The Empire State Carousel As New York History: a Curriculum

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The Empire State Carousel As New York History:

A Curriculum for Fourth Graders

By: The Cooperstown Graduate Program Class of 2008 For The Farmers’ Museum

The Empire State Carousel as New York State History Table of Contents

Introduction ……………………………………………………………………………………..… 3

About this Lesson …………………………….…………………………………….……..…….. 4

Getting Started …………………………………………………………………………………… 7 Video: The Empire State Carousel at The Farmers’ Museum

Setting the Stage: Historical Context ……………………………………………..…………. 8

Locating the Site: Maps ……………………………………………………………………..... 10 Lesson Plan Map 1: Find the Folks Supplementary Images Locating the Site Worksheet for Map 1 Map 2: New York State Carousel Census New York Carousel Census Assessment worksheet and Answer Key Map 3: Animals Represented on the Empire State Carousel Assessment worksheet and Answer Key Activity: Where did the Animals Go?

New York State History Timeline …………………………………………………………...… 33 Lesson Plan Slide and Poster Templates Research Guide

Determining the Facts: Readings ………………………………………………....…………. 44 Reading 1 Lesson Plan Reading 1: From ‘Little Wars’ to Merry-go-rounds Determining the Facts Worksheet for Reading 1 Assessment worksheet and Answer Key Reading 2 Lesson Plan Reading 2: Masters of the American Carousel Determining the Facts Worksheet for Reading 2 Assessment worksheet and Answer Key Reading 3 Lesson Plan Reading 3: The New York Experience Determining the Facts Worksheet for Reading 3 Assessment worksheet and Answer Key Vocabulary Lesson Plan Readings Vocabulary

Visual Evidence: Images ………………………………………………………….……………. 93 Lesson Plan Photo Analysis Guidelines worksheet Image 1: Herschell-Spillman Workshop, 1915

1 The Empire State Carousel as New York State History Table of Contents (Continued)

Assessment worksheet and Answer Key Image 2: a) Gerry Holzman carving Percy Pig b) Percy Pig Assessment worksheet and Answer Key Image 3: Bucky Beaver Assessment worksheet and Answer Key Image 4: The Empire State Carousel Assessment worksheet and Answer Key

Putting it All Together: Telling New York State History through Collage ….………... 111 Procedure: Rubric: Student self evaluation Rubric: Teacher evaluation Research Guide

Supplementary Resources …………………………………………………………….……. 119

Bibliography ……………………………………………………………………………..…….. 122

2 The Empire State Carousel as New York State History

As visitors to The Farmers' Museum in beautiful Cooperstown, NY, explore the Country Fair exhibit, the bright lights, brilliant colors, and cheerful music of one of the museum’s most unique treasures—the Empire State Carousel—greet them. Guests of all ages are invited to climb aboard one of the many handcrafted animals and enjoy a carefree ride to traditional carousel music. Riders and onlookers alike appreciate the carousel's beauty and observe that each figure and panel of the carousel represents an important facet of New York's history and culture. Indeed, the carousel offers all visitors a fun and relaxing activity while presenting countless lessons about people, places, and events in New York's proud heritage.

The Empire State Carousel provides a distinctly "New York" experience for all who come to visit. Far from being the typical static museum exhibit, the carousel both delights and educates visitors on important facets of the state of New York. Each animal on the carousel represents a species found in the state while showcasing the handiwork of New York folk artists. The carousel also displays hand-carved images of the state's most famous citizens and bears the names of many of New York's notable towns and cities. As an important aspect of the overall visitor experience at The Farmers' Museum, the carousel offers opportunities to celebrate and learn about the state of New York in a fun and unique way. The Empire State Carousel may even be considered a museum of its own-- a museum you can ride on!

3 About This Lesson

This lesson is based on the New York State Historical Association’s Empire State Carousel files and other source materials. The Empire State Carousel as New York State History was written by Mary Aimonovitch, Kira DeLanoy, Ashley Hopkins, Carolyn Lane, Stephanie Lehner, Brian Richards, Allan Rowe, and Kimberly Springle, students at the Cooperstown Graduate Program, and was supervised by John Buchinger, Associate Director of Education at the New York State Historical Association . This lesson was designed to bring the important story of the Empire State Carousel into classrooms across the country .

Where it fits into the curriculum: Topics: This lesson could be used in United States history courses to satisfy New York State Standard 1: History of the United States and New York. It could also be used in Art courses to satisfy units on stories and symbols in art, as well as folk art courses.

Time period : Late twentieth century.

Relevant New York State Standards:

Art Standards : 1: Creating, performing and participating in the Arts 2: Knowing and using Arts materials and resources 3: Responding to and analyzing works of art 4: Understanding the cultural dimensions and contributions of the Arts

English Language Standards 1: Language for Information and Understanding 3: Language for Critical Analysis and Evaluation

Mathematics, Science, and Technology 4: Science 6. Interconnectedness: Common themes

Social Studies Standards: History of the United States and New York: 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions 2: Important ideas, social and cultural values, beliefs and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups

Objectives for Students: • Students will be able to observe and critique the Empire State Carousel as a piece of artwork and understand the stories it is depicting. They will be able to answer in a complete manner all questions and engage in all activities in this part of the lesson.

• Students will have knowledge of the great contributions of New Yorkers to society. They will be able to answer in a complete manner all questions and engage in all activities in this part of the lesson.

• Students will be able to identify key places in New York State and the role those places played in New York State history. They will be able to answer in a complete manner all questions and engage in all activities in this part of the lesson.

• Students will be able to identify and explain the parts of the Empire State Carousel and why they were used to represent New York State. They will be able to answer in a complete manner all questions and engage in all activities in this part of the lesson.

5 • The students will be able to create their own artistic representation of New York State using symbols of important people, places, and things. Students will be graded based on the provided rubric.

Materials for students The materials listed below can be used directly on the computer or printed, photocopied, and distributed to students. The maps and images appear twice: in a low-resolution version with associated questions and alone in a larger, high-quality version.

• One vocabulary lesson with activity sheets. • One New York State History Timeline Activity • Three maps showing the geography of the area, with accompanying activities. • Three readings compiled from primary and secondary sources, with accompanying activities. • Five images in the Visual Evidence section, with worksheets. • Seven images of folk-life panels for use with Map 1: Find the Folks.

Visiting the site The Empire State Carousel is located at the Farmers’ Museum in Cooperstown, New York on State Route 80.

For more information contact: The Farmers’ Museum P.O. Box 30 Cooperstown, NY 13326 Phone: (607) 547-1450; Toll Free: (888) 547-1450 Website: http://www.farmersmuseum.org Please call ahead before planning your visit.

6 Getting Started

Watch “The Empire State Carousel at The Farmers’ Museum” video. Then answer the following questions:

1. If you were going to make a work of art about New York State history, what five images would you use?

1.) ______

2.) ______

3.) ______

4.) ______

5.) ______

2. Choose one person who you feel best represents New York State. Why did you pick did you pick this person?

______

3. If you met someone who had never been to New York, where would you take that person? Why?

______

7 Setting the Stage: Historical Context

Carousels, as a form of entertainment, were first created in Europe during the Middle Ages. Because men or horses supplied the power to turn them, early carousels had to be small and light. The invention of the steam engine in the eighteenth century made larger, more elaborate carousels possible.

In the 1860s, a German cabinetmaker named Gustav Dentzel started making carousels in the United States. Their popularity grew quickly, and the skills of immigrant woodcarvers helped create bigger carousels of better quality. Several of the companies who produced the carousels were located in New York State. This American “golden age of carousels” lasted until the 1930s, when the Great Depression closed companies and left carousels abandoned.

Many years later, as carousels continued to disappear, people became interested in them again. Gerry Holzman, a teacher and a woodcarver, thought up the Empire State Carousel in 1983. He worked for twenty years, with the help of thousands of volunteers, to carve and paint all of the parts of the Carousel. In 2006, the Carousel came to The Farmers’ Museum.

Each part of the Carousel has historical importance:

• The twenty-four carved animals are all indigenous to New York State. Many of the animal figures were newly carved for the Empire State Carousel, while some are from the Golden Age of Carousels.

• The rounding boards around the outside top of the carousel contain twenty-three portrait panels featuring the images of famous people from New York State. The rounding boards also contain the name of the Carousel, the New York State map and seal, and are bordered by carved nameplates highlighting New York towns and cities.

8 • Eight folk-life panels show people, places, or things that are important to New York State. Each represents a different area of the state.

• The band organ provides music for the Carousel. Famous New York musicians, such as John Philip Sousa and Irving Berlin, are carved into its façade (front).

• The mechanism that makes the Carousel turn originally belonged to a 1947 carousel. It was made in New York State by the Allan Herschell Company; one of the companies that still made carousels in the 1940s. This Herschell mechanism was repaired and restored for use in the Empire State Carousel.

9 Locating the Site Activities

Overview Student will examine three different types of maps and use them to determine locations of natural features, historical events, and contemporary carousels.

Essential Questions: • Map 1: Find the Folks - What happened? - Where did it happen - When did it happen - Who was involved in the event? - Who or what else would you include to represent New York - Why do you think the artist chose this event to represent New York • Map 2: New York State Carousel Census - What geographic regions in New York have the most carousels? - What is the relationship between a carousel and its location? • Map 3: Animals Represented on the Empire State Carousel - What do the different features of a landforms map mean? - What are the three main habitats found in New York and what types of animals live in them?

New York State Standards: • English Language Arts - Standard 1: Language for Information and Understanding - Standard 3: Language for Critical Analysis and Evaluation • Mathematics, Science and Technology - Standard 4: Science - Standard 6: Interconnectedness: common themes

10 • Social Studies - Standard 1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. - Standard 3: Geography

Materials: • Copies of attached maps and accompanying materials • Copies of the Assessment Worksheets • Pencils/Pens

Procedure • The teacher will introduce the main idea of the lesson, or individual map they are using.

• The teacher will distribute copies of the maps and accompanying materials to the students.

• The teacher will assist the students with any difficulties they might have reading the maps, and monitor their progress finishing the questions.

• The teacher will lead the class in discussion of their answers to the questions when the class has finished as individuals.

Evaluation • The teacher may use the attached Assessment Worksheets for evaluation purposes.

11 Locating the Site Map 1: Find the Folks

Map of New York State1895

The Empire State Carousel represents the state of New York in a variety of ways. The Carousel is decorated with portrait panels that depict famous New Yorkers. Each animal on the Carousel is indigenous to the state, and eight panels depict folk-life events from the history of the state. This map indicates the location of the events depicted in the folk-life panels.

Examine the map, along with the pictures of the folk-life panels, and read the information provided about each event. For each event, complete an Event Map using the readings, panels, and 1895 New York map for information.

12 Folk-life Panels and Information: For use with Map 1

Phineas Taylor Barnum: American Showman New York, NY

Phineas Taylor Barnum is best remembered for his entertaining hoaxes and for starting Barnum’s American Museum in New York City in 1841. Barnum’s American Museum eventually became the Ringling Brother’s and Barnum and Bailey’s Circus. Besides his career as a showman, Barnum also wrote several books and was involved in politics including race, slavery, and regional issues in the years before the Civil War.

Guys and Dolls: Hit 1950 Musical New York, NY

Jo Swerling and Abe Burrows adapted Guys and Dolls from the short story, “The Idyll of Miss Sarah Brown,” by Damon Runyon. Characters and plot elements from other Runyon stories, like “Pick the Winner .” Frank Loesser wrote the music and lyrics. It first appeared on Broadway at the 46th Street Theatre, on November 24, 1950. It won five 1951 Tony Awards, including the award for Best Musical. The film version opened on November 3, 1955, starring Marlon Brando, Frank Sinatra, Jean Simmons, and Vivian Blaine.

Sam Patch: Nineteenth-century Daredevil Niagara, NY and Rochester, NY

Sam Patch was the first of Niagara Falls’ famous daredevils. He was a national celebrity known for jumping off bridges, factory walls, ship’s masts, and waterfalls. His last jump was off Upper Falls in Rochester, NY. A crowd of over 8,000 gathered to see his attempt on November 13, 1829. Some people say he jumped, others say he fell, but a loud impact was heard, and he never resurfaced. Rumors spread that he had hidden in a cave at the base of the falls and was enjoying all the excitement he had created. These rumors were proven false when his frozen body was found in the ice the next spring. Both of his shoulders had dislocated on impact, and unable to swim, he drowned. A wooden board was placed over his grave that read: “Sam Patch—Such is Fame”.

William “Captain” Kidd: Pirate or Privateer Gardiner’s Island, Long Island, NY

William “Captain” Kidd is remembered as a cruel, bloody pirate. According to legend, he and his crew committed every crime in pirate history. He achieved more fame in songs, stories, and legends than almost any other pirate to sail the seven seas. There is evidence that Kidd acted only as a privateer (a government approved pirate), hinting that the stories are just stories. Part of his legend grew from the belief that Kidd left buried treasure during his voyages. Kidd did bury a small treasure on Gardiner’s Island in Suffolk County, Long Island, NY, but it was removed by Governor Bellomont and sent to England to be used as evidence against Kidd in the 1600s. After a life of fame, Kidd was tried without a lawyer in London, England. He was found guilty of murder and five counts of piracy and was hanged on May 23, 1701, at “Execution Dock” in London.

Uncle Sam: Samuel Wilson Troy, NY

Uncle Sam is a symbol personifying the things the United States stands for. The name was first used during the War of 1812 and the first illustration of the figure dates from 1852. He is often depicted as a serious, elderly man with white hair and a goatee, wearing clothes that remind you of the flag of the United States. Folklore can trace the image of Uncle Sam to upstate New York. When soldiers stationed in the area received barrels of meat stamped with the initials U.S. they jokingly referred to it as the initials of the troops’ meat supplier, Samuel Wilson of Troy, New York. Congress supported this story when the issued this statement: “Resolved by the Senate and the House of Representatives that the Congress salutes Uncle Sam Wilson of Troy, New York, as the progenitor (source) of America’s national symbol of Uncle Sam.” A monument marks Samuel Wilson’s birthplace in Arlington, Massachusetts, as well as his burial place in Troy, New York.

Noah John Rondeau: Hermit of the Adirondacks Adirondack Mountains

This panel showing Noah John Rondeau is based on actual photographs of the Adirondack loner taken by visitors whom he allowed to see his private village. Rondeau moved into his village, located in a hidden portion of the Essex County High Peaks, in 1913. He lived there for most of his life, leaving around 1950 when fire and poor health forced him to return to civilization.

Scene from The Deerslayer , By James Fenimore Cooper Otsego Lake, Cooperstown, NY

The Deerslayer, by James Fenimore Cooper, was the last of the “Leatherstocking Tales” to be written. Interestingly, this story, set between 1740 and 1745, would be first on a timeline of the series. The “Leatherstocking Tales,” including The Deerslayer, The Last of the Mohicans, The Pathfinder, The Pioneers, and The Prairie , relate the adventures of the backwoods scout Natty Bumpo and his companion Chingachgook. The Deerslayer takes place on Otsego Lake in central New York, the same location as the Empire State Carousel!

19 Name: ______Locating the Site Worksheet Event Map for Map 1

Use this graphic organizer to keep track of important ideas. Write the name of the event in the center and answer the questions listed in the surrounding bubbles.

Where did it happen?

What When did Happened? it happen?

EVENT

Who or what Who was else would you involved in the include to represent event? New York?

Why do you think the artist chose this event to represent New York?

20 Locating the Site Map 2: New York State Carousel Census

Red dots represent the locations of carousels. Black dots indicate other cities.

Historically, New York has been closely linked with carousel art in America. New York was a center of production and home of one of the most recognizable carving styles. Today, carousels from the late 1800s and early 1900s are quickly disappearing. There are only 334 carousels left in America. New York has more than twice as many working carousels (forty- three) than any other state. Most of these carousels are found in three areas of New York: the New York City area, the Binghamton area, and the Buffalo/Niagara area.

This activity includes a map of carousels found in New York and a census with the same information. Use these tools to answer the questions found at the end of this section. Then, use an atlas, map, or textbook to find the city that each dot represents and label the map. A list of cities marked with red dots can be found in the carousel census.

21 New York Carousel Census: For use with Map 2

Primary Material Carousel Name Location Company of Construction Year Built New York State Museum Herschell- Carousel Albany Spillman Wood 1915 Allan Herschell Recreation Park Binghamton Co. Wood 1925 Ross Park Zoo Allan Herschell Carousel Binghampton Co. Wood 1920 Mangels- B&B Carousel Coney Island Carmel Wood Unknown PTC 61 Brooklyn PTC #61 Wood 1922 Prospect Park Mangels- Carousel Brooklyn Carmel Wood 1914-1916 Private Buffalo Illion Kiddie Wood Unknown George W. Allan Herschell Johnson Park Endicott Co. Wood 1934 West Endicott Allan Herschell Park Endicott Co. Wood 1929 Allan Herschell Highland Park Endwell Co. Wood 1925 Nunley's Murphy-Stein & Carousel Garden City Goldstein Wood 1910-1912 Northrop- Grumman Herschell- Carousel Greenport Spillman Wood 1920 C. Fred Johnson Rec. Allan Herschell Park Johnson City Co. Wood 1923 New York Stein & Central Park City Goldstein Wood 1908 Herschell Carrousel Factory North Allan Herschell Museum Tonawanda #1 Special Wood 1916 Olcott Beach Herschell- Carousel Olcott Beach Spillman Wood 1928 Flushing Meadows / Corona Park Queens Mangels-Illion Wood 1903-1908 Forest Park Queens D. C. Muller Wood 1910 Church of the Armitage - Assumption Redford Herschell Wood 1890s Ontario Beach Dentzel Rochester G. A. Dentzel Wood 1905 The Elaine Wilson Carousel Rochester Allan Herschell Wood 1918

22 Mangels- Rye Playland Rye Carmel Wood 1918 Prior & Church Rye Playland Rye Racing Derby Wood 1927 Saratoga Congress Park Springs Illions Wood 1904 Beachview Center Saugerties Allan Herschell Wood 1930s Armitage - Schenevus Park Schenevus Herschell Track Wood 1906 Carousel Center Syracuse PTC #18 Wood 1909 Heckscher West Carousel Hempstead Illions Wood 1914 Palisades Center Mall West Nyak PTC #15 Wood 1907 Coney Island Brooklyn Mangels Kiddie Metal 1950 Sherman's Amusement Park Caroga Lake Loof Frame Metal 1900 Allan - Stewart Park Ithaca Herschell Co. Metal 1950 Hoffman's Allan - Playland Latham Herschell Co. Metal 1950s

Hoffman's Allan Herschell Playland Latham Kiddie Metal 1950s Maple Midway Park Springs Allan Herschell Metal 1946 Herschell Carrousel Factory North Allan Herschell Museum Tonawanda Kiddie Metal 1920-1935 Rye Playland Rye Mangels Kiddie Metal 1930 Bear Mountain Bear Inn Mountain Carousel Works Wood 2000 .Empire State Carousel Cooperstown NY Craftsman Wood 1989 – 1994 Original Frame, Eldridge Park Elmira New Figures Wood Unknown PTC Seabreeze Park Rochester #31/Long/Roth Wood 1996 The Carousel For All Children Staten Island Carousel Works Wood 1997 Antique Carrello's carousel with Carousel Sylvan Beach metal figures Wood / Metal 1890s

The full carousel census can be accessed online at: http://www.nca-usa.org/NCAcensus.html

23 Name: ______

New York State Carousel Census Questions

1. When looking at the map, what parts of New York State have the most carousels? Why do you think this is?

______

2. Carousels were not built on the site at which they would be used. Looking at the map, how do you think the carousels might have been transported?

______

3. Look at the census. When were most of the carousels in New York built? Which company built most of the carousels?

______

4. Is there a part of New York where you would expect to see more carousels? Why?

______

24 Name: _____ANSWER KEY______

New York State Carousel Census Questions

1. When looking at the map, what parts of New York State have the most carousels? Why do you think this is?

_Areas with the most carousels in New York are Western New York (the Buffalo area),

Central New York (the Binghamton to Albany area), and the New York City area. ______

2. Carousels were not built on the site at which they would be used. Looking at the map, how do you think the carousels might have been transported?

_Answers may include rivers, lakes the Erie Canal, the ocean, and railroads ______

3. Look at the census. When were most of the carousels in New York built? Which company built most of the carousels?

_Most carousels in New York were built in the 1920s by the Herschell-Spillman Company /

Allan Herschell ______

4. Is there a part of New York where you would expect to see more carousels? Why?

_Student’s answers may include any part of New York depending on the explanation the student gives. ______

25 Locating the Site Map 3: Animals Represented on the Empire State Carousel

Landforms are features that make up the earth’s surface. New York’s terrain is pictured on the map above. It shows how the state’s land changes from place to place and ways that land can be divided by natural boundaries such as mountains, rivers, lakes, and valleys. The highest areas of the state, such as tall mountains, are red and yellow. Low areas, such as valleys, are green. Waterways, such as rivers and lakes, are blue.

26 Name: ______

Animals Represented on the Empire State Carousel Questions

1. What do the different features on this map tell you about different parts of New York State? On the map, circle one mountain, river, lake, and valley.

______

2. What is one of the most common features on the map? Where are these features located?

______

3. Name three animals that might live in this common place.

______

27 Name: _____ANSWER KEY______Animals Represented on the Empire State Carousel Questions

1. What do the different features on this map tell you about different parts of New York State? On the map, circle one mountain, river, lake, and valley.

_The features of this map shows how the land changes from place to place and can be divided by natural boundaries ______

2. What is one of the most common features on the map? Where are these features located?

_Lakes – can be found in Western New York, Rivers – can be found in central and eastern

New York, Mountains – can be found in north and eastern New York, and valleys can be found in northern, central and eastern New York ______

3. Name three animals that might live in this common place.

_Lakes – fish, beavers, muskrats, ducks, loons, and others; Rivers – same; Mountains – moose, deer, bears, raccoon, squirrel, wildcats, and others; Valleys - same ______

28 Natural Habitats Activity: Grade 4 – Where Did the Animals Go?

Overview Students will use the map to determine where specific natural features are located in New York and use that information and additional research to chart the habitat of specified animals on a blank map.

Essential Questions: • Where in New York are natural features like rivers, lakes, forests, and mountains? • What types of animals live in each habitat? More specifically, where are the animals indigenous to New York on the Empire State Carousel found?

New York State Standards: • Mathematics, Science and Technology - Standard 4: Science - Standard 6: Interconnectedness: common themes • The Arts - Standard 2: Knowing and using Arts materials and resources • Social Studies - Standard 3: Geography

Materials: • Overhead projector • Transparencies of the included maps • Photocopies of the map • Overhead markers (preferably 3 different colors) • Transparency – Animal Labels, cut in individual names

29 Procedure • The teacher begins by setting the scene with the following story:

One warm spring day, at the stroke of midnight, a girl named Katie snuck back to The Farmers’ Museum. She decided that she wanted to visit her favorite place in Cooperstown, The Empire State Carousel, one last time before her family’s vacation ended. As she crept closer to the carousel she noticed something odd, all the animals were gone! Katie searched the museum until dawn, frantic to find the animals. Tired and discouraged, Katie sat down under a big oak tree to take a short break. She woke up to the music of the band organ playing and the carousel spinning merrily in the sunlight, all the animals were shining and in place! Katie thought she must have dreamed the whole, strange night, but as she rode the carousel one last time, she told Grandpa Goat, whom she was riding, her story. “No,” he said, “it wasn’t a dream. Once in a blue moon, we go back to our homes all over New York to have dinner with our families and sleep in our homes before we come back to the carousel.” Katie asked, “But where are your homes?” Help Katie find each the homes of some of the animals from the Empire State Carousel .

• The teacher will begin discussion about natural features. Use Locating the Site Map 3 and the accompanying reading and questions.

• The teacher will divide the students into three groups. Each group will be assigned to research one of the following: New York’s forest habitats, water habitats, or high lands.

• The teacher will distribute copies of the map to each group and instruct them to fill out the map. Students will be asked to draw the major rivers, mountains, or forests on their map based on the group’s assignment. Highlands should be drawn marked with inverted ‘V’s. Students marking forests should be asked to shade the forested areas, and students marking rivers and lakes should draw these on. Student should be told they will present their findings to the class once they have finished.

30 • The teacher will instruct students that as they finish their group’s map, they should begin researching, using textbooks, encyclopedias, maps, the internet and other resources available, what types of animals live in their assign habitat.

• After all the groups have finished drawing the natural features on their individual maps, the class will regroup.

• The teacher will put up an overhead of the blank map up. - First, the Forest Habitat group will come up and shade New York’s forested areas. Remind them to make a Key to indicate what the shading means. - Next, the Highlands group should mark highland areas using inverted ‘V’s. Again, add to the map’s Key. - Finally, the Water Habitat adds and labels their bodies of water.

• The teacher will call students up to the overhead to place individual Carousel Animal Names in appropriate places on the map leading to a concluding discussion relating to the opening story. Now let’s find out what Grandpa Goat told Katie about where the Empire State Carousel animals go once in a blue moon… Supplemental Information • Animals found on the Empire State Carousel include: Benny the Brook Trout Monty Moose Bucky Beaver Sal the Erie Canal Mule Charlotte Chicken Prunella Pig Clarissa Cow Reginald Raccoon Daphne the Long Island Duck Sam Bear Grandpa Goat Shirley Squirrel Louie Loon Willie Wildcat

Evaluation • The teacher says, “One morning the animals decided to switch places to ride with their natural neighbors on the carousel. Draw a circle to represent the carousel’s floor. Add the animals’ names to make a floor plan to show you understand which animals are found in each of New York’s habitats. Add a caption in complete sentences explaining your placement.

32 New York History: Grade 4 New York Timeline

Overview Students will create timeline charting important people and events in New York State History. Many of the events and people mentioned are included in the Empire State Carousel’s Portrait and Folklife Panels.

Essential Questions: • What is a timeline and how is it a tool to help learn about New York State History? • Who are some of the most important people, and what are some of the most important events in New York State history? • In what order did these events happen and when did the important people do what they are known for?

Optional • How can technology, like PowerPoint be used to present share this information?

New York State Standards: • Social Studies 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. • Social Studies 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national, and global – including the distribution of people, places, and environments over the Earth’s surface. • English Language 3: Students will Read, Write, Listen, and Speak for Critical Analysis and Evaluation As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

33 • Art 1: Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. • Art 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Materials: • Construction Paper (9” x 12” or larger) • Markers • Scissors • Glue sticks • Rulers or yardsticks (for grades 6-12) • Research Guide The following supplies are optional- it is necessary to have some, but not all of them : • Computer and printer • Internet access • Research Books

Procedure: • The teacher will lead a discussion about the idea of a timeline—what it is and how they are used. Students will be asked how timelines can be used to explain New York history.

• Students will choose a person or event from New York history (See the included list for some suggested topics). The teacher may provide a list of choices, people and events from the Empire State Carousel may be used, or a list may be developed through a brainstorming session with the class.

• Students will research their topic. The teacher may choose to give the students library or computer lab time, or they may be asked to do their research outside of class time. Students should use their research to fill out the Research Guide provided.

34 • Students will each produce a segment of the timeline about the person or event they have chosen on either on a piece of construction paper, or on a PowerPoint slide.

• Students should include in each slide the date(s) of the event, a map of where in New York the event happened, an image representing the person/event, and a description of what happened based on information from the Research Guide.

• Once the projects have been completed students will present their topic to the class. Following these presentations the timeline can be displayed in the classroom!

35 Templates PowerPoint

Poster

36 Name: ______

Research Guide

Fill in each box as completely as you can. You will use this information to make your part of the class’ Timeline.

I found information about my event/person in these books and websites.

My event / person is… My event happened on this date. / My person lived between these dates.

My event happened here. / My person lived here.

Who were the main people involved in my event? / What were some of the most important events in my person’s life?

Why is this person / event important to New York History?

Other interesting stuff about this person / event!

38 Suggested Topics and Resources:

George and Ira Gershwin http://www.gershwin.com/

Friedrich von Steuben http://www.ushistory.org/valleyforge/served/steuben.html

Susan B. Anthony http://www.susanbanthonyhouse.org/biography.shtml

Elizabeth C. Stanton http://www.nps.gov/archive/wori/ecs.htm

William Johnson http://www.britannica.com/eb/article-9043874/Sir-William- Johnson-1st-Baronet

Red Jacket http://freenet.buffalo.edu/bah/h/redj/index.html#The

John P. Zenger http://www.encyclopedia.com/doc/1E1-Zenger-J.html

Edward R. Murrow http://www.pbs.org/wnet/americanmasters/database/murrow_e .html

William Sidney Mount http://www.britannica.com/eb/article-9054008/William-Sidney- Mount

39 Alexander Hamilton http://www.archives.gov/national-archives- experience/charters/constitution_founding_fathers_new_york.h tml

Al Smith F.F.M. http://www.nps.gov/archive/elro/glossary/smith-al.htm

Teddy Roosevelt http://www.theodoreroosevelt.org/

Samuel Gompers http://www.history.umd.edu/Gompers/page6.html

Fiorello Lagueardia http://www.nyc.gov/html/nyc100/html/classroom/hist_info/may ors.html#laguardia

Walt Witman http://www.whitmanarchive.org/biography/biographymainindex. html

Jackie Robinson http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1969

Eleanor Roosevelt http://www.greatwomen.org/women.php?action=viewone&id=1 28

Benjamin Cardozo http://www.encyclopedia.com/doc/1E1-Cardozo.html

Helen Hayes http://www.helenhayes.com/about/biography.html

John Burroughs http://www.catskillarchive.com/jb/jb-bio.htm

Harriet Tubman http://www.nyhistory.com/harriettubman/life.htm

Grandma Moses http://www.mestern.net/usa/newyork/grandma/index.php

P. T. Barnum http://www.ringling.com/explore/history/ptbarnum_1.aspx

Sam Patch The only article with detailed biography online is on wikipedia.org Sam Patch, the Famous Jumper by Paul Johnson is a good printed source. Guys and Dolls http://www.broadwaymusicalhome.com/shows/guysdolls.htm

Uncle Sam http://home.nycap.rr.com/content/us_bio.html

William “Captain” Kidd http://unmuseum.mus.pa.us/pirateg.htm

The Deerslayer http://www.mohicanpress.com/mo06058.html

Noah John Rondeau http://www.adirondack-park.net/history/noah.john.rondeau.html

Johnny Caesar Cicero Darling The best telling of the story is available in The Marvelous Adventures of Johnny Caesar Cicero Darling by: M. Jagendorf.

Ellis Island http://www.ellisisland.org/

Seneca Falls Convention http://www.npg.si.edu/col/seneca/senfalls1.htm

Levittown http://tigger.uic.edu/~pbhales/Levittown.html

New York Worlds’ Fair (1939) http://xroads.virginia.edu/~1930s/DISPLAY/39wf/frame.htm

The Erie Canal http://www.eriecanal.org/

The Surrender of New Amsterdam http://www.bartleby.com/171/4.html

The United Nations http://www.un.org/geninfo/faq/factsheets/FS23.HTM

Henry Hudson http://pbskids.org/bigapplehistory/early/topic1.html

George Washington’s Inauguration http://www.eyewitnesstohistory.com/washingtoninaug.htm

42 DeWitt Clinton – First Locomotive and Passenger train in NY http://www.catskillarchive.com/rrextra/abnyrr02.Html

43 Determining the Facts: Grade 4 From ‘Little Wars’ to Merry-go-Rounds

Overview: Students will read the document and demonstrate understanding by constructing a timeline of important events from the reading.

Essential Questions: • Where did the idea of the Empire State Carousel come from? • What are the major places and events in the history of the carousel?

New York State Standards: • Social Studies - Standard 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices and traditions. - Standard 2: World History - Standard 3: Geography • English Language Arts - Standard 1: Language for Information and Understanding - Standard 3: Language for Critical Analysis and Evaluation

• The Arts - Standard 2 Knowing and using Arts materials and resources Materials: • Copies of the reading • Copies of assessment worksheet • Copies of reading diagram • Copies of Vocabulary list • Blank paper, 11x14 • Colored writing tools (pencils, pens, markers, highlighters, etc) per student • Dictionaries

44 Procedure • The teacher opens the lesson by introducing the Empire State Carousel. It is recommended that the Getting Started video and questions be used for this introduction. The following vocabulary lesson may be used as part of the introduction.

• The teacher will distribute copies of the reading to each student.

• The teacher then will give the students time to complete the reading. The teacher will ask the students to fill in words they associate with the main ideas on the lines provided on the Reading Diagram and definitions of words found on their vocabulary list. Not all of the words on the list will be found in this one reading. Students should use the same list for all three readings to allow them to refer back to previous vocabulary.

• The teacher will instruct students that as they finish reading, they should go back and underline import dates mentioned in the reading.

• When all students have finished the reading, the teacher will explain the timeline activity. - Each student will be given a piece of 11x14 blank white paper. - The teacher will instruct the students to draw a line down the middle of the paper the long way. - Students will then be instructed to place each date from the reading on the timeline. For each date, a hatch mark should be drawn across the long line; the date should be placed above the line and the name of the event under the line. The teacher may want to advise the students to collect all the dates before starting to write on their timeline so as to space the dates evenly. - The teacher will instruct students to decorate their timeline with drawings of the ideas and machines mentioned in the reading.

• The teacher then will distribute the materials and allow the students time to complete their timelines.

Evaluation • The teacher may use the timeline or the included worksheet as an assessment for this reading.

45 Determining the Facts Reading 1: From “Little Wars” to Merry-go-rounds

The history of the carousel has been long and changing. The first evidence of carousels is relief carvings, which date back almost 1,500 years. Carousel-like contraptions were used around the world. Places like Mexico, India, and China used them long before they became popular in Europe and America. For example, the Aztecs (from south-central Mexico) had an entire ceremony, called the Game of the Flyers, based on the use of one of these structures. Individuals dressed like birds of prey and were hung by their heels, head down, from an eighty-foot pole. The ropes were wound tightly around the pole then let lose, sending the rider spiraling outward like flying birds.

In Europe and America, carousels originated to aid in military started as a way to train the military. In fact, the word carousel or c arosello means “little war” and can be traced to twelfth-century Arabian games of horsemanship. Riders would play a game that involved tossing a perfumed clay ball from one rider to another. The object of the game was to catch the ball without letting it break. When the ball broke it spilled the sweet, “unmanly” perfume contained inside. By the 1500s, this game had become huge tournaments in Europe called “Carrousels.” The most famous of these was Le Grande Carrousel held by King Louis XIV of France in 1662. A modern carousel still stands on this location.

Carousels started being used as a ride in the 1600s. French noblemen who wanted to become knights trained for spearing contests using an early version of the modern carousel. They “rode” legless wooden horses that were attached to a center pole. As they rode in circles around the pole they practiced spearing through small hanging hoops. These early carousels eventually became into a popular form of entertainment for peasants and nobles alike. A horse, mule, or man that pushed, pulled, or cranked a center mechanism powered these early models. Carousels continued to become more ride-like as time went on. In the 1860s Frederick Savage patented both a portable steam engine and the overhead gears. The engine turned the carousel, while the gears moved the animals up-and-down.

In America, early nineteenth century wheelwrights, carpenters, and blacksmiths built carousels in their off-season. These early American carousels were often made of log-like horses hung from the center pole by chains. These rides were often placed in picnic groves in rural areas of the United States. As early as 1800, advertisements were found for horse “circle” rides in cities like Philadelphia, New York, Baltimore, and Boston. As the country grew, new immigrants brought their carousel-building and carving skills to America. They brought knowledge of carousels from their home countries in Europe. This led to a “golden age” for carousels in the United States. Men like Gustav Dentzel, Charles Loof, and Allan Herschell created new and beautiful hand-made carousels for amusement parks across the country. The “golden age” came to an end when factories started mass-producing carousel animals in the 1920s, especially after World War II.

The Empire State Carousel at The Farmers’ Museum is hand-made like the carousels of the “golden age.” Master carver Gerry Holzman built the Carousel with the help of over 1,000 volunteers. They all believed in the artistic and historic value of handmade carousels. The Empire State Carousel is a complex piece of folk art that stands for the state of New York and its people. The Empire State Carousel is made up of twenty-four carved animals, all native to New York, twenty-three portraits of famous New Yorkers, and eight art panels representing different regions and important events in New York’s history. It is one of only forty three carousels in New York.

47 Name: ______

From “Little Wars” to Merry-go-Rounds Questions

Answer each question in complete sentences.

1. What other cultures created art or games similar to modern carousels?

______

2. Where did the word “carousel” come from?

______

3. What were early carousels in Europe like?

______

4. How were carousels in America first made and used?

______

5. Where did the idea for the Empire State Carousel come from?

______

48 Name: _____ANSWER KEY______

From ‘Little Wars’ to Merry-go-Rounds Questions

Answer each question in complete sentences.

1. What other cultures created art or games similar to modern carousels?

_Mexico, India, China, Arabia, France, (also acceptable is Europe) ______

2. Where did the word “carousel” come from?

_Carousel means little war in Arabian ______

3. What were early carousels in Europe like?

_Answers may include: Carousels were used to train the military; carousels were big tournaments based on the Arabian games; and riders rode legless wooden horses around a center pole to practice spearing through small hanging hoops.______

4. How were carousels in America first made and used?

_Early American Carousels were made by immigrants to earn money. They were used in early versions of amusement parks, like Coney Island. ______

5. Where did the idea for the Empire State Carousel come from?

_The Empire State Carousel began with Gerry Holzman and spread to many others as a way of preserving the ideas of handmade carousels, New York and its people. ______

49 Name: ______Determining the Facts Reading 1: From ‘Little Wars’ to Merry-go-Rounds

Graphic organizers can help you break down big ideas in your readings. On this graphic organizer fill in words or phrases from the readings that support the idea in the bubble.

Many cultures had things similar to carousels.

Carousels have The a complex and carousel lengthy history. became a ride.

America had carousels .

50 Name: _____ANSWER KEY ______Determining the Facts Reading 1: From ‘Little Wars’ to Merry-go-Rounds

Graphic organizers can help you break down big ideas in your readings. On this graphic organizer fill in words or phrases from the readings that support the idea in the bubble.

China Many cultures had India things similar to carousels. Mexico / Aztecs (Game of the Flyers)

French nobles / Le Grande Carousels have The Frederick Savage’s gears and a complex and carousel engine lengthy history. became a ride. Built at American amusement parks

New York, Boston, Philadelphia

America had Often built by immigrants carousels . America’s Golden Age of

ANSWERS MAY VARY

51 Determining the Facts: Grade 4 Masters of the American Carousel

Overview: Students will read the document and demonstrate understanding of the American masters of American carousels.

Essential Questions: • How does the Empire State Carousel reflect America’s Golden Age of Carousels? • What were the three styles of carousels found in America’s Golden Age of Carousels? • Who were the artists who founded/popularized these styles?

Materials: • Copies of the reading • Copies of assessment worksheet • Copies of reading diagram • Copies of Vocabulary list • 3 Colored writing tools (pencils, pens, markers, highlighters, etc) per student • Dictionaries

52 Procedure • The teacher opens the lesson by introducing the Empire State Carousel. It is recommended that the Getting Started video and questions are used for this introduction.

• The teacher will distribute the writing tools to each student or instruct them to take out their own colored writing utensils.

• The teacher will distribute copies of the reading to each student.

• The teacher will instruct students that as read, they should underline import dates in one color, important people in another color, and important events in a third color.

Evaluation The teacher will distribute the worksheet to the students and have them answer the questions in complete sentences.

53 Determining the Facts Reading 2: Masters of the American Carousel

The tradition of carousel making immigrated to America at the same time as the craftsmen who built them. During the period between 1870 and 1930, many styles of carousel carving developed as specifically American styles. Three of these styles became icons of the American carousel: the Coney Island style developed by Charles Loof, the Philadelphia style popularized by Gustav Dentzel, and the Country Fair style from the Herschell-Spillman Company. Little is known about the men who carved most carousels, but their carving styles are recognizable around the world.

Coney Island, New York, became a center for carousel development for two reasons. Coney Island was the largest and most popular recreation area of its kind in the country. New York was also the main entry point into the United States for immigrants. This provided a flood of workers and craftsmen already familiar with carousels. Many immigrants operated shops producing carousel horses. The horses’ appearance changed, moving carousels toward a new, American style. Charles Loof mastered that new style. He immigrated in 1870 from Schleswig-Holstein, in Germany. Loof earned some extra money by carving carousel figures in the evening after work. His carousel animals were different from those that came before. His carousels were elegant, well proportioned, and natural-looking. In 1876, Loof’s first full carousel was installed at Balmer’s Bathing Pavilion at Coney Island. Four years later, Loof opened a factory in Brooklyn to produce his distinctive and beautiful carousel animals. Carousels featuring these figures opened throughout the East Coast.

By the time Loof began carving carousel animals, the overhead crank system had been invented. This allowed the up-and-down ride associated with carousels. Loof developed an idea for “the total carousel experience.” To Loof, carousels were elegant amusements. Music, bright colors, and lights, as well as the fanciful figures all added to the experience. The Crescent Park Carousel in Riverside, Rhode Island, built in1895, best illustrates Loof’s work. Featuring sixty-two beautifully hand carved figures and four fanciful chariots, the carousel includes elaborate trimmings like decorative panels, mirrors, glass crystals, electric lights, and colored glass windows. The music played by the carousel’s original organ adds to Loof’s idea of the “total carousel experience.”

54 Philadelphia also experienced a boom of recreation activities in the late nineteenth century. Gustav Dentzel, a cabinet maker and immigrant from Germany, arrived in Philadelphia in 1860. Dentzel’s father had built a carousel and traveled with around Germany. Dentzel continued this tradition in America. Seven years after arriving in the United States, Dentzel opened his own carousel business. In 1870, Dentzel opened his first full carousel in Philadelphia. While this early work did not display the same elaborate handiwork as his later carousels, it hinted at the style and detail for which he would become famous.

Dentzel became known as the “Father of American Carousel Carving.” His work blended beautiful movements, sounds, and colors with graceful animals to create a stylish ride. In making carousel figures an art, Dentzel developed a reputation for two distinct features that set him apart from other carousel makers. First, his figures were very realistic. Dentzel’s figures usually featured full coats of fur. Most carvers left this feature off or only hinted at it. Dentzel’s approach was so authentic that he would put real antlers on when carving a deer. Second, he moved away from making only horse figures. Dentzel’s carousels became known for including many diverse and exotic animals. His favorite types of animals, other than horses, were deer, goats, lions, and tigers. Gustav Dentzel was known for the consistently high quality of his product, and his work became easily recognized.

The Country Fair style of carousels developed because earlier carousels lacked mobility. Allan Herschell and his company developed a variety of carousels that were simple, pretty, and could be transported. These carousels became unexpectedly popular. Herschell was a Scottish immigrant with a background in industrial machinery. He built his first carousel in 1883. This carousel focused less on beauty and more on engineering. After suffering from a period of poor health, Herschell’s doctor advised that he live “an open air life.” Herschell and his carousel went on the road. The portable carousel became such a hit that by 1891 he had produced and sold more than 100 of these carousels. The horses and other figures of these carousels were relatively simple because they needed to be moved easily.

By the early twentieth century, carousel figures were no longer being completely made of wood. The heads and legs were being mass produced of aluminum. Economic constraints caused by the Great Depression eventually led to entire animal being made this way. As a result, the era of hand crafted American carousels ended.

The “golden age” of American carousels was the height of artistic craftsmanship by Loof, Dentzel, and Herschell. Gerry Holzman and other New York carvers built The Farmers’ Museum’s Empire State Carousel with the same care and artistic craftsmanship. Together they merged the hand crafting techniques used by these masters, and brought characteristics from each of the three main carving traditions into one unique piece of folk art representing New York’s people and places.

56 Name: ______

Masters of the American Carousel Questions

Answer each question in complete sentences.

1. What were the names of the three distinctly American styles of carousels created between 1870 and 1930?

______

2. How did Charles Loof's "Coney Island" carousel animals differ from earlier carousel animals?

______

3. Describe the key parts of Charles Loof's "total carousel experience."

______

4. What two aspects of Gustav Dentzel's "Philadelphia" carousels set him apart from other carousel craftsmen?

1. ______

2. ______

57 5. Why were the animals on Allan Herschell's "Country Fair" carousels simpler than those on other styles of carousels?

______

6. What major event in U.S. history led to the end of the era of hand-crafted carousels? What changes in technology helped to end this era?

______

58 Name: _____ANSWER KEY______

Masters of the American Carousel Questions

Answer each question in complete sentences.

1. What were the names of the three distinctly American styles of carousels created between 1870 and 1930?

_The three styles of carousel styles between 1870 and 1930 were the Coney Island style, the Philadelphia style, and the Country Fair style.______

2. How did Charles Loof's "Coney Island" carousel animals differ from earlier carousel animals?

_Loof’s carousel animals were elegant, well proportioned, and natural looking. ______

3. Describe the key parts of Charles Loof's "total carousel experience."

_Loof’s “total carousel experience” included decorative panels, glass crystals, mirrors, electric lights, colored glass windows, and band organ music. ______

4. What two aspects of Gustav Dentzel's "Philadelphia" carousels set him apart from other carousel craftsmen?

1. _ The figures were very realistic, including fur details and real antlers for some animals _

2. _ Dentzel used many types of animals on his carousels, not just horses.______

59 5. Why were the animals on Allan Herschell's "Country Fair" carousels simpler than those on other styles of carousels?

_Herschell’s carousels had to be lighter and more portable to allow for easy transportation.

As time went on, the figures were also partially made of metal, which means they had to be simpler.______

6. What major event in U.S. history led to the end of the era of hand-crafted carousels? What changes in technology helped to end this era?

_The Great Depression led to the end of the era of hand crafted carousels. The factories that mass-produced fully made metal animals also helped end this era.______

60 Name: ______Determining the Facts Reading 2: Masters of the American Carousel

Graphic organizers can help you break down big ideas in your readings. On this graphic organizer fill in words or phrases from the readings that support the idea in the bubble.

The Coney Island Style

There were three styles to come The Philadelphia out of the Style “golden age of carousels.”

The Country Fair Style

61 Name: _____ANSWER KEY______Determining the Facts Reading 2: Masters of the American Carousel

Graphic organizers can help you break down big ideas in your readings. On this graphic organizer fill in words or phrases from the readings that support the idea in the bubble.

Charles Loof

The Coney Island Elegant, naturalistic, well Style Total carousel experience

Gustav Dentzel There were three styles to come The Philadelphia Very realistic animals (fur, out of the Style “golden age of Many different animals carousels.”

Allan Herschell

The Country Simple ani mals Fair Style Built to move easily to rural fairs

ANSWERS MAY VARY

62 Determining the Facts: Grade 4 The New York Experience

Overview Students will complete a reading about how the Empire State Carousel reflects the New York experience. Students will demonstrate ability in this area by answering a series of questions.

Essential Questions: • How does the Empire State Carousel reflect the influence of Charles Loof, Gustav Dentzel, and Allan Herschell? • What are the three main ideas represented by the Empire State Carousel?

Materials: • Copies of the reading • Copies of assessment worksheet • Copies of reading diagram • Copies of Vocabulary list • Dictionaries

63 Procedure • The teacher opens the lesson by introducing the Empire State Carousel. It is recommended that the Getting Started video and questions are used for this introduction.

• The teacher will distribute copies of the reading, reading diagram worksheet, and Vocabulary list to each student. The teacher will ask the students to fill in words they associate with the main ideas on the lines provided on the Reading Diagram and definitions of words found on their vocabulary list. Not all of the words on the list will be found in this one reading. Students should use the same list for all three readings to allow them to refer back to previous vocabulary.

• The teacher then will give the students time to complete the reading and diagram worksheet and vocabulary list.

Evaluation The teacher will distribute the assessment worksheet to the students and have them answer the questions in complete sentences.

64 Determining the Facts Reading 3: The New York Experience

The Empire State Carousel is a modern day version of America’s “golden age” carousels. It is made to represent the state of New York in an unique way. The carousel features twenty- four carved animals, all found in the state, twenty-three portraits of famous New Yorkers, and eight folk-life panels representing different regions and events in New York history. Despite first impressions, the Empire State Carousel is a complex representation of several ideas. At the most basic level, the Carousel is a fun and beautiful ride. Additionally, it represents the history of American carousels and the state of New York. Perhaps most importantly, the beliefs, ideals, and interpretations of the people that created the Carousel are shown. Master carver Gerry Holzman and his volunteers worked to bring the state of New York to life for every rider. This is done with each of the carved panels, animals, and chariots. Just like carvers earlier in America’s history, they worked to reveal their skills and pride for their new home country through the carousels they created.

Reflected in the Empire State Carousel are basic ideas from master carousel builders like Charles Loof, Gustav Dentzel, and Allan Herschell. Charles Loof, who created the Coney Island style of carousels, mastered moving carousel figures. He matched the up-and-down motion of the figures with a new artistic carving style. Gerry Holzman and his team of carvers used Loof’s ideas of motion in the Empire State figures. Gustav Dentzel, the Father of American Carousels, popularized different and exotic animals. Dentzel’s figures were recognizable for their extreme realism. Like Dentzel’s work, the Empire State Carousel features a wide variety of realistic animals.

Allan Herschell and the Herschell-Spillman Company made beautiful Country Fair style carousels. These carousels represented the ideas of newly American craftsmen while still being portable to rural communities. The Empire State Carousel represents New York in the same way the Herschell-Spillman carousels represented Americanism, with symbols of New

65 York prominently and proudly displayed. The placement of the Carousel in the Country Fair exhibit at The Farmers’ Museum shows the Country Fair style carousels that traveled to rural areas across the United States. The Empire State Carousel was inspired by the “golden age” of American carousels and makes each style distinctly its own.

As immigration spiked in the United States during the mid-nineteenth century, immigrant carvers utilized their skills, rising to prominent positions as carousel artists. The twilight of the “golden age of carousels” witnessed the use of a multitude of patriotic symbols by these carvers including cowboys, Indians, eagles, Lincoln, Uncle Sam, and the Stars and Stripes. These symbols reflected not only the immigrant’s inclusion in American culture but also their individuality as American artists. Symbols like these are also depicted on the Empire State Carousel. Stars and Stripes bunting can be seen draped around Sam Bear, and nearly every folk-life panel has patriotic symbolism reflecting the shared American and New York experience. Just as nineteenth-century immigrants utilized symbols to reflect their sense of American identity, Gerry Holzman and his team made use of symbols to invoke the New York experience.

66 Name: ______

The New York Experience Questions

Answer each question in complete sentences.

1. How does the Empire State Carousel show the influences of carousel builders Charles Loof, Gustav Dentzel, and Allan Herschell?

______

2. What types of symbols did immigrant carvers create to represent American society?

______

3. The Empire State Carousel represents three main ideas. What are they?

______

67 Name: _____ANSWER KEY______The New York Experience Questions

Answer each question in complete sentences.

1. How does the Empire State Carousel show the influences of carousel builders Charles Loof, Gustav Dentzel, and Allan Herschell?

_Like Charles Loof’s work, the Empire State Carousel’s animals show the motion of the figures in the carving. Like Gustav Dentzel’s work, the figures of the Empire State Carousel are very realistic and vary in types (more than just horses are represented). Like Allan

Herschell, the Empire State Carousel uses symbols to represent the ideas of patriotism and statehood. ______

2. What types of symbols did immigrant carvers create to represent American society?

_Immigrant carvers used symbols like cowboys, Indians, eagles, Lincoln, Uncle Sam, and the Stars and Stripes to represent American society.______

3. The Empire State Carousel represents three main ideas. What are they?

_The Empire State Carousel represents the ideas of 1. The history of American carousels and New York state, 2. a fun and beautiful ride, and 3. the beliefs, ideals and interpretations of the people that created the carousel.______

68 Name: ______Determining the Facts Reading 3: The New York Experience

Graphic organizers can help you break down big ideas in your readings. On this graphic organizer fill in words or phrases from the readings that support the idea in the bubble.

It is a fun and beautiful ride

The Empire State Carousel is a It stands for the history complex of American carousels and representation of the history of

three ideas. New York.

It uses symbolism to show the New York experience

69 Name: _____ANSWER KEY______Determining the Facts Reading 3: The New York Experience

Graphic organizers can help you break down big ideas in your readings. On this graphic organizer fill in words or phrases from the readings that support the idea in the bubble.

24 carved animals 23 portraits of famous New It is a fun Yorkers and beautiful ride 8 folk art panels

Coney Island Style – moving The Empire State figures Carousel is a It stands Philadelphia Style – many types for the history of realistic animals complex of American representation of carousels and the Symbols and folk art panels history of New represent New York. three ideas. York.

Stars and Stripes embellishments It uses symbolism to Uncle Sam decorations show the New York Folk art reflects new American experience and New York identity

ANSWERS MAY VARY

70 Determining the Facts: Vocabulary Jeopardy!

Overview Students will complete vocabulary lists using context clues found in the readings and dictionaries. They will then play Vocabulary Jeopardy! to re-enforce the lesson.

Essential Questions: • What do these words, important to the Determining the Facts readings, mean?

New York State Standards: • English Language Arts - Standard 1: Language for Information and Understanding - Standard 3: Language for Critical Analysis and Evaluation

Materials: • Copies of Vocabulary list • Dictionaries • Vocabulary Jeopardy! Board (25 3x5” note-cards taped to a piece of tag board or the black-board) • Copies of the vocabulary words on 3x5” note-cards

Procedure • The teacher will distribute the vocabulary list with each of the readings. The students should use the same list for each of the three readings, as some words appear in each reading, while other are not.

• The teacher will instruct the students to fill in the vocabulary list using context clues to make a definition or looking the definition up in a dictionary.

• The Teacher will then set-up the Vocabulary Jeopardy! board. - The board will have 5 columns with 5 pockets each, a point value increasing from top to bottom will be written on each pocket. - Into each pocket, a 3X5” card with a vocabulary word and its definition will be placed.

• The teacher may want to collect the students’ vocabulary lists and redistribute them when the game is done.

• Students will be distributed into three teams (of equal size, if possible) to play the game.

• The game will begin with a random team starting play by choosing a category and point value. The teacher will read the definition of the word to the students, and whoever raises their hand first will have the opportunity to answer the question with the matching vocabulary word. The teacher will then allow the student who answered correctly to choose the next pocket to be read.

• Play will end when all the pockets are emptied. The students may wager up to the number of point they have at the end of the game, then the teacher will read one final vocabulary definition to the students. Each team will be given the opportunity to write the definition on a piece of paper. If the students answer the question correctly they will be given the number of points they wagered; if the question is answered incorrectly, they will loose the points. The winning team is that with the most points.

Evaluation The teacher may collect the completed vocabulary list for assessment or give a test using selected vocabulary words.

72 Determining the Facts: Grade 4 Vocabulary List

A word, phrase, or custom that originated in the Americanism United States, or is regarded as characteristic of the United States.

Amusement Entertainment; something to do for fun.

Integration into a group; the process by which one Assimilation group takes on the cultural traits of a larger group.

The people who dominated Mexico in the early Aztecs sixteenth century.

73 Outdoor decorations usually made from strings of Bunting cloth or paper for hanging.

Refers to the period of rule in the Eastern Roman Byzantine Era Empire beginning in 330 A.D.

Ancient two-wheeled horse-drawn vehicle used in Chariots races, warfare, or processions. On a carousel a chariot is any bench or seat for riders.

Large amusement park in New York City, NY. This Coney Island park was the largest and best known amusement park in the United States in the late 1800s.

74 Name given to the style of carousel carving led by "Coney Island Style" Charles Loof; known for elegant and natural-looking animals.

Name given to the style of carousel building led by Allan Herschell. Horses and other figures were "Country Fair Style" somewhat simple in order to allow these carousels to be disassembled and moved to fairs around the country.

Located at Crescent Park in Riverside, Rhode Island; created by Charles Loof. It is known for being Crescent Park Carousel especially fancy and features mirrors, glass jewels, colored windows, and an organ.

Leader of the Philadelphia style of carousel building; Gustav Dentzel became known as the "father of American carousel carving."

75 Elaborate Contains a great deal of fancy detail and decoration.

A carousel designed by master carver Gerry Holzman Empire State Carousel to showcase the history, geography, and wildlife of the state of New York.

Engineer A person skilled in design and construction.

Evolution The process of growth; development.

76 Strikingly different or unusual; often very colorful and Exotic exciting; suggesting distant countries and unfamiliar cultures.

Flourish To be successful.

Style of art; paintings and decorative objects made by Folk art artists without formal academic training.

Forerunner Anything that comes before something similar in time.

77 Period in United States history that began with the stock market crash of 1929. Millions of Americans lost Great Depression their jobs and the national economy remained very poor throughout the 1930s.

Refers to the period between 1870 and 1930 when "Golden Age of Carousels" carousels with hand-carved wooden animals were produced in large numbers.

Leader of the Country Fair style of carousel building. Allan Herschell Herschell immigrated to the United States from Scotland and opened his first carousel in 1883.

Developed the idea for the Empire State Carousel Gerry Holzman and supervised its construction.

78 Horsemanship The skill of riding horses.

The act of people entering into a new country to settle Immigration permanently.

Belonging to a place; originating in and typical of a Indigenous region or country.

Intricate Complicated

79 The fourteenth king of France. He ruled from 1643 King Louis XIV until 1715. He was known for his extravegant lifestyle.

Leader of the “Coney Island style” of carousel building. Immigrated to the United States from Charles Loof Schleswig-Holstein, Germany, in 1870 and opened his first carousel in 1876.

Machinist A person who uses or makes machines.

To make a product in large amounts, exactly the Mass produced same.

80 Mechanism Moving parts that perform a job.

A collection of wild animals kept in captivity for the curiosity and entertainment of the public, sometimes Menagerie as part of a traveling show such as a circus. In carousels, the word menagerie refers to the collection of different animals.

To resemble something in a way that seems like a Mimic deliberate copy.

A government protection to keep an inventor’s idea Patent from being stolen.

81 Name given to the style of carousel building led by "Philadelphia Style" Gustav Dentzel. Blended beautiful movements, sound, and color with very natural-looking animals.

Propel To move forward.

In artistic and literary works, refers to lifelike Realism representations of people and the world, without making them seem ideal.

Revolutionize To make a major change.

82 An engineer who, in the 1860s, created the Frederick Savage mechanism that allows carousel animals to move up and down.

Spear To hit or pierce with a spear.

Charles Loof's idea of blending bright lights, brilliant "Total Carousel Experience" colors, and fanciful figures into carousels for riders to enjoy.

Wheelwright A person who makes or fixes wheels.

83 Name: ______Determining the Facts: Vocabulary List

As you read, fill in the definitions based on context clues or using a dictionary.

Americanism : ______

______

Amusement : ______

______

Assimilation : ______

______

Aztecs : ______

______

84 Bunting : ______

______

Byzantine Era : ______

______

Chariots : ______

______

Coney Island : ______

______

“Coney Island style” : ______

______

85 “Country fair style” : ______

______

Crescent Park Carousel : ______

______

Dentzel, Gustav : ______

______

Elaborate : ______

______

Empire State Carousel : ______

______

86 Engineer : ______

______

Evolution : ______

______

Exotic : ______

______

Flourish : ______

______

Folk art : ______

______

87 Forerunner : ______

______

Great Depression : ______

______

“Golden age of carousels” : ______

______

Herschell, Allan : ______

______

Holzman, Gerry : ______

______

88 Horsemanship : ______

______

Immigration : ______

______

Indigenous : ______

______

Intricate : ______

______

King Louis XIV : ______

______

89 Loof, Charles : ______

______

Machinist : ______

______

Mass produced : ______

______

Mechanism : ______

______

Menagerie : ______

______

90 Mimic : ______

______

Patent : ______

______

“Philadelphia style” : ______

______

Propel : ______

______

Realism : ______

______

91 Revolutionize : ______

______

Savage, Frederick : ______

______

Spear : ______

______

"Total carousel experience" : ______

______

Wheelwright : ______

______

92 Visual Evidence: Grade 4

Overview: Students will learn how to read photographs and other pictures using images relating to the Empire State Carousel and demonstrate their knowledge through class discussion and assessment worksheets.

Essential Questions: • What can you learn by looking at a photograph? • What makes the Empire State Carousel art?

New York State Standards: • Social Studies - Standard 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices and traditions. • English Language Arts - Standard 1: Language for Information and Understanding - Standard 3: Language for Critical Analysis and Evaluation • The Arts - Standard 2: Knowing and using Arts materials and resources - Standard 3: Responding to and analyzing works of art - Standard 4: Understanding the cultural dimensions and contributions of the Arts

Materials: • Copies of the image OR projector • Copies of the Photo Analysis Worksheet • Copies of the Assessment Worksheet

93 Procedure • The teacher will introduce the Empire State Carousel.

• The teacher will distribute the Photo Analysis Worksheet. If a projector is available, the class should look at one or two pictures; any picture will do, and discuss them following the questions on the worksheet.

• The teacher will then distribute or project the images, one by one, from this lesson. The teacher will give students time to examine the image; the class will work through the Photo Analysis Worksheet for each picture together.

Evaluation The teacher may use the attached assessment worksheets to evaluate students’ work.

94 Visual Evidence: Photo Analysis Guidelines

Step 1: Look at the picture for 10 seconds. How would you describe the image?

______

Step 2: Divide the picture into quadrants (quarters) and study each section individually. What details - like people, objects, and activities - do you see?

______

Step 3: What other information -- like time period, location, season, reason the photo was taken-- can you gather from the photo?

______

95 Step 4: What would you change about your first description of the photo using the information learned in Steps 2 and 3?

______

Step 5: What questions do you have about the photograph? How might you find answers to these questions?

______

96 Visual Evidence: Image 1: 1905 Workshop

Image 1. This image from around 1915, shows the workshop of the Herschell-Spillman Co., which was known for producing elaborate carousels in the twentieth century. Although this company did not create the carvings for the Empire State Carousel, they did produce the mechanism on which it runs.

97 Name: ______

Visual Evidence Image 1 Questions

Answer each question in complete sentences using Image 1.

1. How many artists are working in this picture? Did you expect to see that many different artists working together? Why or why not?

______

2. What different jobs are the artists doing?

______

3. The artists in the photograph are working with special tools for carving, including mallets and chisels. What materials are they working with? Do you think it would be easy or hard to carve this material?

______

98 Name: _____ANSWER KEY______

Visual Evidence Image 1 Questions

Answer each question in complete sentences using Image 1.

1. How many artists are working in this picture? Did you expect to see that many different artists working together? Why or why not?

_Five artists can be seen in this picture, only four well enough to see what they are doing.

Students may answer the second half of the question as they’d like as long as they have a good reason. ______

2. What different jobs are the artists doing?

_The artists are all carving and sanding horse figures.______

_The artists appear to be working with wood. Large blocks can be seen stacked near the upper right hand corner and chips are scattering the floor. Students my judge the ease or difficulty based on personal experience and guesses. ______

99 Visual Evidence: Image 2 A and B: Percy Pig

Image 2A Image 2B

Images 2A and 2B. Image A shows artist and woodcarver Gerry Holzman, who developed the idea for and organized the many carvers who worked on the Empire State Carousel. He also created many of the carvings. In the image, Mr. Holzman is working on Percy Pig, using a chisel similar to the one in the image of the 1915 carving studio. Image B shows Percy Pig after being fully carved by Mr. Holzman and painted by Jill Irving.

100 Name: ______

Visual Evidence Image 2 A and B Questions

Answer each question in complete sentences using Images 2A and 2B.

1. What changes can you see in Percy pig between a and b?

______

2. How does being painted change the look of Percy Pig? Do you like him better painted or unpainted?

______

3. Does it surprise you that the person who carved an animal wasn’t the person who painted it? Why do you think they do it this way?

______

101 Name: _____ANSWER KEY ______

Visual Evidence Image 2 A and B Questions

Answer each question in complete sentences using Images 2A and 2B.

1. What changes can you see in Percy pig between a and b?

_Percy is unpainted and has les detailing in 2A. Percy also is missing his legs in 2A. The back of Percy is not visible in Image 2A, so from the saddle back cannot be commented upon. ANSWERS MAY VARY______

2. How does being painted change the look of Percy Pig? Do you like him better painted or unpainted?

_ANSWERS MAY VARY ______

3. Does it surprise you that the person who carved an animal wasn’t the person who painted it? Why do you think they do it this way?

_ANSWERS MAY VARY______

102 Visual Evidence: Grade 4 Image 3: Bucky Beaver

Image 3. This image shows Bucky Beaver, the first animal to be completed for the carousel. In his hands he holds a mallet and chisel.

103 Name: ______

Visual Evidence Image 3 Questions

Answer each question in complete sentences using Image 3. The following definitions may help answer the questions.

Definitions

Symbol : an image that represents something else. For example, a red light means that a driver needs to stop. Another example is the United States flag, which makes you think of the United States, even though the words “the United States” are not printed on it.

Texture : the different way things feel. For example, ice feels smooth and slippery, while brick feels rough, and a cat feels fuzzy.

1. Do you think the mallet and chisel that Bucky holds are symbols? If so, what do you think they represent?

______

104 2. What material do beavers make their houses out of? How do they get this material to their house site? How does this relate to the carving pictures you have seen?

______

3. What parts of Bucky look like they would feel different (have a different texture) if you touched them?

______

105 Name: _____ANSWER KEY ______

Visual Evidence Image 3 Questions

Answer each question in complete sentences using Image 3. The following definitions may help answer the questions.

Definitions

Texture : the different way things feel. For example, ice feels smooth and slippery, while brick feels rough, and a cat feels fuzzy.

1. Do you think the mallet and chisel that Bucky holds are symbols? If so, what do you think they represent?

_ANSWERS MAY VARY______

______

106 2. What material do beavers make their houses out of? How do they get this material to their house site? How does this relate to the carving pictures you have seen?

_Beavers make their homes out of wood, just like Bucky is made of. They use their large, flat tails, webbed feet, and sharp teeth to help move the logs to the building site. The tail, teeth, and feet are all accurately pictured on Bucky. ______

3. What parts of Bucky look like they would feel different (have a different texture) if you touched them?

_Bucky’s tail looks rough and leathery. The fur on Bucky’s head looks softer than the fur on his hind quarters and legs. The saddle and its straps look very smooth. ANSWERS MAY

VARY ______

107 Visual Evidence: Grade 4 Image 4: The Empire State Carousel

Image 4. This image shows the Empire State Carousel after it was put together at The Farmers’ Museum. Along the top are portrait panels of famous New Yorkers, as well as the names of towns and villages in New York. Below are the animals and chariots that visitors can ride on.

108 Name: ______

Visual Evidence Image 4 Questions

Answer each question in complete sentences using Image 4.

1. The Empire State Carousel is a work of art created to be ridden. A rider chooses an animal to sit on, music plays, and the animal goes up and down while the Carousel moves around in a circle. How is this type of artwork different from a painting in a museum?

______

2. The animals and other carvings on the Carousel are all very different from one another and are painted different colors. How did the creators of the Carousel make it look like one piece of artwork? What parts of the Carousel are repeated?

______

3. When asked about the Carousel, Gerry Holzman said he thought of the Carousel as a way to protect images and ideas from New York history for future generations. If you were going to pass on the story of a person, place, or thing from New York history to future generations, what would you choose? What symbols would you use to represent it?

______

109 Name: _____ANSWER KEY ______

Visual Evidence Image 4 Questions

Answer each question in complete sentences using Image 4.

_ANSWERS MAY VARY ______

_ANSWERS MAY VARY. Some of the ways the Carousel’s makers made it look like one piece of art was to use the same colors on many of the animals. The saddles are very similar looking or matching. All the animals are about the same size. The carvers used similar textures on many of the animals. The New York state colors, blue and gold, are repeated through the figures and the structure of the carousel. ______

_ANSWERS MAY VARY______

110 Putting It All Together: Grade 4 Telling New York State History through Collage

Overview Students will create a collage using symbols to tell a story from New York, like the Empire State Carousel uses symbols to tell its stories.

Essential Questions: • How are symbols important for conveying meaning in a piece of art? • How can different media be used within a piece of art while still achieving unity? • How can the people, places, and things important to New York history serve as inspiration for our art?

New York State Standards: • Art 1: Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. • Art 2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. • Social Studies 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Materials: • Large white paper (11”x14” or larger) • Pencils • Scissors • Glue sticks • Rulers or yardsticks (for grades 6-12) • Grid templates (for grades 6-8) The following supplies are optional- it is necessary to have some, but not all of them : • Markers • Colored pencils • Crayons • Computer and printer • Old magazines for cutting

111 Putting It All Together: Procedure Version 1 (Grades 4-6)

• The teacher will lead a discussion about the idea of a symbol—what a symbol is, how they are used, or what some of the symbols are that the students saw on the Carousel. Students will be asked how symbols can be used to tell a historical story.

• Students will choose a story from New York history. The teacher may provide a list of choices, stories may be used from the Carousel, or a list may be developed through a brainstorming session with the class.

• Students will create a collage using images from magazines, images printed from the computer, and their own drawings or paintings.

• Students will then choose symbols that represent the story they are telling, potentially including pictorial representations of people, places, and things.

• Students will be asked to work in at least 3 different media (or as many as the teacher chooses, depending on available supplies and skill level), to give the artwork variety. This may include a small amount of written or printed text.

Version 1 Example: Students may choose to keep the collage in the rectangle format of the paper, or to change its shape. This example makes use of 4 different media, computer printouts, printed text, magazine cutouts, and colored pencil.

112 Putting It All Together: Procedure Adaptation (Grades 7-12)

• The teacher will lead a discussion about the idea of a symbol -- what a symbol is, how they are used, and what some of the symbols were that the students saw on the Carousel. Students will be asked how symbols can be used to tell a historical story.

• Students will choose a story from New York history. The teacher may provide a list of choices, or a list may be developed through a brainstorming session with the class.

• Students will create an artwork using a grid pattern.

• Students will then choose symbols that represent the story they are telling, potentially including pictorial representations of people, places, and things.

• Students will be required to work in at least 5 different media (or as many as the teacher chooses, depending on available supplies and skill level), to give their artwork variety, while working in a grid to give it unity. A small amount of written or printed text may be included as one media type.

• For younger students (grades 7-9), or those who have difficulty with fine motor skills, the teacher may choose to make grid templates ahead of time to aid the students in drawing their grids. To make a template: on a larger piece of paper than the one the student is working on, measure and draw a grid with one inch squares. In the center, trace the size of the paper the students will be working with, creating a box onto which they will place their paper.

113

Example Grid Template

• Students may then simply place their paper on the box (preferably holding it in place with several pieces of masking tape), line up their yardstick with the lines on the grid template, and trace them. This method allows accurate grids without the students needing to measure. Students may be asked to work in pairs, with one partner helping to hold the yardstick while the other draws the lines.

Example Grid Template

• Students should adhere to the grid pattern. This can be achieved through the use of several of the following techniques:

• Cropping of images to the size of one grid square

• Using images from magazines or printed from the computer that cover several squares, and then drawing in the grid lines over the image

114 • Working in two different media for drawings bigger than one square. For example, a student may create an image using alternating squares of pencil and colored pencil, like a checkerboard patter

Example Version 2: The inclusion of a portrait drawn by the student is more advanced and time consuming, and may be left out. Also, for younger students, or if there is less time for the project, the teacher may choose to use a smaller paper size.

115 Name: ______

Putting It All Together: Telling New York State History through Collage

Use the following scale to evaluate you r performance on this collage.

Poor – I did not meet the requirements of the collage. OK – I met some, but not all of the requirements of the collage. Fair – I met most of the requirements of the collage. Good – I met the requirements of the collage. Fantastic – I went beyond the requirements of the collage by giving my best effort and adding something extra.

Circle the rating that best describes your work on the collage.

1. I chose an interesting subject relating to New York history.

Fantastic Good Fair OK Poor

2. I chose people, places and things that effectively represent the story I am trying to tell.

Fantastic Good Fair OK Poor

3. My artwork is neat and well-done.

Fantastic Good Fair OK Poor

4. I used the required number of media within my collage.

Fantastic Good Fair OK Poor

5. I researched my subject and created appropriate symbols to tell my story.

Fantastic Good Fair OK Poor

116 Name: ______

Putting It All Together: Grade 4 Telling New York State History through Collage

Use the following scale to evaluate students’ performance on this collage.

Poor (5pts) – The student did not meet the requirements of the collage. OK (10pts) – The student met some, but not all of the requirements of the collage. Fair (15pts) – The student met most of the requirements of the collage. Good (18pts) – The student met the requirements of the collage. Fantastic (20pts) – The student went beyond the requirements of the collage by giving my best effort and adding something extra.

Circle the rating that best describes the students’ work on the collage.

1. The student chose an interesting subject relating to New York history.

Fantastic Good Fair OK Poor

2. The student chose people, places and things that effectively represent the story they were trying to tell.

Fantastic Good Fair OK Poor

3. The student’s artwork is neat and well-done.

Fantastic Good Fair OK Poor

4. The student used the required number of media within his/her collage.

Fantastic Good Fair OK Poor

5. The student researched his/her subject and created appropriate symbols to tell the story.

Fantastic Good Fair OK Poor

TOTAL POINTS: ______/ 100

117 Putting It All Together Research Guide

• The New York history story I would like to tell in my artwork is :

• Who was involved?

• What happened?

• When did it happen?

• Where did it happen?

• Why was it important?

Symbols:

• Based on my research, five words that could represent this event are:

• Based on my research, five pictures that could represent this event are:

118 Supplementary Resources

Smithsonian Institution http:www.si.edu/Encyclopedia_SI/nmah/carousel.htm http://historywired.si.edu/object.cfm?ID=284

The Smithsonian Institution is a national educational facility with nineteen museums, nine research centers, and over 140 affiliate museums across the country and around the world. The staff of the Smithsonian must often answer questions from the pubic about carousels. To make this job easier, they have created a bibliography of useful carousel sources that may be found on their website. One of their affiliate museums, the National Museum of American History, contains a web catalog page as part of “History Wired.” This website provides unique information about carousels, discussing other animals that are common on carousels and also carvers and carving techniques. This website also includes two audio clips of carousel music from Smithsonian Folkways Recordings.

National Carousel Association http://www.nca-usa.org/index.html

The National Carousel Association promotes the preservation of wooden carousels across the United States. Their website supports the preservation of carousels using photographs, music, and information on maintenance and restoration. The Association’s website also features a searchable database that can be used to locate carousels by state.

Broome County Carousels http://www.visitbinghamton.net/visitors/carousels.aspx

Broome County, New York, is the location of six working historic carousels located in city parks in the greater Binghamton area. The carousels are all listed on the National Register of Historic Places. The Greater Binghamton Convention and Visitors Bureau website offers descriptions of each carousel and a map to locate them.

119 Carousels.com www.carousels.com

This website is a resource for carousel enthusiasts. The site presents pictures, articles, and current news and information on all things carousel related.

How Products are Made http://www.madehow.com/Volume-4/Carousels.html

The website contains basic background information about carousels, how they are made, operated, and what materials are used.

International Museum of Carousel Art http://www.carouselmuseum.com/index.html

The International Museum of Carousel Art is a private, not-for-profit museum being developed by carousel collectors and enthusiasts Duane and Carol Perron. The museum’s website features an informative College of Carousel Knowledge that seeks to build the general public’s understanding of carousel history, art, and construction.

Library of Congress American Memory http://memory.loc.gov/ammem/index.html

The American Memory website of the Library of Congress provides a useful tool for exploring the images, documents, and sounds of our past. By entering the words “carousel” or “merry go round” in the website’s search box, many useful images and resources may be found. In particular, look for the photographs, documents, and drawings that record the Glen Echo Park Carousel.

120 New York State Historic Preservation Office http://nysparks.state.ny.us/shpo/resources/index.html

Visit the New York State Historic Preservation Office’s website to view photographs and historical background information on all of New York’s carousels that are listed on the National Register of Historic Places. Navigate to the “online resources” section of their website and follow the instructions to search for and view documents and images.

New York State Department of Environmental Conservation http://www.dec.state.ny.us/website/education/edsym.html

This website contains significant information about natural symbols of New York. In addition to symbols, this website includes a searchable subject index that contains information about several of the animals that are found on the Empire State Carousel.

121 Bibliography

Bartash, Linda, M. Horses in Motion: The History of Carousels in Monrow County, New York...and Beyond. Chattanooga, TN: Penman Publishing, Inc., 2001.

Dinger, Charlotte: Art of the Carousel . Green Village, NJ: Carousel Art, Inc., 1983.

Fraley, Tobin. The Carousel Animal. Berkeley: Zephyr Press, 1983.

Fraley, Tobin. Carousel Animals: Artistry in Motion. San Francisco: Chronicle Books, 2002.

Fried, Frederick. A Pictorial History of the Carousel. New York: A. S. Barnes and Company, 1964.

Weedon, Geoff and Richard Ward. Fairground Art: The Art Forms of Traveling Fairs, Carousels and Carnival Midways. New York: Abbeville Press, 1981.

122