average ranking for each 3. Connect red dots with a red line. item, then: 4. Total like items on Cotton Survey. Calculate 3. Connect green dots with a green line. ratio of each item to total items and percentage 4. Working Cotton background information: of the whole for each item. a. Cotton used to be picked by hand and put in 5. Instruct student to look for patterns (e.g., was a sack to be weighed; there any correlation between preference ranking and actual number of items the student b. The workers were paid by the pound; has?) c. The pay was low and the hours were long; 6. Have each student complete the math word d. Many of the workers were African-American; problem on the One Bale’s Bounty transparency. e. Sometimes children worked with their parents; and f. The author writes from personal experience.

78 4-6 Unit • Lesson 2

5. Read Aloud: Working Cotton. 2. Make daily Investigation and Experimentation observations. 6. Read Aloud: From Plant to Blue Jeans. 3. Continue work on group project. 7. Discuss harvesting innovations and their effects (visit www.cottonsjourney.com). Evaluation Independent Practice Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box 1. Have each student create a tri- fold that depicts under #2 on the Performance Evaluation Sheet. examples of one of each of the four factors of ` cotton production relevant to grade-level Social Studies strands (4th – state history; 5th – Pre-Civil Extensions War South; 6th – Egypt and Mesopotamia): • Complete the Cotton Pickin’ Crossword Puzzle. a. First inside flap: Land. • Design a Cotton Word Search using words from b. Second inside flap: Labor. the Glossary. c. Third inside flap: Capital. • Invite a cotton farmer to speak to the class. d. Outside bottom flap: Entrepreneurship. • Make a four-section class Factors of Cotton e. Outside top flap: a representation of a Production Collage from photos cut from farm clothing item relevant to history era being magazines. Display on a bulletin board. studied.

f. Outside middle flap: sources of informationY.

79 Cotton’s Journey

STUDENT RANKING LINE GRAPH

Name ______Date ______

Key by Color: Student RED Group Average BLUE Class Average GREEN

Ranking

10

9

8

7

6

5

4

3

2

1

Jeans Socks Bath Shirts Pajamas Sweat- Sweaters Sheets T-shirts Towels shirts

80 4-6 Unit • Lesson 2

ONE BALE’S BOUNTY

Item # per bale Men’s woven handkerchiefs 8,000 Men’s knee socks 3,400 Men’s pajamas 400 Men’s dress shirts 800 Men’s sport shirts 725 Men’s sweatshirts 500 Men’s knit sweaters 500 Men’s & boy’s sport trousers 450 Men’s & boy’s jeans 325 Men’s & boy’s work trousers 375 Men’s & boy’s shorts & briefs 2,600 Ladies’ blouses & shirts 850 Ladies’ knit & woven dresses 350 Ladies’ handkerchiefs 22,000 Diapers 3,000 Sheets, flat, full size 200 Pillowcases 1,200 Bath towels 690 T-shirts 1,220

PROBLEM: At an average of (2) two bales per acre, calculate the number of your highest ranking item yielded from the fiber produced on one acre of land.

81 Cotton’s Journey

Name______

COTTON SURVEY

Enter the number you have of each cotton item listed below:

# Item # Item ___ denim jeans ___ socks ___ bath towels ___ shirts ___ pajamas ___ sweatshirts ___ sweaters ___ sheets ___ T-shirts

Name______

COTTON SURVEY

Enter the number you have of each cotton item listed below:

# Item # Item ___ denim jeans ___ socks ___ bath towels ___ shirts ___ pajamas ___ sweatshirts

___ sweaters ___ sheets ___ T-shirts

82 4-6 Unit • Lesson 2

COTTON PICKIN’ CROSSWORD PUZZLE

ACROSS DOWN 2 chief component of cell wall of most plants 6 Pod of cotton plant 1 to deprive of leaves prematurely 9 length of cotton fiber 3 cotton flower bud 10 place where cottonseed and fiber are separated 4 tough outer shell of the cottonseed 11 inside meat of cottonseed 5 cotton lint packaged for market 12 dried segment of mature cotton boll that 7 raw fiber produced by the cotton plant holds locks in place 8 place that removes oil from cottonseed 13 short fuzz on the cottonseed 12 fringed leaves of the cotton square 14 to cause to sprout or develop that cover flower bud 17 first two true leaves of a cotton plant 15 compressed stack of picked cotton 18 process through which plants produce simple sugars 16 segments of cotton of mature cotton boll

Answers:

Down: (1)Defoliate (3)Square (4)Hull (5)Bale (7)Lint (8)Mill (12)Bract (15)Module (16)Locks (15)Module (12)Bract (8)Mill (7)Lint (5)Bale (4)Hull (3)Square (1)Defoliate Down: Across: (2)Cellulose (6)Boll (9)Staple (10)Gin (11)Kernel (12)Bur (13)Linter (14)Germinate (17)Cotyledon (18)Photosynthesis (17)Cotyledon (14)Germinate (13)Linter (12)Bur (11)Kernel (10)Gin (9)Staple (6)Boll (2)Cellulose Across:

83 Cotton’s Journey

84 4-6 Unit • Lesson 3

Lesson 3

Objective kitchen timer; piece of cotton batting; 1 12” x 12” piece each of similar weight cotton knit, wool and The student will be able to discover the textile polyester knit for each group (note cost per yard for properties that make cotton the most widely used investigation); 3 balloons for each group; 1 1-quart fiber in the world. bowl per group; machine-quilted fabric remnant; patchwork example; assorted patchwork quilt books (see Bibliography); 1 18” x 24” sheet of white con- Standards Correlations struction paper per group; crock pot or electric burner Music; Behavioral Studies; Economics; Geography and saucepan; Succotash Recipe ingredients. 1-6, 9-14; Grades K-4 History 1, 3-4; United States History, Eras 1-7; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Math- Preparation ematics; Life Sciences; Nature of Science; Technology Write “Cotton Historical Time Line” on a long sheet Four 45 to 60-minute parts. of butcher paper and draw a 5000 BC to 1607 AD number line; print textile images (see Note); prepare 1 copy of the Fabric Comparison Chart for every coop- Materials erative group; prepare one copy of Development of the Cotton Gin for every two students; make one copy Microsoft Encarta 2000; Cotton Historical Timeline; of the Patchwork Quilt Fact/Inference Worksheet per butcher paper; Development of the Cotton Gin student; one paper bag per group; 10 cotton balls of blackline master; Patchwork Quilt Fact/Inference assorted colors per group; blow up balloons; set up blackline master; Sweet Clara and the Freedom Quilt; Investigation Materials center. graphic organizer from Lesson 1; butcher paper for Character Cluster; Fabric Comparison Chart; stickers;

85 Cotton’s Journey

Guided Practice

Part I: Pairs Whole Class “Pick a Ball of Cotton” - Relative Frequency 1. Display Lesson 1 graphic organizer. 1. Students write down the probability of randomly picking each color from the bag and write the 2. Highlight comments that focus on textile probability as a fraction, decimal and percent properties (durability, comfort, absorbency, (e.g., 5 pink balls out of 10 total = _, or 0.5 or elasticity). 50%). 3. Show the Textile segment of curriculum kit 2. One student holds the bag while another reaches video. in without looking, picks out a cotton ball, notes 4. Display cotton textile development visuals as the color and returns it to the bag. Students you write in significant events on the Cotton repeat this process over and over, keeping a tally Historical Time Line. The entries are few and far of how many times each color is chosen. between until about the 1700s – why? (Many 3. After 50 trials, students may use their tallies to textile innovations contributed to or were a figure out what fraction of time each color was result of the Industrial Revolution.) chosen, then write this experimental probability 5. To facilitate comprehension and enhance as a decimal and percent as well. Have students retention, explain how to “Jigsaw” an expository round decimals to the nearest hundredth and section: percents to the nearest whole number. a. Students summarize “Development of the 4. After comparing the theoretical and experimental Cotton Gin” without looking back at the probability, have students continue the process material. They can highlight, take notes, of picking cotton balls until they have tallied 100 underline or stop and mentally review after trials. They again compare the theoretical and each paragraph. experimental probabilities and share the results with the class . b. Pairs sit together and each student silently 54 . reads the selection. When both students have finished reading silently, they may Part II: decide who will be responsible for summarizing the first part of the selection Cooperative Groups and who will be responsible for summarizing Fabric Comparisons the second part of the selection. Before the first student begins summarizing, her/his 1. Have each Materials Manager collect the paper must be put away. The student investigation materials. listening needs to look at the paper and listen 2. Students predict which fabrics they think will attentively to the summary. The Listener also cause static; record. needs to ask questions that address key points the Summarizer has left out. 3. Have each student take one blown up balloon, rub the polyester swatch across it and hold the c. Students change places. The first student balloon 3 – 6” above her/his head. Record retrieves her/his paper and the second observations. student puts hers/his away. The second student summarizes the second part of the 4. Repeat for wool and cotton swatches. selection and the first student listens care 5. Have students assign and record a number from fully and asks “helping,” questions as 1 to 3 to rate lack of static: 3 – least static;

needed.53 1 – most static; 2 – the remaining fabric.

86 4-6 Unit • Lesson 3

6. Have students record tactile perceptions of fiber a. A fact is written inside the outline, followed texture (and comfort): 3 – softest; 1 – roughest; by the page number on which the fact can be 2 – the remaining fabric. found; and 7. Repeat to rate the fiber students predict will dry b. An inference is written outside the outline, the quickest: Have each Measurement Specialist followed by the page number on which the dip each swatch into bowl of water, wring it out inference can be found. and hang to dry. Instruct each Recorder to record the start of drying time and the amount of time it takes for each fabric to dry. Part III: 8. Rate and record drying time: 3 – fastest drying; Whole Class 1 – slowest drying; 2 – the remaining fabric. 1. Briefly introduce a variety of patchwork-themed 9. Rate and record each swatch for wrinkles: tradebooks. 3 – least wrinkled; 1 – most wrinkled; 2. Have each Materials Manager select one book for 2 – the remaining fabric. her/his group. 10. Complete Fabric Comparison Chart; share 3. Direct each group to compose a “Cotton Gin results with class. Blues” song, using the call and response form in which the first line is “called” by the lead singer,

Whole Class with the chorus repeating a fixed refrain.55 1. Build background knowledge of patchwork quilts with realia and narrative (see Teacher Cooperative Groups Background Information). 1. Have each group design a poster that represents 2. Explain/review the Underground Railroad. their patchwork story (characters, setting, 3. Read Aloud: Sweet Clara and the Freedom Quilt. theme). 4. Post a sheet of butcher paper and develop a 2. Have each group share their story representation character cluster of Clara. and call and response song with the class.

Character Cluster Example Detail Part IV:

Trait Whole Class Example Example 1. Build background knowledge of the Corn and Trait Character Trait Beans pattern through narrative and Corn and Beans visual (see Teacher Background Detail Example Information) and discuss geometric patterns. Trait 2. Measure, cook and serve Succotash (Corn and Detail Detail Detail Beans).

5. Model how to complete the Patchwork Quilt Fact/ Inference worksheet by locating a fact and an inference from Sweet Clara and the Freedom Quilt and writing them in the appropriate areas:

87 Cotton’s Journey

• Make a mummy (Lift the Lid on the Mummies: Succotash (Corn and Beans) Recipe Make Your Own Mummy, by Jacqueline Dineen). For every 8 servings: 1 package frozen lima beans Note: Images related to the development of the textile 1/2 stick butter or margarine industry may be found under these keywords in Microsoft Encarta Encyclopedia 2000: 1 package frozen corn salt and pepper Keyword Image 1/2 cup milk Child Child Laboring in Mill Cook the lima beans and corn according to package directions. Drain the vegetables and Cotton American Cotton Plantation return to the pot. Add the other ingredients. Cotton Cotton Gin Stir while heating. Cotton Eli Whitney Cotton Peruvian Shroud Independent Practice Cotton Tentmaking in Egypt 1. Complete Patchwork Quilt Fact/Inference worksheet for Sweet Clara and the Freedom Cotton Traditional Indian Saris Quilt. Cotton Traditional Indonesian 2. Make daily Investigation and Experimentation Garments observation entries. Industrial Revolution Flyer Spinning Frame 3. Continue work on group project. Spinning Wheel Spinning Wheel Textile Child Labor in Textile Factory Evaluation Textile Early Industrial Plant Using the Performance Evaluation Rubric, write the Textile Paracas Textile level that reflects the student’s performance in the box under #3 on the Performance Evaluation Sheet. Textile Power Looms Textile Textile Mill in Lancashire, England Extensions • Research the development of the cotton gin. Divide class into five groups: Eli Whitney, Catherine Greene, African slaves, Southern planters and Patent Examiner. Discuss each of the first four groups’ claims of inventing the cotton gin. The patent group will decide who

should get credit for the invention.56

88 4-6 Unit • Lesson 3

Cotton Historical Time Line 800 AD Arab merchants introduce cotton to Europe 5000 BC Greek historian Herodotus describes a plant that bears fleece as its fruit 1492 Columbus returns to Spain with cotton found in the Bahamas 5000 BC Fiber and boll fragments from this time period found in the Tehuacan Valley of 1540 Coronado expedition observes the Mexico cultivation of cotton by Native Americans 3000 BC Cloth fragments from this time period found in the Indus Valley of India 1556 Spaniards plant cotton in Florida 2500 BC Cotton weaving from this time period 1607 Colonists plant cotton at Jamestown found in the Chicama Valley of Peru Colony (Guide students to observe that the best (For additional cotton historical events; see preserved cotton artifacts were found in www.cottonsjourney.com). hot, dry areas – why?)

89 Cotton’s Journey

Development of the Cotton Gin

As European and American populations grew in the 18th century, the demand for cheap clothing grew, too. This led to an astonishing expansion of the spinning and weaving industry. Within one person’s lifetime, it changed from small-scale, part-time work for cottagers into a vast full-time career for an army of factory hands. This huge change was largely the result of new machinery and new supplies of the vital raw material – cotton. American colonists had the ability to produce much cotton but were restricted by the mechanical know-how to process the fiber into textiles. In England in the early 1700s during the height of the British Empire, it was against the law to either import or manufacture cloth from cotton fiber. These laws were enacted to protect the powerful English sheep and wool industry of that time. British blockades and secrecy regarding their textile inventions eliminated the possibility of colonial competition. Samuel Slater, an English textile mill worker, migrated to the American colonies in 1790 and built the first American cotton gin from memory. A huge waterwheel with a system of cogs and gears powered all of the machines in cotton mills. The demand for cotton soared. It was simple enough to grow cotton, but difficult to clean the bolls. In 1792, recent Yale graduate Eli Whitney headed south to assume the position of a private tutor on a plantation in Georgia. His employer, Catherine Greene (whom some credit with the invention of the cotton gin), encouraged Whitney to find a solution to separate the seed from the cotton lint more efficiently. Whitney put aside his plans to study law and created a small, hand-cranked gin in 1793. This was a wooden drum stuck with hooks. As it turned, the hooks pulled the cotton fibers through a mesh. The seeds would not fit through the mesh and fell outside. Lint volume was increased fifty-fold with the advent of Whitney’s gin. However, Whitney profited little because farmers made their own versions and claimed them as new inventions under a loophole in the 1793 patent act.

90 4-6 Unit • Lesson 3

Patchwork Quilt Fact Inference Worksheet

Fact

Inference

91 Cotton’s Journey

Wool Polyester Cotton

Static

Lest

Softest

FABRICCOMPARISON CHART

Fastest

Drying

Wrinkles

Least

Affordable Most

92 4-6 Unit • Lesson 4

Lesson 4

Objective Life” video; butcher paper; 1 boll each of Pima and Upland cotton per group; 1 timer per group; cotton- The student will be able to identify 10 cottonseed seed oil (in curriculum kit), canola, coconut and olive by-products and connect them to the correct part of oils; 4 clear plastic cups per group; 4 Popsicle sticks the cottonseed. per student; one gram weight scale per group; abaka paper or cotton linters; electric blender; one 10” x 12” square of window screen per group; waxed paper; Standards Correlations newspaper; several bricks or heavy weights; Hiero- Behavioral Studies; Economics; Geography 1-6, 9- glyphics Key. 14; Grades K-4 History 1, 3-4; United States History, Eras 1-7; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Mathematics; Life Preparation Sciences; Nature of Science; Technology On a sheet of butcher paper write “Cotton Produc- Three 45-minute parts. tion Flow Chart”; make Vegetable Oils Comparison Grid; complete for group activity, steps 1-4 of paper- making preparation. Materials Curriculum kit or “Cottonseed: It’s Part of Your

93 Cotton’s Journey

Guided Practice

Part I: Part II: Whole Class Center(s) 1. Show cottonseed segment of curriculum kit Blind taste test of edible oils or “Cotton seed: It’s Part of Your Life” video. 1. Label 1 cup for each type of oil: Oil A, Oil B, 2. Post the blank Cotton Production Flow Chart and Oil C and Oil D. have students help develop it. (See Cotton 2. Instruct students to use a Popsicle stick to taste Production Flow Chart.) test Oil A: dip clean Popsicle stick into cup; taste; record observations of that oil’s taste, smell and color; and discard Popsicle stick. Cooperative Groups Repeat for Oils B, C and D. Compare and chart Pima and Upland bolls 3. Student selects oil in which s/he would like her/ 1. Have students compare a Pima and an Upland his French fries cooked and explains choice. boll and record their observations of the size, color of fiber and number of locks in each boll. Whole Class 2. Have each group predict the number of seeds they expect to find in each boll; record 1. Identify the different types of edible oils. predictions. 2. Post Vegetable Oils Comparison Grid and chart 3. Have each group predict and record the amount class consensus of French fries flavor of time they think it will take to separate the lint preference. from seeds and trash of each boll. Reserve Vegetable Oils Comparison Grid seeds and trash. Best Flavor Lowest for Cooking 4. Using the gram weight scale, weigh each boll Lowest Cost Saturated Fat French fries Least Odor separately and record its weight in grams. Cottonseed Convert to US weight. Calculate how many bolls would be in a 500-lb. bale. Olive 5. Separate lint from seeds, recording time

required to complete the task; record the actual Coconut number of seeds per boll and compare total with group’s predictions from #2 and #3. Sesame Seed 6. Weigh seeds from Pima boll; compute percentage of boll gross weight; convert to fraction. Weigh cottonseed and trash; compute percentage of boll gross weight. What is the ratio of fiber to cottonseed trash? Record. 3. Discuss each remaining factor separately; take a class consensus rating and record on chart. 1. Weigh seeds from Upland boll; compute percentage of boll gross weight; convert to 4. Overall, which oil is the best choice for cooking fraction. Weigh cottonseed and trash; compute French fries? percentage of boll gross weight. What is the ratio of fiber to cottonseed/trash? Record.

94 4-6 Unit • Lesson 4

Part III: Cooperative Groups Independent Practice Making paper from cotton pulp 1. Make daily Investigation and Experimentation observation entries. 1. Tear abaka paper or shred cotton linters into small pieces. 2. Continue work on group project. 2. Fill a blender full of water. To prevent damage to the blender, turn it on low and slowly add a Evaluation small handful of paper or linters. Using the Performance Evaluation Rubric, write the 3. Grind the linters into a soupy mash or pulp. level that reflects the student’s performance in the box 4. Pour the pulp into a dishpan half full of water. under #4 on the Performance Evaluation Sheet. Add 5-6 more batches of pulp. 5. Carefully slide a piece of window screen under Extension the pulp. Lift the screen and drain the water. • Have a Cottonseed By-products Scavenger Hunt: 6. Evenly spread the layer of pulp on the screen. Place the screen on several sheets of 1. Review the parts of and items made from newspaper. cottonseed. 7. Cover with waxed paper and use bricks as 2. Give each student a list of cottonseed by- weights to press water from the fibers. Allow products. the fibers to dry overnight. 3. Have students make a list of cotton seed by- 8. Remove the bricks and waxed paper and products found in their homes. carefully peel the sheets of paper off the screen. 4. Bring one item to school to share. 9. Papermaking writing activity: 5. Categorize and graph. a. 4th and 5th grades: make document appropriate to grade level Social Studies standards. b. 6th grade: Write Hieroglyphic Message.

95 Cotton’s Journey

Hieroglyphic Key

NOTE:These Egyptian symbols equal letters of our alphabet that are in use today. However, some letters are duplicated as Egyptian words were made of a 21 letter alphabet rather than a 26 letter alphabet like ours today. The Egyptian word is with each symbol and it's interperation, can you pronounce it.

Symbol Letter Symbol Letter

ALPHE MEM= =Ox Water

BETH NUN =House =Fish

GIMEL AYIN =Boomerang =Eye

DALETH PE =Door =Mouth

QOPH HE=Man =Ape

WAW RESH =Hook =Human Head

CHETH SHIN =Twisted =Tooth Rope

YOD TAW =Hand =Mark

KAPH WAW =Palm =Hook

LAMED SAMEKH =Crooked =Water Staff Snake

You'll notice that there is not a " W " in this alphabet. That's ZAYIN because a " W " is exactly as you =Weapon pronounce a double U ( UU=W).

96 4-6 Unit • Lesson 4 Fertilizer Process Weaving & Dyeing Money Process Spinning Rug Band-Aid Shoe Process Drawing & Roving Combing, Gauze Mop Tire Process Opening & Carding

By-Products ( Examples ) Oil Mill Cottonseed Mill Textile

Cotton Production Flow Chart Cotton Production Planter Pima Upland

97 Cotton’s Journey

98 4-6 Unit • Lesson 5

Lesson 5

Objective Materials The student will be able to explain the contributions Cotton Textile Development Time Line; 1 sheet of cotton makes to the United States and world econo- 18” x 24” white construction paper per student; Cotton mies. Production Flow Chart from lesson 4; K-W-H-L Chart from Lesson 1; Cotton Picnic items from Cottonseed Products Chart from lesson 1; Cotton Family Feud

Standards Correlations Questions/Cotton Jeopardy Answers and CategoriesZ; 2-3 restaurant call bells; index cards; pocket chart. Behavioral Studies; Economics; Geography 1-6, 11, Additional sample questions may be found following 14; Writing, Reading, Listening and Speaking, View- this lesson. ing; Thinking and Reasoning; Life Sciences; Nature of Science; Technology Preperation Three 45 to 60-minute parts. Get a copy of the New York Times; write cotton textile events and their dates on slips of paper; place slips in a paper bag.

99 Cotton’s Journey

Guided Practice

Part I: 3. Ask students which new inventions may have the potential to harm as well as help us (e.g., genetic Cooperative Groups engineering, nuclear devices, computer

Cotton Textile Development Time Line technology).57 1. Have the Materials Manager from each group draw a cotton textile development slip from the ` Part III: paper bag. Whole Class 2. On a large sheet of construction paper, instruct each group to write the date of their cotton 1. Complete the K-W-H-L Chart: What did students historical event and to create a representation of Learn about cotton? Write student comments that event. under the “L” column. 2. Have a Cotton Picnic: have students select items include that contain cotton fiber or cottonseed Whole Class byproducts (e.g., beef hot dogs/bun, salad w/ 1. Have the groups arrange themselves in a human dressing, potato chips, Twinkie/ice cream cone, time line and present their invention milk, paper plate with a napkin – eaten on top of representations. a cotton tablecloth). 2. Post the Cotton Production Flow Chart and have 3. Play Cotton Family Feud or Cotton Jeopardy the students brainstorm jobs that exist as a during Cotton Picnic: result of cotton/cottonseed production, a. Cotton Family Feud: Two groups play against processing and retail sales. each other. Select one group member to hit the call bell. Have someone read the Part II: question. Once the team has decided on an answer, the bell ringer hits the bell. The first Relating the Past to the Present – Discussion person to hit the bell answers the question. If s/he is correct, that team gets the point. If s/ Whole Class he is incorrect, the other bell ringer is given a 1. Eli Whitney invented the cotton gin in 1793 as chance to answer. If s/he is correct, that team the 18th century turned into the 19th century. gets the point. If s/he is incorrect, no team Now that we’ve entered the 21st century, ask gets a point. Ask 5 questions; the team with students to consider the types of inventions that the highest score wins. will most affect their lives. b. Cotton Jeopardy: Write each answer on one 2. The New York Times has a column every Mon- side of an index card. Write the category and day in its “Business Day” section describing dollar amount on the other side. Using a recently granted patents. Clip this column and pocket chart, line up in columns each discuss with students how some of the new category by ascending dollar amounts. Three patents may affect their inventors, the students play at a time. Individual students companies that will try to market them and their select category and dollar amounts. Read the own lives. answer. The first student to ring the call bell

100 4-6 Unit • Lesson 5

gets a chance to phrase a question to the • Plan a field trip to where a cotton product is either answer. If s/he answers correctly, s/he is manufactured or sold: a cotton farm, gin, textile given that dollar amount in points. If her/his or cottonseed mill, department store or cotton question is incorrect, the next student to ring marketing company. the bell gets a chance. Repeat if that answer is also incorrect. Read five answers per group of three students. The student with the Textile Inventions Timeline highest dollar amount wins. 1733 Flying shuttle – John Kay 1738 Roller spinning machine – John Wyatt Independent Practice 1763 Spinning jenny – James Hargreaves 1. Make daily Investigation and Experimentation 1769 Water frame – Richard Arkwright observations entries. 1779 Mule – Samuel Crompton 2. Complete work on group project. 1790 First textile mill – Samuel Slater 1793 Cotton gin – Eli Whitney/Catherine Greene Evaluation 1801 Punched card loom (the pre-cursor to Using the Performance Evaluation Rubric, write the modern computers) – Joseph-Marie level that reflects the student’s performance in the box Jacquard under #5 on the Performance Evaluation Sheet. 1814 First factory with automatic cotton weaving and spinning machines Extensions established in Massachusetts • In groups, research on the Internet and prepare a 1847 First steam powered cotton mill opens in Power Point presentation of: 1) an invention that Massachusetts affected the development of the cotton textile For additional information regarding cotton/textile industry; 2) the history of cotton production; or 3) historical events, visit www.cottonsjourney.com. current cotton cultivation practices around the world.

101 Cotton’s Journey

Cotton Family Feud/Cotton Jeopardy

1. Who made the first pair of jeans for Gold Rush miners? (Levi Strauss) He made the first pair of jeans for Gold Rush miners. (People - Who was Levi Strauss?) 2. What do you call the pod of a cotton plant? (boll)The pod of a cotton plant. (Cotton Parts - What is a boll?) 3. Who took cotton plants back to Spain in 1492? (Columbus) He took cotton plants back to Spain in 1492. (People-who was Columbus?)

4. Who designed a device that speeded up the removal of seeds from cotton lint? (Eli Whitney) He designed a device that speeded up the removal of seeds from cotton lint. (People - Who was Eli Whitney?) 5. What is the only plant that produces both food and fiber? (cotton) The only plant that produces both food and fiber. (Cultivation - What is cotton?) 6. Who built the first cotton mill in the United States from memory? (Samuel Slater) He built the first textile mill in the United States from memory. (People -Who was Samuel Slater? 7. What do you call the segments of cotton inside the boll? (locks) The segments of cotton inside the boll. (Cotton Parts – locks) 8. What do you call the device that removes seeds from cotton lint? (cotton gin) It removes seeds from cotton lint. (Technology – cotton gin) 9. When is cotton planted? (Spring) The season of the year when cotton is planted. (Cultivation – Spring) 10. When is cotton harvested? (Fall) The season of the year when cotton is harvested. (Cultivation– Fall) 11. What causes a plant’s leaves to dry and fall off? (defoliants) Causes a plant’s leaves to dry and fall off. (Cultivation – What are defoliants?)

12. What does a bale of cotton weigh? (500 lbs.) The weight of a cotton bale. (Facts & Figures – What is 500 pounds?) 13. What state plants the most cotton? (Texas) Texas. (Facts & Figures – What state plants the most cotton?) 14. What state produces the most cotton? (California) California. (Facts & Figures – What state produces the most cotton?)

102 4-6 Unit • Lesson 5

15. What is a cotton flower bud? (square) A square. (Cotton Parts – What is a cotton flower bud called?) 16. What is the insect that almost ruined the cotton industry in the South? (boll weevil) The boll weevil. (Facts & Figures – What insect almost ruined the cotton industry in the South?) 17. What is the machine that compresses cotton for transport to the gin? (module builder) Module builder. (Technology – What is the machine that compresses cotton for transport to the gin called?) 18. What is lint packaged for market called? (bale) A bale. (Facts & Figures – What is lint packaged for market called?) 19. What is raw fiber called after ginning? (cotton lint) Cotton lint. (Cotton Parts – What is raw cotton fiber called?) 20. What are the short, fuzzy fibers still attached to the seed after ginning? (linters) Linters. (Cotton Parts – What are the short, fuzzy fibers still attached to the seed after ginning called?) 21. Who used charred cotton to make the filament for the first electric light? (Thomas Edison) He used charred cotton to make the filament for the first electric light. (People – Who was Thomas Edison?) 22. How many states in the US Cotton Belt? (17) Seventeen. (Cultivation – How many states in the US Cotton Belt?) 23. What machine replaced laborers who harvested cotton? (cotton picker) The cotton picker. (Technology – What is the machine that replaced laborers who harvested cotton?) 24. What did Samuel Morse insulate his telegraph wires with? (cotton) Samuel Morse insulated his telegraph wires with this. (Technology – What is cotton?) 25. What did William Fee develop? (machine to remove linters and hulls from kernels) A machine to remove linters and hulls from cottonseed kernels. (Technology – What did William Fee develop?)

103 Cotton’s Journey

104 7-8 Unit • Lesson 1

VIII 7-8 Unit, Grades 7-8

The lessons in this unit were designed to be taught as a team effort of the content area teachers in a departmentalized setting. However, the English/ Language Arts, Math, Science or Social Studies components of each lesson may be taught on a stand- alone basis.

Lesson 1

Objectives Cotton Performance Evaluation Record blackline master ; butcher paper; K-W-H-L Chart; 1 micro- The student will be able to identify the structures BB scope, slide and pair of tweezers and 2 green cotton and processes by which a cotton blossom generates bolls per group; Upland boll; Pima boll; Salt Dough pollen, ovules, seeds and fiber. Recipe; one piece of 18” x 24” cardboard per group.

Standards Correlations Preperation US History Era 2; Writing, Reading, Listening and Familiarize yourself with the contents of the cur- Speaking, Viewing; Thinking and Reasoning; Life riculum kit and visit www.cottonsjourney.com; make Sciences; Nature of Science one copy of the Cotton Performance Evaluation Two 45 to 60-minute parts. Record; have cooperative groups select individuals within their groups to facilitate, record, report, set up and clean up; have each student bring in a personal Materials cotton item for this lesson; prepare a K-W-H-L Chart on butcher paper; cut each cotton boll in half length- Curriculum kit video; an image of a plant cell and its wise and crosswise; make salt dough in colors to structures; Cotton Performance Evaluation Rubric represent the various structures in a plant cell. blackline masterAA; Cotton Growth Sequence Poster;

105 Cotton’s Journey

Guided Practice

Part I: 6. Locate countries in which cotton is cultivated. What patterns do you notice (latitude, soils, Whole Class climate, elevation)? K-W-H-L Chart 7. Show curriculum kit video from the beginning 1. What do you Know about cotton and its textile through the production segment. properties? Write student contributions about what they Know about cotton in the “K” column. Part II: 2. What would you like to modify about cotton through genetics? Write student contributions Whole Class about what they Would like to modify about 1. Display the plant cell visual and have students cotton in the “W” column. locate and identify plant cell parts. 3. How will you find the information you need to 2. Discuss the differences between plant and find out if it is feasible to genetically modify animal cells. cotton the way you want? Write student contributions about resources they will consult 3. Pass around some cottonseed. What is the to find information about cotton. function of this plant structure? 4. At culmination of unit: What did you Learn 4. Display the Cotton Growth Sequence Poster. about recombinant DNA and cotton? What is the function of a cotton plant’s blossom? By what process does it reproduce? (Self- K-W-H-L CHART pollination.) 5. Point out the green cotton boll on the poster. KW Once the blossom has self-pollinated, it falls off, leaving behind the immature fruit of the cotton plant, a boll. 6. Point out the dried boll with its fiber exposed, the mature fruit of a cotton plant. By what structure within the mature fruit and under what conditions is a cotton plant able to germinate? H L (Seeds; warm, fertile soils and abundant water supplies).

Cooperative Groups 1. Have the students examine the dissected green cotton bolls. What structure within the bolls allows the plant to reproduce itself? Note that the cotton fiber develops from the 5. Why can’t cotton be grown north of 45˚ N and newly fertilized seeds. What is the plant function south of 30˚S? (Climate, soils, water availability.) of the fiber?

106 7-8 Unit • Lesson 1

2. A cotton fiber is one long cell. Place one Upland Evaluation fiber and one Pima fiber next to each other on a Using the Performance Evaluation Rubric, write the slide. Observe and record similarities and level that reflects the student’s performance in the box differences and plant cell characteristics. What under #1 on the Performance Evaluation Sheet. process causes the fibers to thicken and elongate? (Photosynthesis.) 3. Construct a cotton cell model out of salt dough. 4. When dry, label parts and present to the class.

Salt Dough Recipe 2 cups flour 1 cup water 2 cups salt food coloring

For each batch of one color, measure water into mixing bowl. Add food coloring. Measure flour and salt and add to mixing bowl. Mix with an electric mixer until the mixture is smooth and begins to form a ball of dough. Form into balls with hands and store in airtight plastic containers.

107 Cotton’s Journey

COTTON PERFORMANCE EVALUATION RUBRIC

4 Excellent Beyond competency, adding creativity and insight to overall performance. Shows initiative and takes charge of own learning. Listens attentively to others. Shows advanced critical thinking skills. Written work is polished, with detailed explanations that extend into other subject areas.

3 Very Good Uses skills effectively. Listens well during discussions, contributing thoughtful ideas and opinions. Work is neat and accurate, showing evidence of higher level thinking. Does not take risks or extend ideas into other subject areas.

2 Good Shows much effort and desire to learn but is still working on mastery of skills. Written work is accurate but shows little creativity or higher-level thinking. Follows directions well but needs extra encouragement and time to organize work.

1 Needs Improvement Lacks organization and effort. Student is unsure of how to use materials or uses them incorrectly. Written work is inaccurate and shows little or no creativity. Does not follow directions and needs additional guidance to perform general tasks.

108 7-8 Unit • Lesson 1

Cotton Performance Evaluation Record

NAME #1 #2 #3 #4 UNIT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

109 Cotton’s Journey

110 7-8 Unit • Lesson 2

Lesson 2

Objective one 12” x 12” piece each of similar weight cotton knit, wool and polyester knit for each group (note cost per The student will be able to perform an investigation yard for investigation); 3 balloons for each group; 1 1- that illustrates how genetic variation and environmen- quart bowl per group; Fabric Comparison Chart; 16 tal factors lead to improved varieties and therefore construction paper strips per student; biotechnology diversity in cotton plants. S/he will be able to count visuals; 16 8” pieces of string per student; tape; possible cotton outfit variations through the develop- newspaper; Cotton Clothes Combos blackline master. ment of a tree diagram. CC

Preparation Standards Correlations Prepare Fiber Venn Diagram; make 1 copy of the Writing, Reading, Listening and Speaking, Viewing; Fabric Comparison Chart for each cooperative group; Mathematics; Thinking and Reasoning; Life Sciences; blow up balloons; set up Investigation Materials Nature of Science; Technology center; cut construction paper into strips; make a Two 45 to 60-minute parts. Paper Chain Biotechnology Timeline example (see Teacher Background information); have students bring in several cotton hats, shirts, pants, socks, skirts and shoes in different colors; make one copy of the Cotton Materials Clothes Combos worksheet for each student. Two sheets of butcher paper; Fiber Venn Diagram;

111 Cotton’s Journey

Guided Practice

Part I: 3. Instruct students to predict and record which fabrics they think will cause static. Whole Class 4. Have each student take one blown up balloon, 1. Have students place a sticker on the Fiber Venn rub the polyester swatch across it and hold the Diagram section that represents the fiber of an balloon 3 – 6” above her/his head. Record article of clothing s/he is wearing. observations. FIBER VENN DIAGRAM 5. Repeat for wool and cotton swatches. COTTON POLYESTER 6. Have students assign and record a number from 1 to 3 to rate lack of static: 3 – least static; 1 – most static; 2 – the remaining fabric. 7. Have students record tactile perceptions of fiber texture (and comfort): 3 – softest; 1 – roughest; 2 – the remaining fabric. 8. Repeat to rate the fiber students predict will dry the quickest: Have each Measurement Specialist WOOL dip each swatch into bowl of water, wring it out 2. Why is the diagram an effective means of and hang to dry. Instruct each Recorder to conveying information? (The data is presented record the start of drying time and the amount of in a clear and objective manner.) How could the time it takes for each fabric to dry. data be interpreted to give misleading 9. Rate and record drying time: 3 – fastest drying; information? (By referencing a portion of the 1 – slowest drying; 2 – the remaining fabric. data without the complete picture given by the graphic organizer.) 10. Rate and record each swatch for wrinkles: 3 – least wrinkled; 1 – most wrinkled; 3. What groups might want to skew the results? 2 – the remaining fabric. (Fiber producers/processors/retailers, environmentalists, the media.) For what 11. Complete Fabric Comparison Chart; share results purpose? (Persuasion.) Have students give with class. Discuss appropriate situations for examples of misleading interpretations of the each fabric type. data. 4. Discuss the unique textile properties of cotton. Part II: Whole Class Cooperative Groups Biotechnology Time Line 1. Have each group total the items in each section As you narrate and display visual representations of of the Fiber Venn Diagram and calculate the biotechnology developments, have each student percentages of the whole each section develop a Paper Chain Biotechnology Timeline begin- represents. ning with the work of Gregor Mendel: 2. Have the Materials Manager collect the investigation materials.

112 7-8 Unit • Lesson 2

1. Have students write one decade on each strip, 4. List three genetic traits a farmer may want to beginning with 1850. Bring the ends of the eliminate. “1850” paper strip together; staple. Loop the 5. Select one trait for group research. “1860” paper strip through “1850” and staple. Repeat with “1870,” “1880,” etc. Each circular 6. Is there something in nature that is not bothered strip represents one decade (there should be 16 by the same thing? What is it? circular loops). 7. Write a recipe for a new and improved cotton 2. Have students write historical biotechnology crop. events that occurred during each decade on 8. Each group creates a representation (role play, strips of paper and attach them to their chains art media, etc.) of its gene transfer recipe. with string. 9. What other tools, either combined with or 3. Completed paper chains can be displayed in the instead of genetic engineering, are available to classroom. DD help manage this problem? 10. Let all groups know that their recipe will be peer Part III: reviewed. Whole Class Recombinant DNA and Cotton Whole Class 1. Using the analogy of a newspaper, take a current 1. Groups present their recipes to the rest of the headline and decide how you would like to class. improve it through adding or deleting text. Cut 2. Each group grades recombinant DNA recipes: out the word you want to add, cut the headline apart at the insertion point, and glue the new a. 25 points for creativity or uniqueness; word in place. b. 25 points for technical accuracy; 2. Explain that recombinant DNA is putting DNA c. 25 points for usefulness of product; and together in different combinations. Like scissors through paper, restriction enzymes cut apart d. 25 points for recipe wording and ease of use. DNA. Other enzymes “glue” the plasmid, the ring of DNA found in some bacteria, and DNA 3. Discuss situations under which the cotton plant might become extinct. together. Once this mixture is inserted into a 58 bacterium, it will reproduce many bacteria containing a copy of the modified DNA. It is one tool among many used in agriculture. Part IV: Whole Class

Cooperative Groups Cotton Clothes Combos Worksheet 1. Discuss cotton plant needs and brainstorm some 1. At the start of this part, bring out the items of problems cotton plants face. clothing. Explain that each of these items is made from 100% cotton, a natural fiber. Make 2. Discuss cotton textile characteristics and sure the different types of items are all mixed brainstorm ways in which cotton fiber might be together. improved. 3. List three genetic traits a farmer may want her/ his crop to have.

113 Cotton’s Journey

2. Ask volunteers to come up and make as many 2. When the volunteers are finished, determine different outfits as possible using one hat, one whether they have come up with the same shirt and one pair of pants for each outfit. number of outfits as before. Choose another volunteer to record all the 3. Ask students to describe the benefits of using a different outfits on the board. tree diagram versus making a list. In this case, a tree diagram makes it easier to keep track of every possible outcome, and every outcome is Independent Practice clearly shown in order.59 1. When students are confident they have come up with every possibility, pass out the Cotton Clothes Combos worksheet. Let students Evaluation complete it on their own. Using the Performance Evaluation Rubric, write the 2. After students have finished, have them com- level that reflects the student’s performance in the box pare their answers. under #2 on the Performance Evaluation Sheet.

Whole Class Extension 1. Ask volunteers to draw tree diagrams on the • Repeat the activity several times using new board to demonstrate the number of outfits that groups of clothes. You may also ask students to can be made with the items of clothing they make a list of several of their favorite clothing looked at earlier. Students may draw each item items and draw tree diagrams to count how or describe it in words. many outfits they can make.

114 7-8 Unit • Lesson 2 Most Affordable Least Wrinkles Drying Fastest FABRIC COMPARISON CHART COMPARISON FABRIC Softest

Lest Static

Cotton Polyester Wool

115 Cotton’s Journey

baseball A tree diagram can help you determine possible combinations of your favorite cotton clothes. For example, you have: one baseball cap, three shirts, and two pairs of pants. If you choose one hat, shirt 3. A baseball cap is included in how many of your outfits? 2. A plaid shirt is included in how many of your outfits? 1. Shorts are included in how many of your outfits? pair of pants for each outfit, how many outfits can you make? cap(C) Hat Shirt Pants Outcome white shirt plaid shirt red shirt (W) (R) (P) Cotton Clothes Combos Worksheet shorts(S) shorts(S) shorts(S) jeans(J) jeans(J) jeans(J) CWS CWJ CPS CBS CPJ CBJ

6. A striped shirt is included in how many outfits? 5. A white sweater is included in how many outfits? 4. A short skirt is included in how many outfits? one shirt, skirt, and sweater for each outfit. Fill in this tree diagram to find out which combinations are possible with Shirt Skirt Sweater Outcome red sweater(Rs) polka-dot shirt(P) short skirt(S) sweater(Ws) white shirt(St) striped long skirt(L)

116 7-8 Unit • Lesson 3

Lesson 3

Objective Materials The student will be able to describe: archeological Development of Textile Industry visuals (see Note); records of cotton cultivation and textile production in Eli Whitney and the Birth of American Technology60 Meso-American, Andean and ancient civilizations; how excerpt blackline master; Cotton Textile Anticipation/ the cotton gin influenced the Industrial Revolution and Reaction Guide blackline master; “Origins of Cotton/ the development of the agrarian economy in the US History of Cotton Textile Production/Cottonseed” South; and how the technological innovations of blackline master; butcher paper. Samuel Slater, Catherine Graham, Eli Whitney and William Fee affected the quality of life during the Industrial Revolution. Preperation Print textile images; make one copy of Cotton Standards Correlations Textile Anticipation/Reaction Guide and “Origins of Cotton/History of Cotton Textile Production/Cotton- Geography 1-6, 9-16, 18; US History Eras 2-4; seed” per student; on separate sheets of butcher World History Eras 1-2, 6; Thinking and Reasoning; paper, prepare an Inventor Matrix and an Invention Life Sciences; Nature of Science; Technology Matrix; select a noted person and an invention and Three 45 to 60-minute parts. gather related reference materials.

117 Cotton’s Journey

Guided Practice

Part I: Part II: Whole Class Cooperative Groups 1. Discuss the exchanges of plants and 1. Divide class into five groups: Eli Whitney, technology among Europe, Asia and the Catherine Greene, African slaves, Southern Americas in 15th and 16th centuries made planters and Patent Examiner. possible by the great voyages of discovery. 2. Research the development of the cotton gin for a Discuss how physical geography shaped human role-play activity. action in different areas. 3. Discuss each of the first four groups’ claims of 2. Using the textile visuals, discuss the factors that inventing the cotton gin. The patent group will led to the development of cottage industries and decide who should get credit for the invention. their subsequent decline. Which groups/classes 61 of people benefited from the innovations of the Industrial Revolution? Which suffered? Part III: 3. Review organizational structure and special Cooperative Groups features of expository text (e.g, table of contents, glossary, bold face type). 1. Instruct group members to brainstorm a list of “Inventor” or “Invention” possibilities (see 4. Hand out Cotton Textile Anticipation/Reaction Textile Inventions Timeline at end of lesson). Guides and explain the activity. 2. Submit suggestions for approval. 3. Once topic has been approved, students delegate Independent Practice research and writing responsibilities. 1. Hand out the “Origins of Cotton/History of 4. Instruct all groups to include information on the Cotton Textile Production/Cottonseed” copies. current contributions of cotton to the US and 2. Students react, read and then react again. world economy in their report.

Whole Class Evaluation Organizing Reference Materials for Group Reports Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box 1. Model Inventor Matrix: under #3 on the Performance Evaluation Sheet. a. Choose a noted inventor from the Industrial Revolution era unrelated to cotton production. Textile Inventions Timeline: b. Select one source from related materials and 1733 Flying shuttle – John Kay model scanning. 1738 Roller spinning machine – John Wyatt c. Write notes in columns related to column 1763 Spinning jenny – James Hargreaves headings. 1769 Water frame – Richard Arkwright 2. Repeat with Invention Matrix (use invention unrelated to cotton production). 1779 Mule – Samuel Crompton

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1790 First textile mill – Samuel Slater Note: Images related to the development of the textile industry may be found under these keywords in 1793 Cotton gin – Eli Whitney/Catherine Greene Microsoft Encarta Encyclopedia 2000: 1801 Punched card loom (pre-cursor to modern computers) – Joseph-Marie Jacquard Keyword Image 1814 First factory with automatic cotton weaving and spinning machines established in Child Child Laboring in Mill Massachusetts Cotton American Cotton Plantation 1847 First steam powered cotton mill opens in Cotton Cotton Gin Eli Whitney Massachusetts Cotton Peruvian Shroud For additional information regarding textile historical events, visit www.cottonsjourney.com. Cotton Tentmaking in Egypt Cotton Traditional Indian Saris Cotton Traditional Indonesian Garments Industrial Revolution Flyer Spinning Frame Spinning Wheel Spinning Wheel Textile Child Labor in Textile Factory Textile Early Industrial Plant Textile Paracas Textile Textile Power Looms Textile Textile Mill in Lancashire, England

119 Cotton’s Journey

Eli Whitney and the Birth of American Technology Anticipation/Reaction Guide

Directions: Before you read the following passage, put a check mark in the "Anticipation" column by any of the statements with which you agree. After you read the passage, react again to these statements in the "Reaction" column.

Anticipation Reaction

______1. Cotton has always been the most affordable and widely used fiber.

______2. In the 1780s, cotton was exported from the West Indies and India.

______3. The growing cotton textile industry in Great Britain of the was 1700s was eager to incorporate technological innovations.

______4. Most textile innovations were never patented.

______5. There was a big demand for US cotton.

______6. Brazil was a leading producer of cotton.

______7. Some farsighted businessmen believed that growing cotton would help US foreign trade.

120 7-8 Unit • Lesson 3

Eli Whitney and the Birth of American Technology by Constance McL.Green

I: Economic Problems

The increasing importance of American cotton was due to the phenomenal growth of the British cotton textile industry. Before the 1780s, wool and flax had been the chief staples for clothing in the Western world. Only the very wealthy could afford the fine cotton muslins and calicoes imported from India. In England, cotton spinning and weaving, begun in Manchester in the reign of Charles I, was still at the accession of George II a minor industry. Yet, because it was new, tradition, perpetuated by the guilds and other vested interests, had not intervened to dictate its processing. Producers in Lancashire seized upon innovations ignored by the older trades. John Kay’s flying shuttle, patented in 1733, John Wyatt’s roller spinning machine of 1738, James Hargreaves’s spinning jenny, perfected 25 years later, then Arkwright’s water frame of 1769, and in 1779 Samuel Crompton’s mule, never patented at all, combined to bring about an industrial revolution in the production of cotton cloth. Upon the expiration of Arkwright’s patent in 1785, cotton factories equipped with his spinning frames sprang up throughout Lancashire, and the demand for raw cotton was soon outrunning supply. British eagerness to obtain the staple was the United States’ opportunity. The new machines insatiably gobbling up raw cotton created the commercial opening the United States sought. Cotton from the West Indies, Brazil, Smyrna and India no longer sufficed. Although the slowness of communication between the Old World and the New and within the United States delayed realization in America of what these changes could mean, Tench Coxe saw the opportunity and advocated pursuing it as early as 1786. Having attended the Annapolis Convention, called to discuss a trade agreement among the Middle States, he was keenly aware of the country’s needs, and, as he told the story later, when he observed a cotton plant growing in an Annapolis garden, he concluded that cotton could provide the hoped-for answer.

121 Cotton’s Journey

Origins of Cotton Scientists have determined cotton fiber and boll fragments found in the Tehuacan Valley of Mexico to be about 7,000 years old. The Greek historian Herodotus in the 5th century BC reported that a plant that bore fleece as its fruit grew there. Cotton has been grown and worn in India and Egypt for at least 5,000 years. Highly skilled cotton weaving dating back to 2,500 BC has been found at monumental ceremonial mounds in the Chicama Valley of Northern Peru. In the first century BC, Pliny wrote that the peasants of Egypt wore cloth made from cotton that grew along the Nile River. History of Cotton Textile Production As European and American populations grew in the 18th century, the demand for cheap clothing grew, too. This led to an astonishing expansion of the spinning and weaving industry. Within one person’s lifetime, it changed from small- scale, part-time work for cottagers into a vast full-time career for an army of factory hands. This huge change was largely the result of new machinery and new supplies of the vital raw material—cotton.

American colonists had the abiity to produce much cotton but were restricted by the mechanical know-how to process the fiber into textiles. Tench Coxe, a Philadelphian who was to become Assistant Secretary of the Treasury, did much to encourage the cultivation and manufacture of cotton. He operated the nation’s first spinning jenny and provided jobs in spinning and weaving cotton. In 1786, he ordered brass models of textile machinery from England. In England during the height of the British Empire, it was against the law to either import or manufacture cloth from cotton fiber. These laws were enacted to protect the powerful English sheep and wool industry of that time. British blockades and secrecy regarding their textile inventions further hampered colonial competition. Samuel Slater, an English textile mill worker, migrated to the American colonies in 1790 and built the first American textile mill from memory. A huge waterwheel with a system of cogs and gears powered all of the machines in cotton mills.

The demand for cotton soared. It was simple enough to grow cotton, but difficult to clean the bolls. In 1792, recent Yale graduate Eli Whitney headed south to assume the position of a private tutor on a plantation in Georgia. His employer, Catherine Greene (whom some credit with the invention of the cotton gin), encouraged Whitney to find a solution to separate the seed from the cotton lint more efficiently.

Whitney put aside his plans to study law and created a small, hand-cranked gin in 1793. This was a wooden drum stuck with hooks. As it turned, the hooks pulled the cotton fibers through a mesh. The seeds would not fit through the mesh and fell outside. Lint volume was increased fifty-fold with the advent of Whitney’s gin.15 However, Whitney profited little because farmers made their own versions and claimed them as new inventions under a loophole in the 1793 patent act.

Once the answer had been found, cotton went onto become the most important product in the world. After the invention of the cotton gin, the yield of raw cotton doubled each decade after 1800. Demand was fueled by other inventions of the Industrial Revolution, such as the machines to spin, weave, print and sew it, chlorine to bleach it and the steamboats to transport it. By mid-century, America was growing three-quarters of the world’s supply of cotton, most of it shipped to England or New England, where it was manufactured into cloth.

For the first time in history, good clothes, hats and even shoes could be bought more cheaply; however, the cottage textile industry disappeared as displaced rural workers migrated to large cities and became part of the urban workforce.

122 7-8 Unit • Lesson 3

Harvesting the cotton by hand was another limitation of productivity. An experienced labor could pick approximately 450 pounds of seed cotton by hand per day. A picking device was first patented in 1850, and a machine that strips both open and unopened bolls and trash from the plant was developed in 1871. In the early 1930’s, after years of development and modification, the Rust Brothers of Mississippi used a one-row mechanical cotton picker that could pick approximately 8,000 pounds of seed cotton in one day. Cottonseed More seed than fiber is produced by the cotton plant. Until the crushing industry developed, cottonseed had little cash value. In fact, disposal of it was such a problem that some states passed laws to regulate the accumulation of large quantities on gin premises. Increased cotton production after the invention of the cotton gin challenged farsighted entrepreneurs to find a mechanical way to crush cottonseed on a large scale. Many mills were established but most failed due to unsuccessful attempts to produce marketable oil and livestock feed products. In 1857, just before the civil War, William Fee of Cincinnati developed machinery that effectively removed linters and hulls from seed kernels. This equipment made the processing of cottonseed economically feasible. By 1875, cottonseed oil was being exported to Mediterranean ports where it was often sold as olive oil.

All parts of the cottonseed are useful: Cottonseed linters: Dissolving pulp is an essential component in plastics, smokeless gunpowder, food casings, rayon, cosmetics and photographic films; Felts are used in padding for automotive and furniture upholstery, comforters and mattresses; Yarns are processed for candle wicks, twine and mopes; Absorbent cotton medical grade fibers are used in paper and cotton swabs, balls and gauze; and Fiber pulp is used in producing currency and other security papers.

Cottonseed hulls: Used for livestock feed, mulch and soil conditioners, plastics and synthetic rubber.

Cottonseed kernels: Meal and cake is used for home garden fertilizers, livestock and poultry feed and fish feed and bait; and Crude oil is either refined for salad/cooking and baking/frying oils or used in the manufacture of items as diverse as explosives, pharmaceuticals, fungicides and rubber.

123 Cotton’s Journey Inventor Matrix ______Name ______Growing Up Years Education What the Person Accomplished Later Years and Death Interesting Facts

124 7-8 Unit • Lesson 3 Interesting Facts it was made How and where How it has affected people History Description Invention Matrix ______Name ______

125 Cotton’s Journey

126 7-8 Unit • Lesson 4

Lesson 4

Objective Materials The student will be able to write an essay and Cotton Family Feud Answers/Cotton Jeopardy deliver oral communication that describes the current Answers and Categories; 2-3 call bellsEE. Additional contributions of cotton food and fiber to the US and sample questions may be found following this lesson. world economies.

Preperation Standards Correlations Obtain copy of The New York Times’ “Business Economics; Geography 11; Writing, Reading, Day” section. Listening and Speaking, Viewing; Thinking and Rea- soning; Life Sciences; Nature of Science; Technology Two 45 to 60-minute parts.

127 Cotton’s Journey

Guided Practice

Part I: Extensions Whole Class • Prepare a Power Point presentation of group research project. Have groups present their “Inventor” or “Inven- tion” reports. • Plan a field trip to where a cotton product is either manufactured or sold: a cotton farm, gin, textile or cottonseed mill, department store or cotton Part II: marketing company. Whole Class • Have a Cotton Picnic: have students select items to include that contain cotton fiber or cottonseed Relating the Past to the Present byproducts (e.g., beef hot dogs/bun, salad w/ 1. Eli Whitney invented the cotton gin in 1793 as dressing, potato chips, Twinkie/ice cream cone, the 18th century turned into the 19th century. milk, paper plate with a napkin – served on top of Now that we’ve entered the 21st century, ask a cotton tablecloth). students to consider what types of inventions • Play Cotton Family Feud or Cotton Jeopardy will most affect their lives. during Cotton Picnic: 2. The New York Times has a column every 1. Cotton Family Feud: Two groups play against Monday in its “Business Day” section describing each other. Select one group member to hit the recently granted patents. Clip this column and call bell. Have someone read the question. Once discuss with students how some of the new the team has decided on an answer, the bell patents may affect their inventors, the ringer hits the bell. The first person to hit the companies that will try to market them and their bell answers the question. If s/he is correct, that own lives. team gets the point. If s/he is incorrect, the 3. Ask students which new inventions may have other bell ringer is given a chance to answer. If the potential to harm as well as help us (e.g., s/he is correct, that team gets the point. If s/he genetic engineering, nuclear devices, computer is incorrect, no team gets a point. Ask 5 technology). questions; the team with the highest score wins. 4. Complete the K-W-H-L Chart: What did 2. Cotton Jeopardy: Write each answer on one students Learn about recombinant DNA and side of an index card. Write the category and cotton? Write student comments under the “L” dollar amount on the other side. Using a pocket column. chart, line up in columns each category by ascending dollar amounts. Three students play at a time. Individual students select category Evaluation and dollar amounts. Read the answer. The first student to ring the call bell gets a chance to Using the Performance Evaluation Rubric, write the phrase a question to the answer. If s/he answers level that reflects the student’s performance in the box correctly, s/he is given that dollar amount in under #4 on the Performance Evaluation Sheet. points. If her/his question is incorrect, the next student to ring the bell gets a chance. Repeat if that answer is also incorrect. Read five answers per group of three students. The student with the highest dollar amount wins.

128 7-8 Unit • Lesson 4

Cotton Family Feud/Cotton Jeopardy

1. Who made the first pair of jeans for Gold Rush miners? (Levi Strauss) He made the first pair of jeans for Gold Rush miners. (People - Who was Levi Strauss?) 2. What do you call the pod of a cotton plant? (boll)The pod of a cotton plant. (Cotton Parts - What is a boll?) 3. Who took cotton plants back to Spain in 1492? (Columbus) He took cotton plants back to Spain in 1492. (People-who was Columbus?)

4. Who designed a device that speeded up the removal of seeds from cotton lint? (Eli Whitney) He designed a device that speeded up the removal of seeds from cotton lint. (People - Who was Eli Whitney?) 5. What is the only plant that produces both food and fiber? (cotton) The only plant that produces both food and fiber. (Cultivation - What is cotton?) 6. Who built the first cotton mill in the United States from memory? (Samuel Slater) He built the first textile mill in the United States from memory. (People -Who was Samuel Slater? 7. What do you call the segments of cotton inside the boll? (locks) The segments of cotton inside the boll. (Cotton Parts – locks) 8. What do you call the device that removes seeds from cotton lint? (cotton gin) It removes seeds from cotton lint. (Technology – cotton gin) 9. When is cotton planted? (Spring) The season of the year when cotton is planted. (Cultivation – Spring) 10. When is cotton harvested? (Fall) The season of the year when cotton is harvested. (Cultivation– Fall) 11. What causes a plant’s leaves to dry and fall off? (defoliants) Causes a plant’s leaves to dry and fall off. (Cultivation – What are defoliants?)

12. What does a bale of cotton weigh? (500 lbs.) The weight of a cotton bale. (Facts & Figures – What is 500 pounds?)

13. What state plants the most cotton? (Texas) Texas. (Facts & Figures – What state plants the most cotton?) 14. What state produces the most cotton? (California) California. (Facts & Figures – What state produces the most cotton?)

129 Cotton’s Journey

15. What is a cotton flower bud? (square) A square. (Cotton Parts – What is a cotton flower bud called?) 16. What is the insect that almost ruined the cotton industry in the South? (boll weevil) The boll weevil. (Facts & Figures – What insect almost ruined the cotton industry in the South?) 17. What is the machine that compresses cotton for transport to the gin? (module builder) Module builder. (Technology – What is the machine that compresses cotton for transport to the gin called?) 18. What is lint packaged for market called? (bale) A bale. (Facts & Figures – What is lint packaged for market called?) 19. What is raw fiber called after ginning? (cotton lint) Cotton lint. (Cotton Parts – What is raw cotton fiber called?) 20. What are the short, fuzzy fibers still attached to the seed after ginning? (linters) Linters. (Cotton Parts – What are the short, fuzzy fibers still attached to the seed after ginning called?) 21. Who used charred cotton to make the filament for the first electric light? (Thomas Edison) He used charred cotton to make the filament for the first electric light. (People – Who was Thomas Edison?) 22. How many states in the US Cotton Belt? (17) Seventeen. (Cultivation – How many states in the US Cotton Belt?) 23. What machine replaced laborers who harvested cotton? (cotton picker) The cotton picker. (Technology – What is the machine that replaced laborers who harvested cotton?) 24. What did Samuel Morse insulate his telegraph wires with? (cotton) Samuel Morse insulated his telegraph wires with this. (Technology – What is cotton?) 25. What did William Fee develop? (machine to remove linters and hulls from kernels) A machine to remove linters and hulls from cottonseed kernels. (Technology – What did William Fee develop?)

130 7-8 Unit • Lesson 4 Fungicides Finishes Insecticides Feed Stock Fabrics PAPERS Clothing YARNS Synthetic Rubber Petroleum Refining Plastics FIBER PULP Papers for Stationary to FATTY ACIDS FATTY Currency of highest Quality Metallic Soap Waterproofing Rubber Plastics Trans. Tape Trans. Recording Tape Sheet Protectors FILMS FOOTS Cosmetics Explosives Packaging Photography X-Rays Envelopes GLYCERINE Pharmaceuticals Food Preperation MEDICAL GRADE ABSORBANT COTTON Cotton Swabs Cotton Balls Gauze Pads / Papers FEED Auto Parts Pen & Pencil Barrels Novelty Items Electrical Equip. LIVESTOCK PLASTICS Candle Wicks Twaine Rugs Mops SOAP Signs Toiletware Windshields Handles Tool HULLS KERNEL LINTERS ACETATE REFINED OIL Margarine Shortening Mayonnaise CELLULOSE Salad Dressing Auto Upholstery Pads & Cushions Furniture Upholstery Mattresses Snack Food Frying Salad & Cooking Oil Baking & Frying Oils Carrier for Ag. Sprays Packing Oil (Sardines, etc.) Livestock Feed Lacquers Cosmetics Paint Toothpaste Ice Cream Salad Dressings Hair Care Productes FISH BAIT MOLE CRICKET BAIT ETHERS ESTERS & CELLULOSE COTTONSEED PRODUCTS CHART RAYON Air Hoses Industrial Fabrics Fish Swine Poultry Shrimp DISSOLVING PULPDISSOLVING FOR: FELTS YARNS Beef Cattle Dairy Cattle Sheep & Goats Horses & Mules Bologna MULCH & SOIL COND. BRAN LITTER POULTRY OIL WELL DRILLING MUD FURFURAL Sausages MEAL & CAKE CRUDE OIL Frankfurters VISCOSE FOOD CASINGS Sheep & Goats Horses & Mules Lawns Shrubs Flowers Fish Ponds Mushrooms FERTILIZER FEED FOR: FEED FOR: NITRATE CELLULOSE Plastics Dynamite Lacquers (Fingernail Polish) Smokeless Gun Powder Solid Rocket Propellants Beef Cattle Dairy Cattle

131 Cotton’s Journey

132 Glossary

IX Glossary

Absorbency – The ability to suck up or take in. Bollworms – An insect that causes serious destruc- tion to the cotton plant and is responsible for most Allergen – A substance that induces allergies. cotton damage in all the cotton producing countries. Aphid – An insect that causes serious destruction to Botanist – A professional student of plants. the cotton plant. Bracts – Fringed leaves of the square that cover the Asiatic Cotton – A type of cotton grown commercially small cotton flower bud. around the world. Bur – Dried segments of the mature cotton boll that Bacterium – Any of a class of microscopic plants holds the locks of cotton in place when ready for living in soil, water, organic matter or the bodies of picking. plants or animals important to man because of their chemical effects. Calico – Any of various cotton fabrics with figured patterns. Bales – Cotton lint package for market. See Universal Density Bale. Capital – One of the four factors of production: buildings, factories, machines, tools, vehicles and Biotechnology – A discipline in which technology is equipment. applied in the production or modification of mol- ecules, or manipulation of living organisms, to de- Carbon Dioxide – A heavy, colorless gas formed by velop useful products, processes or services. the combustion and decomposition of organic sub- stances absorbed from the air by plants in photosyn- Bobbins – Spool wound with the thread-like product thesis. for storage. Carding – The textile process of pulling the fibers into Boll – A segmented pod containing approximately 32 parallel alignment to form a thin web that eventually immature seeds from which the cotton fibers will becomes sliver. grow. Carpels – Outer segments of the cotton boll that Bollweevil – An insect that causes serious destruc- begin to dry about 45 days after the boll appears. tion to the cotton plant.

133 Cotton’s Journey

Cellulose – A carbohydrate, the chief component of cotton crop for insect pest populations and advises the cell wall in most plants. treatment. Centrifuge – Equipment used at the cottonseed mill to Cultivation – Weed control method done by physical separate substances through spinning action. labor or a mechanical cultivator. Cheese Cones – Large bobbins that store yarn until Cultivator – A machine that is used in the cotton field they are needed in the weaving process. to remove weeds. Classing – The process of measuring fiber character- Defoliation – A harvest practice that helps the leaves istics against a set of standards or grades. to dry and fall off and to help any of the remaining unopened cotton bolls to open. Cloth – Fabric or material constructed from weaving or knitting. Deodorizing – A final process of cottonseed oil so that it remains clear and free of unwanted flavors. Combing Machine – Removes fibers shorter than half- inch and impurities from the cotton at the textile mill. Deoxyribonucleic Acid (DNA) – The basic genetic material that regulates cell composition and growth in Conservation Tillage – A system that leaves crop all living organisms. residue from a previous crop or cover crop on the soil surface to prevent soil erosion problems. Doffer – A part of the cotton picker with a series of circular, rubber lined pads that remove cotton from the Cooker – A process at the cottonseed mill that heats spindle. cottonseed meal flakes to reduce their moisture level. Drip Tape Irrigation – A method of irrigation using Cotton Belt – Seventeen States (Alabama, Arizona, buried tubing that releases water into the soil beneath Arkansas, California, Florida, Georgia, Kansas, Louisi- the plant. ana, Mississippi, Missouri, North Carolina, New Mexico, Oklahoma, South Carolina, Tennessee, Texas, Eli Whitney – In 1793, he invented the cotton gin Virginia) where cotton is grown. (short for engine) which separates the seed from the lint. Until then, the separation process had all been Cotton Gin – A place where seed and fiber are me- done by hand. chanically separated. Egyptian Cotton – A type of cotton grown commer- Cotton Picker – A machine that uses revolving cially around the world. spindles or barbed points to grab and pull the mature cotton from the open boll during the harvest process. Entrepreneurship – One of the four factors of produc- tion: owners, organizers, profit seekers, top decision Cotton Stripper – A machine that strips both open and makers and investors. unopened bolls and trash from the plant during the harvest process. Enzyme – Substances produced by living cells that bring about or accelerate reactions without themselves Cottonseed Meal – The cottonseed kernel (inside undergoing marked destruction in the process. meat) that have been dried and ground for livestock feed. Extractor-A machine at the cottonseed mill that re- moves up to 98% of the oil from the cottonseed kernel Cottonseed Mill – A place that removes the oil from (inside meat). the cottonseed. There are two types of mills-screw press and solvent extraction. Fermentation – A chemical change with efferves- cence. Cotyledon Leaves – The first two leaves that are visible on the young cotton plant. Fertilizer – A plant food or nutrients applied to the cotton plant. Crop Consultant – A trained person who monitors the

134 Glossary

Fleece – Any of various soft or woolly coverings. Knitting – A method of turning yarn into fabric using needles. Fungus – Any of a major group of lower plants that lack chlorophyll. Labor – One of the four factors of production: work- ers, talents, training and skills. Furrow Irrigation – A method of irrigation that runs water down a seedbed row. Lint – The raw lint produced by the cotton plant and separated from the seed at the cotton gin. Gene – An element of the germ plasm that transmits a hereditary character and forms a specific part of a self- Linters – Referred to as first-cut ( longer more resil- perpetuating DNA in the cell nucleus. ient fibers), are used in medical supplies, twine and candle wicks and second-cut (short fibers of fuzz), Genetics – Abranch of biology that deals with heredity used in foods, toiletries, film and paper. and variation of organisms and with the mechanisms by which these are affected. Listing – The process of forming land into ridges and furrows before planting. Germinate-The planted cotton seed begins to grow. Locks – Segments of cotton of a mature cotton plant. Greige or Grey Fabric – The woven cloth from the loom before it is dyed or printed. Hand Rouging-Weed Loom – A machine used to interlace yarns to form removal by people using weed hoes. cloth. Herbicide – Chemicals used to control weeds. Lygus – An insect that causes serious destruction to the cotton plant. Hexane – An organic solvent used to dissolve the oil out of the cottonseed kernel (inside meat). Marketing Cotton – The selling and buying of cotton lint. Hulls – Tough outer shell of the cottonseed. Meats – The inside kernel of the cottonseed, rich in Huller – A machine that removes the tough seed coat oil. from the cottonseed with a series of knives and shak- ers. Microorganism – An organism of microscopic size. Hybrid – An offspring of two animals or plants of Miscella – The product of hexane (used to remove oil different races, breeds, varieties, species or genera. out of the cottonseed meat) and oil. Hydrophilic – Of, relating to or having a strong affinity Mite – An insect that causes serious destruction to the for water. cotton plant. In Vitro – Outside the living body and in an artificial Module – Tightly pressed stack of picked cotton. environment. Module Builder – An implement that allows picked Irrigation – A water application to the cotton crop cotton to be dumped from the picker onto the ground through artificial means. and hydraulically pressed into stacks. Insecticide – A chemical product used to suppress or Moistener Pads – Small finned pads that add water eliminate an insect pest. and/or moistening agent to the spindles during the picking process. Integrated Pest Management (I.P.M) – A method of insect pest control using insecticides and the dispersal Muslin – A plain-woven sheer to coarse cotton fabric. of beneficial insects to aid in suppressing unwanted Nutrients – A nutritive substance or ingredient. insects. Pasteurization – Partial sterilization of a substance at Kernel – The inside meat of the cottonseed, rich in oil. a temperature that destroys objectionable organisms without major chemical alteration of the substance.

135 Cotton’s Journey

Patchwork – Something composed of miscellaneous Rain-Feed Farming – A type of farming dependent of or incongruous parts. rainfall to irrigate the cotton crop. Permeable – Capable of being penetrated. Recombinant DNA – The process of removing strands containing specific genetic coding from an organism Pesticide – An agent used to destroy pests. and recombining that material with DNA from the Photosynthesis – The process through which green original organism or from another organism. plants produce simple sugars by combining carbon Refining – A process transforming crude cottonseed dioxide and water using sunlight as an energy source oil in to a clear yellow oil. and producing oxygen as a by-product. Repellency – The quality or capacity of driving away Picker Bar – A vertical bar that contains 18-20 or warding off. spindles on the cotton picker. Roller Gin – A type of cotton gin that uses a rough Picker Door – A side component of the picker with roller to grab the fiber and pull it under a rotating bar channeling to facilitate the movement of cotton on the with gaps too small for the seed to pass, used to gin cotton picker. long staple cotton varieties. Picker Head – A unit that contains the picking compo- Roving – A process at the textile mill where sliver is nents on the cotton picker. drawn out to a thinner strand and given a slight twist Pima Cotton – A type of cotton grown commercially and wound on to bobbins. around the world. Samuel Slater – An Englishman who migrated to Pink Bollworm – An insect that causes serious de- America in 1790 and built the first cotton mill from struction to the cotton plant. memory. Plain Weave – The most common weave, is produced Satin Weave – A weave that produces a fabric with a by passing the weft yarn over and under each warp smooth surface, consists of warp yarn which is yarn, alternating each row; used for print cloth, sheet- passed over and under all but one weft yarn that ing and muslin. intersects in a regular or irregular formation, not a straight line; used for upholstery, home decorating and Planter – A machine used in the field to plant the fashionable apparel. planting seed. Saw Gin – A type of cotton gin that uses circular saws Planting – Introducing the planting seed to moist soil. that grip the fibers and pull them through narrow Plasmid – The ring of DNA often found in bacteria slots, used to gin short staple cotton varieties. outside of a cell. Screw Press – A type of cottonseed mill that uses a Pollinate – The transfer of pollen from the anther to grinder type action exposing or high pressure forcing the stigma of the same or another flower. the oil from the cottonseed. Predator Insect – Beneficial insects that feed on Sea Island Cotton – A type of cotton grown commer- various insect pests. cially around the world. Quilt – A bed coverlet of two layers of cloth filled with Seed Bed – The row in which the cotton seed will be wool, cotton or down and held in place by stitched planted. designs. Seed Cotton – Cotton removed (harvested) from the Quilting Bee – An Early American social gathering at plant with seeds intact. which the hand quilting of a quilt top was accom- Shaker Room – The first step of processing cotton- plished. seed, removes twigs, leaves and other trash through many shaking screens and air equipment.

136 Glossary

Sizing Compound – A starch mixture used to Trait – A distinguishing quality. strengthen yarn for weaving. Trash – Unwanted leaves, bolls, stems and branches Sliver – A web of fibers condensed into a continuous, picked up in the harvest process. untwisted, rope-like strand. True Leaves – Leaves produced subsequent to the Solvent Extraction – Type of cottonseed mill that uses cotyledons (first two leaves). live steam, high pressure and an organic solvent to Universal Density Bale – A standard bale of cotton, remove the oil from the cottonseed. 55 inches tall, 28 inches wide, 21 inches thick and Spinning – The last process in yarn manufacturing, weighing approximately 500 pounds. draws and twists the roving into yarn and places it on Upland Cotton-A type of cotton grown commercially bobbins ready for the weaving process. around the world. Spiritual – An African-American song of a deeply Virus – Any of a large group of submicroscopic emotional character. infective agents containing nucleic acid that cause Sprinkler Irrigation – A method of irrigation where various important plant and animal diseases that are pressurized water is sprayed out over an area. capable of growth and multiplication only in living cells. Square – A small flower bud covered with fringed leaf-like parts. Warp – Refers to yarns that run lengthwise in woven goods. Staple Length – The length of the cotton fiber. Warp Knit – Yarns that form loops in a lengthwise Static electricity – Effects produced by atmospheric direction and are used for tricot fabrics and cotton or various other electrical disturbances. lace. Synthetic – Produced artificially; manmade. Weaving – The process using yarn to make cloth. Textile Mill – A place that processes raw bales of Weft – Refers to yarns that run crosswise in woven cotton lint into yarn or cloth. goods. Thrip – An insect that causes serious destruction to Weft Knit – Yarns that form loops the width of the the cotton plant. fabric on a circular machine, producing jersey knit Toxin – A poisonous substance that is a specific used in T-shirts and underwear. product of the metabolic activities of a living organ- Wild Cotton – Cotton that grows uncultivated. ism. Yarn – Fibers twisted into threads used in weaving or Trace Elements – Micro-nutrients required in small knitting. quantities for optimum plant growth.

137 Cotton’s Journey

138 Notes

X Notes

1. Introducing the Concept of Life Sciences. 13. Eli Whitney’s Patent for the Cotton Gin, op. cit. [On-line]. (November 4, 2000). Available: Note 10. www.monsanto.com/monsanto/teachscience 14. Ibid. background/ lesson1.html. 15. Langley, op. cit. Note 9. 2. Cotton. [On-line]. (July 3, 2000). Available: http://encarta.msn.com/find 16. Eli Whitney’s Patent for the Cotton Gin, op. cit. Concise.asp?z=1&pg.2&ti=761562256. Note 10. 3. All About Supima Cotton. [On-line]. (November 17. National Cotton Council of America, op. cit. Note 5. 27, 2000). Available: 18. National Cotton Council of America. (2000). www.supimacotton.org/supima/cotton.htm. From Field to Fabric. Memphis, TN: National 4. Cotton, op. cit. Note 2. Cotton Council of America. 5. National Cotton Council of America. (2000). 19. ECO-Cotton. ECOlogical and ECOnomical. Cotton: The Perennial Patriot. Memphis, TN: [On-line]. (November 24, 2000). Available: National Cotton Council of America. www.foxfibre.com/ecocot.htm. 6. All About Supima Cotton, op. cit. Note 3. 20. Fast Facts. [On-line]. (November 27, 2000). Available: www.calcot.com/students/htm. 7. Erickson, P. (1997). Daily Life on a Southern Plantation: 1853. New York: Puffin. 21. Morton, M. (2000). Cotton and the Water Connection. Sacramento: California Farm Water 8. National Cotton Council of America, op. cit. Note 5. Coalition, www.cfwc.com. 9. Langley, A. (1994). The Industrial Revolution. 22. National Cotton Council of America, op. cit. New York: Viking. Note 18. 10. Eli Whitney’s Patent for the Cotton Gin. [On-line]. 23. Ibid. (November 8, 2000). Available: www.nara.gov education/cc/whitney.html. 24. Cotton, Inc. (2000). The Natural Facts. Memphis, TN: Cotton, Inc. 11. Erickson, op. cit. Note 7. 25. Cotton Board. (1999). Speak Up for Cotton. 12. National Cotton Council of America, op. cit. Note 5. Memphis, TN: Cotton Board.

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26. National Cottonseed Products Association, Inc. 43. Biotech Basics, op. cit. Note 41. (1990). Cottonseed and Its Products. Memphis, 44. Introducing the Concept of Life Sciences, op. cit. TN: National Cottonseed Products Association, Note 1. Inc. 45. Vogt, J. and Yale, M., op. cit. Note 42. 27. National Cotton Council of America, op. cit. Note 5. 46. Ibid. 28. National Cottonseed Products Association, Inc., 47. Cotton Genome Center. (2000). Cotton Genome op. cit. Note 34. Center. Davis, CA: University of California, Davis. 29. Klimas, F. (1990). The Geometry of the Quilt 48. Evolution of Food Biotechnology, op. cit. Note 39. Block. Somerville, NJ: Branchburg Central 49. ECOcotton. ECOnomic and ECOlogical, op. cit. School. Note 19. 30. Ibid. 50. Vogt, J. and Yale, M., op. cit. Note 42. 31. Paul, A. (1991). Eight Hands Round: A Patch- 51. Tompkins, G. (1997). Literacy for the 21st work Alphabet. New York: HarperCollins Century. Upper Saddle River, NJ: Prentice-Hall, Publishers. Inc. 32. Ibid. 52 . Production. [On-line]. (December 14, 2000). 33. Paul, A. (1996). The Seasons Sewn: A Year in Available: www.artsednet.getty.edu/ArtsEdNet Patchwork. New York: Voyager Books. Resources/Maps/navajo.html. 34. Paul, A., op. cit. Note 31. 53. Brownson, Steven. (2000). Applied Methods in Teaching English Language Development. Los 35. Paul, A., op. cit. Note 33. Angeles: Academic Publishing Service. 36. Ibid. 54. Brian, S. (1998). Probability: Great Skill 37. Eli Whitney’s Patent for the Cotton Gin, op. cit. Building Activities, Games and Reproducibles. Note 10. New York: Scholastic. 38. Music - African-American Spiritual. [On-line]. 55. Eli Whitney’s Patent for the Cotton Gin, op. cit. (November 7, 2000). Available: Note 10. www.comptons.com/encyclopedia/ARTICLES 56. Early Industrialization. [On-line]. (December 13, 0850/08568832. 2000). Available: www.si.edu/lemelson/center- 39. Evolution of Food Biotechnology. [On-line]. pieces/whole_cloth. (November 15, 2000). Available: 57. Eli Whitney’s Patent for the Cotton Gin, op. cit. www.whybiotech.com/en/whatis\evolution\ Note 10. con58.asp?MID=36. 58. Introducing the Concept of Life Sciences, op. cit. 40. Introducing the Concept of Life Sciences, op. cit. Note 1. Note 1. 59. Brian, op. cit. Note 54. 41. Biotech Basics. [On-line]. (November 17, 2000). Available: www.biotechbasics.com/. 60. McL. Green, Constance. Eli Whitney and the Birth of American Technology (Library of 42. Vogt, J. and Yale, M. From Genes to Jeans - An American Biography). Addison-Wesley, 1998. Activity-Based Unit on Genetic Engineering and Agriculture. [On-line]. (November 6, 2000). 61. Early Industrialization, op. cit. Note 56. Available: www.cfaitc.org.

140 Notes

XI References For more information, contact the referenced individual or entity:

A. National Cottonseed Products Association, Inc. N. Ibid. (1990). Cottonseed and Its Products. Memphis, O. Ibid. TN: National Cottonseed Products Association, Inc. P. Van Tine, E. et al, op. cit. Note J. B. Ibid. Q. Morton, M., op. cit. Note E. C. AIMS Education Foundation, P. O. Box 8120, R. Ibid. Fresno, CA. S. National Cottonseed Products Association, D. Ibid. op. cit. Note A. E. Morton, M. (2000). Cotton and the Water T. Morton, M., op. cit. Note E. Connection. Sacramento: California Farm Water U. Van Tine, E. et al, op. cit. Note J. Coalition, www.cfwc.com. V. Morton, M., op. cit. Note E. F. Ibid. W. Ibid. G. Beall, P. and Hagen, S. (1987). America: Songs of Patriots and Pioneers. New York: Price Stern X. Ibid. Sloan. Y. Van Tine, E. et al, op. cit. Note J. H. Morton, M., op. cit. Note E. Z. Morton, M., op. cit. Note E. I. Beall, P. and Hagen, S., op. cit. Note G. AA. Ibid. J. Van Tine, E., Lee, S., Cooper, C. and White, B. BB. Ibid. 1999). Super Social Studies: Quick & Easy Activities, Games, and Manipulatives. CC. Brian, S. (1998). Probability: Great Skill- New York: Scholastic. Building Activities, Games and Reproducibles. K. Morton, M., op. cit. Note E. New York: Scholastic. L. Beall, P. and Hagen, S., op. cit. Note G. DD. Van Tine, E. et al, op. cit. Note J. M. Morton, M., op. cit. Note E. EE. Morton, M., op. cit. Note E.

141 Cotton’s Journey

142 Annotated Bibliography

XII Annotated Bibliography

Cobb, Mary. The Quilt-Block History of Pioneer Howard, Ellen. The Log Cabin Quilt. Holiday Days: With Projects Kids Can Make. The Millbrook House, 1996. Press, 1995. After a motherless family arrives in Michigan during This brightly illustrated book shows how traditional the Westward Movement, bright calico scraps give American quilt-block designs tell the story of pioneer their humble cabin the feeling of home. days, when designs were created to reflect daily life and special events. L’Hommedieu, Arthur. From Plant to Blue Jeans. The Children’s Press, 1997. Ernst, Lisa Campbell. Sam Johnson and the Blue Describes the process of making blue jeans from Ribbon Quilt. Mulberry, 1983. the harvesting of cotton through the weaving of cloth While mending the awning over the pig pen, Sam and sewing the finished product. discovers that he enjoys sewing the various patches together but meets with scorn and ridicule when he asks his wife if he could join her quilting club. McGill, Alice. Molly Bannaky. Houghton Mifflin, 1999. Relates how Benjamin Banneker’s grandmother Hopkinson, Deborah. Sweet Clara and the Free- journeyed from England to Maryland in the late seven- dom Quilt. Dragonfly Books, 1993. teenth century, worked as an indentured servant, Clara, a slave and seamstress on a southern planta- began a farm of her own and married a freed slave. tion, pieces together scraps of cloth to fashion a secret map to lead her and other slaves to freedom by the Underground Railroad.

143 Cotton’s Journey

McL. Green, Constance. Eli Whitney and the Birth Ransom, Candice F. The Promise Quilt. Walker of American Technology (Library of American Biog- Publishing, 1999. raphy). Addison-Wesley, 1998. After her father leaves the family farm on Lost The life of the inventor of the cotton gin and how Mountain to be General Lee’s guide, Addie finds ways his invention influenced the development of the Indus- to remember him – even when he does not return at trial Revolution in the United States. the end of the war.

Mills, Lauren. The Rag Coat. Little, Brown and Smucker, Barbara. Selina and the Bear Paw Quilt. Company, 1991. Dragonfly Books. Minna proudly wears her new coat made of cloth- When the Civil War breaks out, Selina’s Mennonite ing scraps to school, where the other children laugh at family decides to flee its peaceful Pennsylvania farm her until she tells them the stories behind the rags. for Canada and a new life. The grandmother, who remained behind, stays close through the gift of a special patchwork quilt. Paul, Ann Whitford. Eight Hands Round: A Patch- work Alphabet. Harper Collins, 1991. Taylor, Belinda. Joseph and the Cottonseed. Introduces the letters of the alphabet with names of Sandlapper Publishing Company, 1994. early American patchwork quilt patterns and explains the origins of the designs by describing the activity or An entertaining history lesson on how the cotton occupation from which they derive. crop made its way to America.

Paul, Ann Whitford. The Seasons Sewn: A Year Tenorio-Coscarelli, Jane. The Tortilla Quilt. 1/4 in Patchwork. Voyager Books, 1996. Inch Publishing, 1996. Provides a glimpse of pioneer life through the On an early-California rancho, a young girl fashions celebration of an American art form. a quilt out of pieces of fabric from special garments as a loving tribute to her grandmother.

Polacco, Patricia. The Keeping Quilt. Simon and Schuster, 1998. Williams, Sherley. Working Cotton. Voyager Books, 1992. A homemade quilt ties together the lives of four generations of an immigrant Jewish family, remaining A young girl’s narrative of the daily events of her a symbol of their enduring love and faith. family’s migrant life in the cotton fields of Central California.

144 Annotated Bibliography

Related Books Helpful Internet Sites Avery, Kristin. The Crazy Quilt. Calcot, Ltd. www.calcot.com Flournoy, Valerie. Life on a Plantation. Flournoy, Valerie. The Patchwork Quilt. California Farm Water Coalition www.cfwc.com Hammond, Winifred. Cotton from Farm to Market. Kalman, Bobbie. Life on a Plantation. California Cotton Ginners and Growers Associations www.ccgga.org Keeler, Patricia and McCall, Francis. Unraveling Fibers. Cotton Genome Center LaMarche, Jim. A Matter of Pride. www.cottongenomecenter.ucdavis.edu/ Langley, Arthur. The Industrial Revolution. Cotton Incorporated Latham, Jean Lee. Eli Whitney (Discovery www.cottoninc.com Biographies). Lenski, Lois. Cotton in My Sack. National Cotton Council www.cotton.org Le Tord, Bijou. Picking and Weaving. Macaulay, David. Mill. National Cottonseed Products Association www.cottonseed.com Murphree, Pennee. The Adventures of 100% Happy Shirt. Natural Fiber Information Center Parton, Dolly. Coat of Many Colors. www.utexas.edu/depts/bbr/natfiber/ Patterson, Katherine. Lyddie. Supima Association of America www.supimacotton.org Riquier, Aline and Bogard, Vicki. The Cotton in Your T-Shirt. Out of Print Textiles Through Time Rudolph, Marguerita. How a Shirt Grew in the Field. www.interlog.com/~qwhite/ttt/tttintro.html Simonds, Christopher. Samuel Slater’s Mill and the The Cotton Pickin’ Web Industrial Revolution. Out of Print http://ipmwww.ncsuedu/CottonPickin/ Tenorio-Cascarelli, Jane. The Pinata Quilt: English-Spanish. Tenorio-Coscarelli, Jane. The Tamale Quilt Story. Willing, Karen and Dock, Julie. Quilting Now & Then. Willing, Karen and Dock, Julie. Cotton Now & Then

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146 California Content Area Standards Correlations

XIII California Content Area Standards Correlations

Grades 1 – 3, Lesson 1 Social Studies English/Language Arts 1st - 1.4.1-3; 1.6.1-2 1st – Literary Response and Analysis 3.1, 3; 2nd - 2.4.1-3 Writing Strategies 1.1-3; Written and Oral 3rd - 3.3.2 English Language Conventions 1,1-8; Listening and Speaking Strategies 1.1; Speaking Applications 2.1 Grades 1 – 3, Lesson 2 2nd – Writing Strategies 1.1-2; Written and Oral English/Language Arts English Language Conventions 1.1-8; Speaking Applications 2.1a-b 1st – Literary Response and Analysis 3.1-3; Writing Strategies1.1-3; Writing 3rd – Literary Response and Analysis 3.1, 3-4; Applications 2.1-2; Written and Oral English Writing Strategies 1.1-2; Written and Oral Language Conventions 1.1-8; Listening and English Language Conventions 1.1-9; Speaking Strategies 1.1-3, 5; Speaking Listening and Speaking Strategies Applications 2.1-4 1.1 2nd – Literary Response and Analysis 3.4; Writing Science: Strategies 1.1-2; Written and Oral English 1st – Life Sciences 2.b, e; Investigation and Language Conventions 1.1-8; Listening and Experimentation 4a-b Speaking Strategies 1.1-3, 1.7-8; Speaking Applications 2.1a-b 2nd – Life Sciences 2c, e-f; Earth Sciences 3e; Investigation and Experimentation 4c-d 3rd – Literary Response and Analysis 3.1, 3-4, 6; Writing Strategies 1.1-2; Writing Applications 3rd – Life Sciences 3a, c-d; Investigation and 2.2; Written and Oral English Language Experimentation 5a-e Conventions 1.1-9; Listening and Speaking Strategies 1.1-9; Speaking Applications 2.2

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Math Social Studies 1st – Measurement and Geometry 1.1; Statistics, 1st – 1.4.1-3 Data Analysis and Probability 1.1-2 2nd – 2.4.1-3; 2.5 2nd – Statistics, Data Analysis and 3rd – 3.3.1-2 Probability 1.1, 3-4 3rd – Measurement and Geometry 1.1-2 Grades 1 – 3, Lesson 4 Science English/Language Arts 1st – Investigation and Experimentation 4a-b 1st – Literary Response and Analysis 3.1; Writing 2nd – Investigation and Experimentation 4c-d Strategies 1.1-3; Writing Applications 2.2; 3rd – Investigation and Experimentation 5a-e Written and Oral English Language Conventions 1.1-8; Listening and Speaking Strategies 1.1 Grades 1 – 3, Lesson 3 2nd – Literary Response and Analysis 3.1; Writing English/Language Arts Strategies 1.1-2; Writing Applications 2.1; Written and Oral English Language 1st – Literary Response and Analysis 3.1, 3; Conventions 1.1-8; Speaking Applications 2.1 Writing Strategies 1.1-3; Listening and Speaking Strategies 1.1; Speaking 3rd – Literary Response and Analysis 3.1-4; Applications 2.1 Writing Strategies 1.1-2; Writing Applications 2.2; Written and Oral English Language 2nd – Writing Strategies 1.1-2; Speaking Conventions 1.1-9; Listening and Speaking Applications 2.1a-b Strategies 1.1-2 3rd – Literary Response and Analysis 3.1, 3-4; Math Writing Strategies 1.1-2; Listening and Speaking Strategies 1.1 1st – Statistics, Data Analysis and Probability 1.1-2 Math 2nd – Number Sense 4.1-3; Statistics, Data Analysis and Probability 1.1-4 1st – Measurement and Geometry 1.2, 2.1; Statistics, Data Analysis and Probability 1.1; 3rd – Number Sense 3.4; Measurement and Mathematical Reasoning 1.1 Geometry 1.1 2nd – Number Sense 4.1-3; MeasureMathematical Science Reasoning 1.1 1st – Investigation and Experimentation 4a-b 3rd – Number Sense 3.4; Measurement and 2nd – Investigation and Experimentation 4d Geometry 1.4, 2.1-4; Mathematical Reasoning 1.1 3rd – Investigation and Experimentation 5a-c, e Science Social Studies 1st – Investigation and Experimentation 4a-b 1st – 1.4.1-3 2nd – Investigation and Experimentation 4a-d 2nd – 2.4.1-3; 2.5 3rd – Investigation and Experimentation 5a-b 3rd – 3.3.1

148 California Content Area Standards Correlations

Grades 1 – 3, Lesson 5 Written and Oral English Language Conventions 1.1-5; Listening and Speaking English/Language Arts Strategies 1.1-3, 5, 7; Speaking Applications 1st – Writing Strategies 1.1-3; Written and Oral 2.3a-b English Language Conventions 1.1-8; Math Listening and Speaking Strategies 1.1, 4-5; 4th – Statistics, Data Analysis and Probability 1.1, Speaking Applications 2.1-2 1.3; Mathematical Reasoning 1.1, 2.3 2nd – Writing Strategies 1.1-2; Writing Applications 5th – Statistics, Data Analysis and Probability 1.2; 2.1a-b; Written and Oral English Language Mathematic Reasoning 1.1, 2.3 Conventions 1.1-8; Listening and Speaking Strategies 1.3, 5-6, 9; Speaking Applications 6th – Number Sense 1.4; Statistics, Data Analysis 2.2 and Probability 2.3 3rd – Writing Strategies 1.1-2; Writing Applications Science 2.2;Written and Oral English Language 4th – Life Sciences 2a, 3b; Investigation and Conventions 1.1-9; Listening and Speaking Experimentation 6c-f Strategies 1.1-3, 5-8; Speaking Applications 2.1 5th – Life Sciences 2a, e-g; Investigation and Experimentation 6d-g Science 6th – Life Sciences 5e; Investigation and 1st – Investigation and Experimentation 4a-b Experimentation 7a-e 2nd – Investigation and Experimentation 4d Social Studies 3rd – Investigation and Experimentation 5a-c, e 5th – 5.1.1; 5.2.1-4; 5.4.1, 6; 5.5.1

Grades 4 – 6, Lesson 1 Grades 4 – 6, Lesson 2 English/Language Arts English/Language Arts 4th – Reading Comprehension 2.3, 5; Literary 4th – Literary Response and Analysis 3.2-3; Response and Analysis 3.2-3; Writing Writing Strategies 1.1-3, 5-10; Writing Applications 2.1.c-d; 2.2a; Written and Oral Applications 2.1-4; Written and Oral English English Language Conventions 1.1-7; Language Conventions 1.1-7 Listening and Speaking Strategies 1.1; Speaking Applications 2.1a-c, 2.4 5th – Literary Response and Analysis 3.2-3; Writing Strategies 1.1.2-6; Writing 5th – Reading Comprehension 2.3-5; Literary Applications 2.2-3; Written and Oral English Response and Analysis 3.2; Writing Conventions 1.1-5 Strategies 1.3; Writing Applications 2.2-3; Written and Oral English Language 6th – Literary Response and Analysis 3.2, 4; Conventions 1.1-5; Listening and Speaking Writing Strategies1.4-5; Writing Applications Strategies 1.1, 6; Speaking Applications 2.3-4; Written and Oral English Language 2.3a-c Conventions 1.1-5 6th – Reading Comprehension 2.4; Literary Math Response and Analysis 3.2, 4; Writing 4th – Number Sense 3.1-4; Statistics, Data Analysis Strategies 1.4-5; Writing Applications 2.3-4; and Probability 1.1-3; Mathematical Reasoning 1-3

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5th – Statistics, Data Analysis and Probability 5th – Measurement and Geometry 2.1-2; 1.1-2; Mathematical Reasoning 1-3 Mathematical Reasoning 1.1-2M 6th – Number Sense 1.2, 4, 2.1; Statistics, Data 6th – Measurement and Geometry 2.1; Analysis and Probability 1.1-4, 2.1-3; Mathematical Reasoning 1.1-3 Mathematical Reasoning 1-3 Science Science 4th – Investigation and Experimentation 6c-f 4th – Investigation and Experimentation 6c-f 5th – Investigation and Experimentation 6d-g 5th – Investigation and Experimentation 6d-g 6th – Investigation and Experimenta tion 7a-e 6th – Investigation and Experimentation 7a-e Social Studies Social Studies 5th – 5.4.1, 5-6; 5.8.1-2, 4 4th – 4.2.1 6th – 6.1.3; 6.2.2 5th – 5.1.1 6th – 6.1.1; 6.2.2; 6.7.8 Grades 4 – 6, Lesson 4 English/Language Arts Grades 4 – 6, Lesson 3 4th – Reading Comprehension 2.3, 5; Literary English/Language Arts Response and Analysis 3.2-3; Writing Applications 2.1.c-d; 2.2a; Written and Oral 4th – Reading Comprehension 2.3, 5; Literary English Language Conventions 1.1-7; Response and Analysis 3.2-3; Writing Listening and Speaking Strategies 1.1; Applications 2.1.c-d; 2.2a; Written and Oral Speaking Applications 2.1a-c, 2.4 English Language Conventions 1.1-7; Listening and Speaking Strategies 1.1; 5th – Reading Comprehension 2.3-5; Literary Speaking Applications 2.1a-c, 2.4 Response and Analysis 3.2; Writing Strategies 1.3; Writing Applications 2.2-3; 5th – Reading Comprehension 2.3-5; Literary Written and Oral English Language Response and Analysis 3.2; Writing Conventions 1.1-5; Listening and Speaking Strategies 1.3; Writing Applications 2.2-3; Strategies 1.1, 6; Speaking Applications Written and Oral English Language 2.3a-c Conventions 1.1-5; Listening and Speaking Strategies 1.1, 6; Speaking Applications 6th – Reading Comprehension 2.4; Literary 2.3a-c Response and Analysis 3.2, 4; Writing Strategies 1.4-5; Writing Applications 2.3-4; 6th – Reading Comprehension 2.4; Literary Written and Oral English Language Response and Analysis 3.2, 4; Writing Conventions 1.1-5; Listening and Speaking Strategies 1.4-5; Writing Applications 2.3-4; Strategies 1.1-3, 5, 7; Speaking Applications Written and Oral English Language 2.3a-b Conventions 1.1-5; Listening and Speaking Strategies 1.1-3, 5, 7; Speaking Applications Math 2.3a-b 4th – Number Sense 3.1-4; Statistics, Data Analysis Math and Probability 1.1-3; Mathematical Reasoning 1-3 4th – Measurement and Geometry 3.3-8; Mathematical Reasoning 1.1-2

150 California Content Area Standards Correlations

5th – Statistics, Data Analysis and Probability Math 1.1-2; Mathematical Reasoning 1-3 4th – Number Sense 3.1-4; Statistics, Data Analysis 6th – Number Sense 1.2, 4, 2.1; Statistics, Data and Probability 1.1-3; Mathematical Analysis and Probability 1.1-4, 2.1-3; Reasoning 1-3 MathematicalReasoning 1-3 5th – Statistics, Data Analysis and Probability Science 1.1-2; Mathematical Reasoning 1-3 4th – Life Sciences 2a, 3b; Investiga tion and 6th – Number Sense 1.2, 4, 2.1; Statistics, Data Experimentation 6c-f Analysis and Probability 5th – Life Sciences 2a, e-g; Investigation and Science Experimentation 6d-g 4th – Life Sciences 2a, 3b; Investigation and 6th – Life Sciences 5e; Investigation and Experimentation 6c-f Experimentation 7a-e 5th – Life Sciences 2a, e-g; Investigation and Experimentation 6d-g Social Studies 6th – Life Sciences 5e; Investigation and Experimentation 7a-e 4th – 4.5.1-2 Social Studies 5th – 5.3.4; 5.5.3; 5.7.4 5th – 5.1.1; 5.4.5; 5.5.1 6th – 6.2.9 6th – 6.1.3

Grades 4 – 6, Lesson 5 Grades 7 – 8, Lesson 1 English/Language Arts English/Language Arts 4th – Reading Comprehension 2.3, 5; Literary th Response and Analysis 3.2-3; Writing 7 – Listening and Speaking Applications 2.3a-d Applications 2.1.c-d; 2.2a; Written and Oral 8th – Written and Oral English Language English Language Conventions 1.1-7; Conventions 1.1-6 Listening Speaking Applications 2.1a-c, 2.4 Science 5th – Reading Comprehension 2.3-5; Literary th Response and Analysis 3.2; Writing 7 – 1a-f; 6d; 7a-e Strategies 1.3; Writing Applications 2.2-3; Social Studies Written and Oral English Language Conventions 1.1-5; Listening and Speaking 7th - 7.11.1-3 Strategies 1.1, 6; Speaking Applications 8th – 8.4.1; 8.6.1; 8.7.1; 8.12.1, 5-6, 8 2.3a-c 6th – Reading Comprehension 2.4; Literary Grades 7 – 8, Lesson 2 Response and Analysis 3.2, 4; Writing Strategies 1.4-5; Writing Applications 2.3-4; English/Language Arts Written and Oral English Language 7th – Writing Strategies 1.1-7; Writing Applications Conventions 1.1-5; Listening and Speaking 2.3; Written and Oral English Language Strategies 1.1-3, 5, 7; Speaking Applications Structures 1.1-7; Listening and Speaking 2.3a-b Applications 2.3a-d

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8th – Writing Strategies 1.1.6; Writing Applications Grades 7 – 8, Lesson 4 2.3a-d; Written and Oral English Language English/Language Arts Convention 1.1-6 7th – Writing Strategies1.1-7; Writing Applications Math 2.3a-d; Written and Oral English Language 7th – Number Sense 1.6 Conventions 1.1-7; Listening and Speaking 1.4-6; Speaking Applications 2.2a-d Science: 8th – Reading Comprehension 2.1-7; Writing 7th – 1a-f; 3a, d-e; 5a-b, f; 6d; 7a-e Strategies 1.1-6; Writing Applications 2.3a-d; Written and Oral English Language Conventions 1.1-6; Listening and Speaking Grades 7 – 8, Lesson 3 1.3-9; Speaking Applications 2.3a-d English/Language Arts Social Studies 7th – Writing Strategies1.1-7; Writing Applications 7th – 7.6.6; 7.7.1, 3; 7.10; 7.11.1-3 2.3a-d; Written and Oral English Language Conventions 1.1-7 8th – 8.4.1, 4; 8.5.2; 8.6.1; 8.7.1-3; 8.10.7; 8.12.1, 5-6, 9 8th – Writing Strategies 1.1-6; Writing Applications 2.3a-d; Written and Oral English Language Conventions 1.1-6 Social Studies 7th – 7.6.6; 7.7.1, 3; 7.10; 7.11.1-3 8th – 8.4.1, 4; 8.5.2; 8.6.1; 8.7.1-3; 8.10.7; 8.12.1, 5-6, 9

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