Cotton\'s Journey

Cotton’s Journey A Field Trip in a Box

Teachers Guide

An Integrated Thematic Unit for Grades 1-8

Written by Marianne Morton Edited by Janette Yribarren Illustrated by Ernie (Hergie) Hergenroeder

Published by The Alaca Company P.O. Box 55, Tranquillity, CA 93668 Copyright ©2001 by The Alaca Company

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A Field Trip In A Box

Acknowledgements

I dedicate my efforts on this project to the memory of my husband, Rodney W. Morton, who battled the elements, the markets and a host of pests in his quest to produce the “Fabric of Our Lives ™”.

- Marianne Morton

My special thanks to: Marianne Morton for her support and endless hours spent on perfecting curriculum in this teaching guide, so that educators and their students may have fun learning about a commodity dear to her heart-cotton. “Hergie” for his enthusiasm and invaluable help in designing this educational kit through his God-given talents and “rose colored glasses”. The Cotton Incorporated California State Support Committee members and Dr. Patricia O’Leary for their participation in education and believing in a vision. The American cotton farmer, for the inspiration behind the development of Cotton’s Journey-A Field Trip In a Box and the promotion of agricultural literacy in the classroom.

Steve Carnes Director of Field Services & Quality Assurance Supima Association of America Visalia, CA Virginia Ford Pegasus Books Fresno, CA Dan Munk Cooperative Extension University of California Fresno, CA Thea Wilkins, PH.D. Cotton Genome Center, University of California Davis, CA

- Janette Yribarren

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Table of Contents

Acknowledgements .......................................................... 3 I.

Goals ...................................................................... 7

II.

Rationale ................................................................. 7

III.

Introduction ............................................................ 8

IV.

Cooperative Group Responsibilities ........................ 9

V.

Teacher Background Information .......................... 10

VI.

1-3 Unit (Grades 1-3) Lesson 1 ......................................................... Lesson 2 ......................................................... Lesson 3 ......................................................... Lesson 4 ......................................................... Lesson 5 .........................................................

19 33 41 51 57

VII. 4-6 Unit (Grades 4-6) Lesson 1 ......................................................... Lesson 2 ......................................................... Lesson 3 ......................................................... Lesson 4 ......................................................... Lesson 5 .........................................................

63 77 85 93 99

VIII. 7-8 Unit (Grades 7-8) Lesson 1 ....................................................... Lesson 2 ....................................................... Lesson 3 ....................................................... Lesson 4 .......................................................

105 111 117 127

IX.

Glossary ............................................................. 133

X.

Notes .................................................................. 139

XI.

References .......................................................... 141

XII.

Annotated Bibliography ....................................... 143

XIII. California Content Area Standards Correlations .. 147

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I

Goals

Several disciplines have been linked around the common theme of “Cotton.” By the end of this unit, the student will be able to know, understand and explain:

• how cotton is grown and processed into food and fiber products.

• the chronology of cotton cultivation and how it affected the rise of ancient civilizations; • the historical connection between US politics, economics and society and the development of cotton cultivation and the cotton textile industry in the United States;

The student is encouraged to ask questions and seek answers. Through open-ended discussions and large and small group learning and hand-on activities, the student will gain an understanding of the steps between planting and finished product and an appreciation for the many ways cotton food and fiber enriches her/his life.

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Rationale

The rise of ancient civilizations, the American colonies into independent states and the United States as a major world power are inextricably intertwined with the cultivation of cotton and lend themselves to a relevant and interesting method of teaching Social Studies curriculum aligned to national educational standards.

“The exciting thing about life sciences – which runs the continuum from agriculture at one end through food and nutrition to health and wellness at the other end – is that it’s in its infancy, and one key to its successes is capturing the interest of the brilliant young thinkers who ensure our world’s future.”1 Life Science concepts relating to plant structures, growth

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and genetics become more relevant to students when they are able to make real-life associations. Since all students wear cotton clothing, one natural connection between science and the real world is agriculture. Through discussion, experimentation and investigation, students will be able to make strong cognitive and affective connections to cotton food and fiber. Math (Number Sense; Statistics, Data Analysis and Probability; and Mathematical Reasoning) standards are addressed by using skills and teaching approaches suggested in the lessons. English/Language Arts standards are fully integrated into the lessons. Lending this unit a multicultural flavor are richly textured of both real and

fictional characters who faced adversity during pivotal eras in US history with strength, courage and determination. Authentic measurement of comprehension can be made through a variety of response activities. Students write daily observations and reactions in journals as well as research projects. Thoughtful response is encouraged during whole class and small group activities, and a variety of audiovisual materials are included to introduce or reinforce concepts. National standards are referenced by grade level and content area at the beginning of each lesson. California area content standards correlations are referenced by grade level for each lesson may be found in Section XIII.

III

Introduction

Determining students’ prior knowledge about cotton aids in making the concepts more relevant to them. Factual preconceptions facilitate learning, while misconceptions can impede constructive learning. Strategies that determine student prior knowledge, such as a K-W-H-L Chart and an anticipation/reaction guide, also provide motivation and an authentic purpose for reading. Thought-provoking questions, panel discussions and open-ended journals are means of assessing student reaction to the material presented. Recapping the major points on the chalkboard or on an overhead increases the probability of acquisition. Many different strategies can be used to impart historical information on cotton. Through discussion, the use of audio-visuals and expository text, group

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Internet research projects, matrices and authentic responses to literature, the teacher gradually releases responsibility for task completion and is no longer the sole source of information. Student understanding is ascertained through a combination of assessment, student response and group learning. Evidence of authentic assessment is gathered during routine classroom learning and instruction. Authentic assessment methods such as rubrics, journals, oral presentations, responses to open-ended questions, math problem solving, selfevaluations and special reports are included in the unit. At the culmination of the unit, “Cotton Jeopardy” or “Cotton Family Feud” provides an entertaining method through which assessment of conceptual understanding may be made.

A Field Trip In A Box

One method alone of presenting information may not suffice to teach your varied student body. Through lectures, audio/visual presentations, concrete examples, research and hands-on projects and active involvement in pairs, whole groups and small groups, the material is presented in ways to meet the needs of auditory, visual and kinesthetic learners.

activities are integrated in the classroom as they are in life. The key is for the students to cooperate together, negotiate and reach a conclusion. Cooperative groups are composed of students with diverse abilities and backgrounds. Allowing students to designate roles imparts ownership, a concept essential to making connections and retaining information.

Learning is most likely to occur when ideas and

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Cooperative Group Responsibilities

Harmonizer

Facilitator

• Makes sure lines of communication are open

• Makes sure everyone understands instructions

• Makes sure there are no “put downs”

• Makes sure all group members participate

• Encourages positive responses

• Calls the teacher if no one in the group knows the answer

Resource • Makes sure the group makes detailed use of resource materials • Looks up relevant information available to the group Recorder • Makes sure the group has notes from the discussion • Makes sure everyone completes an individual report

• Makes sure all group members get all the help they need Materials Manager • Collects whatever materials needed to complete the activity Reporter • Organizes the group’s report for the class • Discusses with the group what will be reported • Introduces the activity to the class with a brief summary

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V

Teacher Background Information

Origins of Cotton Scientists have determined cotton fiber and boll fragments found in the Tehuacan Valley of Mexico to be about 7,000 years old. The Greek historian Herodotus in the 5th century BC reported that a plant that bore fleece as its fruit grew there. Cotton has been grown and worn in India and Egypt for at least 5,000 years. Highly skilled cotton weaving dating back to 2,500 BC has been found at monumental ceremonial mounds in the Chicama Valley of Northern Peru. In the first century BC, Pliny wrote that the peasants of Egypt wore cloth made from cotton that grew along the Nile River.2 Arab merchants introduced cotton to Europe around 800 AD. When Christopher Columbus reached the West Indies, he found Sea Island longstaple cotton growing and natives wearing cotton cloth.3 He took samples back to Spain as evidence that he had indeed reached India. A short time later, Cortez found cotton production and utilization widespread in Mexico.4 In North America, sightings documented by the Coronado expedition of 1540-42 described cultivation of cotton plants by Native Americans. Spaniards first planted it in Florida in 1556. In 1607, English settlers planted their first cotton crop at the Jamestown colony.5 Pima (formerly called American-Egyptian) cotton, developed in the US desert southwest in the early 1900s, was named in honor of the Pima Indians who

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helped raise the ELS on the USDA experimental farm in Sacaton, Arizona.6

For additional information regarding the origins of the cotton plant, visit www.cottonsjourney.com.

History of Cotton Textile Production “As European and American populations grew in the 18th century, the demand for cheap clothing grew, too. This led to an astonishing expansion of the spinning and weaving industry. Within one person’s lifetime, it changed from small-scale, part-time work for cottagers into a vast full-time career for an army of factory hands.”7 The majority of English people wore woolen garments. By the mid-1700s, however, these often soggy and fungus-filled garments were increasingly replaced by those made of cotton. This huge change was largely the result of new machinery and new supplies of the vital raw material – cotton. American colonists had the ability to produce much cotton but were restricted by the mechanical know-how to process the fiber into textiles. Tench Coxe, a Philadelphian who was to become Assistant Secretary of the Treasury, did much to encourage the cultivation and manufacture of cotton. He operated the nation’s first spinning jenny and provided jobs in spinning and weaving cotton. In 1786, he ordered brass models of textile machinery from England. In England during the height of the British Empire, it was against the law to either import or manufacture cloth from cotton fiber.8 These laws were enacted to

A Field Trip In A Box

protect the powerful English sheep and wool industry of that time. British blockades and secrecy regarding their textile inventions further hampered colonial competition. Samuel Slater, an English textile mill worker, migrated to the American colonies in 1790 and built the first American textile mill from memory. A huge waterwheel with a system of cogs and gears powered all of the machines in cotton mills.9 The demand for cotton soared. It was simple enough to grow cotton, but difficult to clean the bolls. In 1792, recent Yale graduate Eli Whitney headed south to assume the position of a private tutor on a plantation in Georgia. His employer, Catherine Greene, encouraged Whitney to find a solution to separate the seed from the cotton lint more efficiently.10 Whitney put aside his plans to study law and created a small, hand-cranked gin in 1793. This was a wooden drum stuck with hooks. As it turned, the hooks pulled the cotton fibers through a mesh. The seeds would not fit through the mesh and fell outside.11 Lint volume was increased fifty-fold with the advent of Whitney’s gin.12 However, Whitney profited little because farmers made their own versions and claimed them as new inventions under a loophole in the 1793 patent act.13

figured out how to manufacture muskets by machine so that the parts were interchangeable.”16 Harvesting the cotton by hand was another limitation of productivity. An experienced labor could pick approximately 450 pounds of seed cotton by hand per day. A picking device was first patented in 1850, and a machine that strips both open and unopened bolls and trash from the plant was developed in 1871. In the early 1930s, after years of development and modification, the Rust Brothers of Mississippi used a one-row mechanical cotton picker that could pick approximately 8,000 pounds of seed cotton in one day.

United States Historical Significance Colonial agriculture was intended not only to feed the colonists, but also to produce cash crops such as cotton to supply food for the home country. When the Gold Rush hit California, Levi Strauss struck it rich by creating the first pair of cotton denim jeans for the miners. Samuel Morse utilized cotton to insulate the telegraph he invented. Thomas Edison used charred cotton to make the filament for the world’s first electric light. Cotton muslin covered the wings of the Wright Brothers’ first plane. During the Twentieth Century, cotton continued to make important contributions to the nation. Cellulose obtained from cotton linters was used to develop smokeless gunpowder during World War I. The cotton textile industry turned over 69% of its equipment during World War II to help produce items essential to the nation’s war effort. When the Apollo 13 astronauts returned from the moon, their biological isolation suits contained cotton.17

Once the answer had been found, cotton went on to become the most important product in the world. After the invention of the cotton gin, the yield of raw cotton doubled each decade after 1800. Demand was fueled by other inventions of the Industrial Revolution, such as the machines to spin, weave, print and sew it, chlorine to bleach it and the steamboats to transport it. By mid-century, America was growing three-quarters of the world’s supply of cotton, most of it shipped to England or New England, where it was manufactured into cloth.14

Economic Importance

For the first time in history, good clothes, hats and even shoes could be bought more cheaply; however, the cottage textile industry disappeared as displaced rural workers migrated to large cities and became part of the urban workforce.15

Cotton is the most common textile fiber now in use. The production of each year’s crop involves the purchase of more than $6 billion worth of supplies and services, stimulating business activities for factories and business throughout the country.

“It is often forgotten that Eli Whitney was also the father of the mass production method. In 1798, he

Nationally, cotton ranks behind corn, soybeans, wheat and hay as a leading cash crop (1999). How-

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ever, business revenue stimulated by cotton is the greatest of any US crop - $122.4 billion. Overseas sales of US cotton (approximately 30% of the total world export market) make a significant contribution to the reduction of the US trade deficit.18 Areas of Cultivation Cotton is native to most subtropical countries between 40o North and 35o South. Leading producers are China, the United States, India, Pakistan, Uzbekistan, Brazil, Turkey, Australia, Turkmenistan and Egypt. Several species of “wild” or uncultivated cotton have been discovered in Australia, Africa, Arizona, Central America, California, Brazil Mexico and other countries and islands. Wild cotton in shades of green and brown has always existed in nature, but until recently has not been economically feasible to produce due to problems related to refinement.19 Colored cotton is currently being grown in New Mexico, Texas and Arizona. Most commercial cotton is white because of selective breeding done by farmers over the years. Approximately 13 million acres of cotton are planted annually in 17 states, making it the nation’s fifth largest crop. Texas is the largest producing area (typically 5.0 million bales) and Kansas the smallest (one to two thousand bales).20

For additional information regarding areas of cotton cultivation, visit www.cottonsjourney.com.

The Plant Cotton is unique among plants because it is the only plant that produces both food and fiber. Each fiber consists of a single long cell. The cotton plant is very closely related to the okra plant. Although cotton can grow on a variety of soils, it grows best on fertile, well-drained soils that have a good water holding capacity. Weather, insects and moisture can adversely affect optimum conditions for plant growth. Like all green plants, cotton cleanses the atmosphere of carbon dioxide through the process of

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photosynthesis. After harvesting, the leaves and stalks of the cotton plant are plowed under, returning vital nutrients to the soil.

For additional information regarding the cotton plant, visit www.cottonsjourney.com.

Production Cotton is mechanically planted in rows in early spring when the soil temperature is 58 degrees or above. The seeds are planted in moist, warm beds 1 3” below the surface of the soil. The seed leaves (cotyledons) first appear 7-14 days after planting. After the production of several true leaves, flower buds called squares develop into selfpollinating blossoms. The blossoms, which appear 5-7 weeks later, wither and fall, leaving green pods or bolls. Inside the bolls, moist fibers spring from the newly fertilized seeds. The sugars and starches formed from plant photosynthesis cause the fibers to elongate and thicken over a 50-65 day period. Once fully matured, the boll begins to dry out, cracking the green exterior boll coat, exposing mounds of puffy white fiber. Most cotton fields are defoliated in fall. Defoliation is the process by which foliage is removed so that cotton quality is not damaged during harvest and storage. Defoliants are applied when at least 60% of the bolls are open; any sooner, and the quality or yield of late-set cotton bolls will be reduced.21 Cotton is harvested by machine approximately 180 – 200 days after planting. It begins in South Texas soon after the 4th of July and finishes as late as midJanuary in areas west of Central Texas-Oklahoma. Cotton pickers dump the harvested cotton into trailers or hydraulically operated machines that compress the cotton into modules. Raw cotton is packaged into bales at cotton gins, and then marketed through cotton merchants or cooperatives.

For additional information regarding cotton production, visit www.cottonsjourney.com.

A Field Trip In A Box

Processing

Cotton Lint

From the fields, seed cotton moves to nearby gins for separation of lint and seed. The first step in the ginning process is when the cotton is vacuumed into tubes that carry it to a dryer to reduce moisture and improve fiber quality. Then it runs through cleaning equipment to remove leaf trash, sticks and other foreign matter.

Cotton lint is used in making cloth for apparel (64%), home furnishings (33%) and industrial products (3%). Most of its apparel usage is for men’s and boy’s clothing, with jeans, shirts and underwear being major items.

Ginning is accomplished by one of two methods. Upland cotton varieties with shorter staple or fiber length are ginned with saw gins. This process involves the use of circular saws that grip the fibers and pull them through narrow slots. The seeds are too large to pass through these openings, resulting in the fibers being pulled away from the seed. Long fiber Pima cotton varieties must be ginned in a roller gin because saw gins could damage their delicate fibers. The roller gin was invented in India centuries ago and this concept is still used in modern gins. Long staple cottons separate from the seed more easily than Upland varieties. A roller gin uses a rough roller to grab the fiber and pull it under a rotating bar with gaps too small for the seed to pass through. The raw fiber, now called lint, makes its way through another series of pipes to a press where it is compressed into bales (lint packaged for market), banded with eight steel straps, sampled for classing, wrapped for protection and then loaded onto trucks for shipment to storage yards, textile mills and foreign countries. The cotton industry has adopted this standard for a bale of cotton: 55” tall x 28” wide x 21” thick and weighing approximately 500 pounds. A bale meeting these requirements is called a universal density bale. After the lint is baled at the gin, samples taken from each bale are classed according to fiber strength, staple (fiber) length, length uniformity, color, non-fiber content and fineness. The US Department of Agriculture establishes classing standards in cooperation with the industry.22

For additional information on cotton processing, visit www.cottonsjourney.com.

Since absorbency is one of cotton’s leading textile properties, it is no surprise that the fiber supplies almost 100% of the towel and washcloth market. Its softness makes it popular in sheets and pillowcases, where it holds over 60% of the market. Industrial products containing cotton are as diverse as wall coverings, bookbindings and zipper tapes. The biggest cotton users in this category, however, are medical supplies, industrial thread and tarpaulins.23

For additional information on cotton lint, visit www.cottonsjourney.com.

Cotton Textile Properties Cotton is considered to be a higher quality textile ingredient than synthetic fibers. This natural fiber is comfortable, natural, breathable, absorbent and durable. It washes clean, retains its shape, does not pill, is static free and is easy care. Cotton fabric releases soils and stains easily when washed. Cotton does not trap odors and “no iron” cotton finishes are widely available on a variety of apparel and bed products. Fabric design and construction affect the amount of shrinkage that occurs with machine or hand washing. Generally, if there is less than 3% shrinkage, the fit will not be affected. Some of the most common finishing methods now in use which control shrinkage are prewashed, garment washed, garment dyed, compacted and Sanforized.24 Cotton has amazing versatility because of a unique balance of physical properties:

Breathability - The cellulose in cotton’s cell walls is hydrophilic, making each fiber permeable to water in both liquid and vapor states;

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Temperature Control - Like a built-in thermostat, cotton facilitates moisture and heat transfer in hot weather and insulates and conserves warmth in winter; Washability - Because cotton fiber is hydrophilic (water loving), it releases soils and stains easily when washed; and Adaptability - Cotton provides absorbency in towels, yet provides water repellency in tents; it makes for a soft, absorbent surgical dressing, yet also makes tough, durable canvas.25 Cottonseed More seed than fiber is produced by the cotton plant. Until the crushing industry developed, cottonseed had little cash value. In fact, disposal of it was such a problem that some states passed laws to regulate the accumulation of large quantities on gin premises. Increased cotton production after the invention of the cotton gin challenged farsighted entrepreneurs to find a mechanical way to crush cottonseed on a large scale. Many mills were established but most failed due to unsuccessful attempts to produce marketable oil and livestock feed products. In 1857, just before the Civil War, William Fee of Cincinnati developed machinery that effectively removed linters and hulls from seed kernels.26 This equipment made the processing of cottonseed economically feasible. By 1875, cottonseed oil was being exported to Mediterranean ports where it was often sold as olive oil.27 All parts of the cottonseed are useful: Cottonseed Linters

• Dissolving pulp is an essential component in plastics, smokeless gunpowder, food casings, rayon, cosmetics and photographic films; • Felts are used in padding for automotive and furniture upholstery, comforters and mattresses; • Yarns are processed for candle wicks, twine and mops; • Absorbent cotton medical grade fibers are used in paper and cotton swabs, balls and gauze; and 14

• Fiber pulp is used in producing currency and ther security papers. Cottonseed Hulls • Used for live stock feed, mulch and soil conditioners, plastics and synthetic rubber. Cottonseed Kernels • Meal and cake is used for home garden fertilizers, livestock and poultry feed and fish feed and bait; and • Crude oil is either refined for salad/cooking and baking/frying oils or used in the manufacture of items as diverse as explosives, pharmaceuticals, fungicides and rubber.28

For additional information on cotton seed,visit www.cottonsjourney.com.

Patchwork Quilts A quilt is a warm bedcovering made of three layers – top, padding and backing. Pieces of fabric are cut into squares, triangles and rectangles and sewn together to form designs called quilt blocks. The quilt blocks are then joined together to make a quilt top. Once thought to be an American innovation, a 1920s archeological dig in the region of the Ganges River in India discovered several pieces of patchwork believed to be dated between the 6th and 9th centuries AD. Archeological evidence indicates quilting may have originated in Egypt, Persia, India or China. In the 11th century AD, Crusaders used quilted undercoats as protection from the cold, as “shock absorbers” and as a quilted outer garment to protect their armor from rusting in the rain. A quilting cottage industry developed in Western Europe after a severe weather change caused the quilted bedcover to become a necessity. Subsequently, English and Dutch settlers brought quilts to America in preparation for the anticipated hardships. “Early quilts often had fleece from sheep, old rags, raw cotton or even dried leaves for padding. The quilt backing was usually made from several large pieces of fabric. Then the three layers were sewn or tied together to form the quilt.”29

A Field Trip In A Box

“In 1785, the Congress of the United States began selling land between the Appalachian Mountains and the Mississippi River for $1 an acre to people who were willing to explore and settle the land. Many families in the east decided to move west. As the settlers moved west, they…took many quilts with them because the winters were often cold and stormy. Quilts were also used to keep the family’s valuables from breaking during the bumpy wagon ride west. And the quilts served as cushions and beds for the weary travelers.”30 The lives of the women who made the journey during the westward expansion were often fraught with hardship and deprivation. When they reached their destinations, they found themselves faced with backbreaking labor, non-existent medical care and isolation. “At one time, women wove all their fabrics at home. Even when machines and factories began to produce fabric, it was expensive and difficult to get. With patchwork, people could use the tiny scraps left over from the dresses and shirts they had sewn. They could also re-use the fabric, cut into small pieces, from outgrown or worn-out clothing.”31 Nothing was ever wasted or thrown away if some use could be found for it. Just as a book is more than paper and ink, patchwork quilts are more than cloth and thread. Pioneer women pieced cotton scraps together out of economic necessity and found a means of artistic expression and social interaction. Getting together for a quilting bee with distant neighbors was an eagerly anticipated occasion looked forward to by all members of a frontier family. “This was a special day when the women…got together to finish a quilt. The youngest girls kept the needles threaded as the women sewed. The men and boys stayed outside or in the barn and helped with farm chores. After a good supper, all admired the finished quilt. Then the chairs were cleared to make room for dancing and merriment.”32 People got their ideas for the designs and names of their patchwork patterns from tools they used or toys children played with. Others came from plants, animals or stars. Sometimes a design was made up and then named after a special event, an important person or a story in the Bible. Many of the different names given to patterns reflect the way families’ lives

across the country were connected to nature and the seasons.33 “…Patchwork quilts added welcome color to homes that were often without any other decoration.”34 For many women of this era, the quilts they left behind were the only concrete evidence that they ever existed.

Broken Dishes Pattern: “Pioneers heading toward the West Coast planned to start crossing the Sierra Nevada by early September. The mountains were steep and treacherous, and the oxen pulling the wagons often stumbled. The wheels snapped in two. Many times the wagon toppled over, tumbling out all the family’s possessions. Tools bounced out of sight; clothes caught in the bushes; dried fruits were caked with mud; and flour blew away with the wind. A woman might have picked up a shattered piece of china she’d carefully brought all the way from the East. Sadly, she turned it over and over in her hand. Maybe she whispered, ‘Something good must come of this,’ and later stitched this design.”35 Corn and Beans Pattern: “A pioneer family passing through a place where a group of Native American people lived often saw fields of corn growing nearby. They might have also seen vines of beans climbing up the tall, straight cornstalks. Native Americans frequently planted corn and beans together. They cooked them together, too. Once in a while, a friendly chief invited the pioneers to stop for the night and eat some of the corn-and-bean stew, called succotash. It tasted so good that when the family finally reached their destination, the daughter could have sewn this pattern to remind her of the delicious stew she’d tasted.”36 Call and Response Singing Spirituals originated in 17th century Europe in the singing of psalms and hymns in Protestant congregations. They were later generated by 18th and 19th century-revivals and from camp meetings. “Because slaves were forbidden by law to learn to read or write, we have few written accounts of their lives. However, slaves did sing songs that powerfully expressed their experiences and later became the basis for what we now call the Blues. Their spirituals, 15

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a complex mixture of African musical practices and the vocabulary and structures of Euro-American music, provided them with a means of effectively pacing their work with a form of sung prayer and praise and of psychic relief from the degradation of bondage.”37 In call and response singing, the chorus repeats a fixed refrain that alternates with the lead singer, who has more freedom to improvise.38

1950 AD

The first regeneration of entire plants from an in vitro culture is documented.

1953 AD

James Watson and Francis Crick discovered the double helix structure of deoxyribonucleic acid (DNA).

1970 AD

Norman Borlaug became the first plant breeder to win a Nobel Prize for his work in Green Revolution wheat varieties (high yield).

1973 AD

A gene was successfully relocated from one organism to another by Stanley Cohen and Herbert Boyer.

1982 AD

Genetically engineered plants resistant to insects, viruses and bacteria were field tested for the first time.

1990 AD

The first successful field trial of genetically engineered cotton plants (bt cotton) was conducted. An enzyme called chymosin was created to coagulate milk for cheese production.

1995 AD

Bolgard cotton was first commercialized in US. The first whole food enhanced through biotechnology, the Flavrsvr® tomato, was approved for sale in US grocery stores.

1997 AD

Roundup Ready cotton was first commercialized in the US. 18 crop applications of biotechnology were fully accepted by the US government.

1998 AD

DEKALB marketed the first Roundup Ready corn.

1999 AD

Nutrient-enriched “Golden Rice,” which can help prevent childhood blindness in developing countries, was developed.40 ,41

Biotechnology “Biotechnology’s been around almost since the beginning of time. It’s cavemen saving seeds of a high-yielding plant. It’s Gregor Mendel, the father of genetics, cross-pollinating his garden peas. It’s a diabetic’s insulin, and the enzymes in your yogurt…Without exception, the biotech products on our shelves have proven safe” - former US Secretary of Agriculture Dan Glickman.39 A Brief Biotech Timeline: 8000 BC

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The first farmers decided to stay in one place and grow certain plants as crops.

2500 BC

Egyptians began to domesticate geese to make larger, tastier birds for cooking.

1800 BC

With the use of fermentation, man first harnessed microorganisms to produce beer and leavened bread.

1856 AD

Gregor Mendel began a meticulous study of specific characteristics he found in various plants, which were passed to future plant generations.

1860 AD

Louis Pasteur developed pasteurization.

1900 AD

European botanists used Mendel’s Law to improve plant species.

1922 AD

US farmers started using a hybrid seed that would increase corn production 600% through 1965.

The world’s population growth will nearly double by 2030, but the amount of arable land and other resources available to produce food and fiber are finite. Clearing rain forests and animal habitats for cultivation endangers many plant and animal species and is a short-term fix. Biotechnology will be a crucial part of

A Field Trip In A Box

increasing crop yields without requiring additional farmland. Water and soil resources can be preserved through innovations that reduce reliance on herbicides and pesticides. Reducing or eliminating weeds also reduces cultivation and resultant soil compaction.42 Selective breeding and hybridization through controlled pollination involves the crossing of hundreds of thousands of genes. “For thousands of years, farmers and plant breeders have saved the seed from, or bred, the largest and strongest plants that appeared the least susceptible to disease. They did not know it, but they were practicing a rudimentary form of genetic engineering – a fundamental process used in biotechnology.”43 Traditional plant biotechnology, however, involves the transfer of only one or a few desirable genes. This allows plant breeders to develop crops with specific beneficial traits in one step, eliminating years of research. Researchers can add traits for producing healthier foods into crops, erasing the line between agriculture and food. Or, taking it one step further, they can add health-enhancement traits into crops, erasing the line between agriculture and pharmaceuticals. “A researcher’s first step in transferring DNA is to ‘cut’ or remove a gene segment from a chain of DNA using enzyme ‘scissors’ to cut at a specific site along the DNA strand. “The researcher then uses these ‘scissors’ to cut an opening into the plasmid – the ring of DNA often found in bacteria outside of a cell. Next, the researcher ‘pastes’ or places the gene segment into the plasmid. Because the cut ends of both the plasmid and the gene segment are chemically ‘sticky,’ they attach to each other, forming a plasmid containing the new gene. To complete the process, researchers use another enzyme to paste or secure the new gene in place.”44 Plants produced through biotechnology fall in four main categories: 1) those that reduce the risk of heart disease or certain cancers through higher levels of nutrients; 2) those with built-in protection from destructive insects; 3) those that allow more effective weed control with fewer herbicide applications; and 4) those with built-in protection from specific viral or fungal diseases.

“As with any new technology, risks must be considered. Some criticisms of genetic engineering practices include the possibility that modifications in the genetic makeup of the plant could result in some type of unknown toxin. But the odds of that occurring in normal plant breeding and selection are far greater than that occurring in genetic engineering because genetic engineering involves only the movement of specific genes with specific functions. In traditional plant breeding, crosses between different varieties and wild relatives result in the transfer of many genes. The science of genetic engineering is carefully monitored and the risks associated with any products and processes, such as allergens and ecological impacts, are constantly addressed.”45 “Today, biotechnology holds out promise for consumers seeking quality, safety and taste in their food choices; for farmers seeking new methods to improve their productivity and profitability; and for governments and non- governmental public advocates seeking to stave off global hunger, assure environmental quality, preserve biodiversity and promote health and food safety.”46 Cotton and Biotechnology Applications “Cotton is the world’s leading natural fiber and a mainstay of U.S. and global economies. In the U.S., cotton production is a multibillion dollar industry. The future health of the cotton industry demands the release of improved higher-yielding cultivars that are tolerant to a broad range of environmental conditions.”47 According to USDA estimates, about 60% of cotton grown in the United States was derived through biotechnology.48 Genetically engineered cotton that is resistant to herbicides can eradicate weeds without harming the crop. The amount of water and chemicals applied is reduced while the yield of cotton per acre is increased. The fiber of colored cottons has always been too short and weak to spin. Their color intensifies with washing, reducing the economic and environmental costs of dyeing cotton, which includes the actual cost of the dyestuff, energy, water and toxic dye waste

17

Cotton’s Journey

disposal.49 Genes from black and blue pigments are available from bacteria and may soon be transferred to cotton plants via genetic engineering.50 There is continuing research to improve fiber quality; however, it may or may not lengthen the

18

growing seasons. Long-staple cottons, such as Sea Island and Pima, are easily separated from their seeds. Favored for their luster and silkiness, they receive a higher price than, yield 90-95% of and mature 10-14 days later than short staple Upland varieties.

1-3 Unit • Lesson 1

VI

1-3 Unit, Grades 1-3

Lesson 1 Objectives The student will be able to describe the life cycle and needs of a cotton plant. S/he will also be able to explain the functions of the different structures of a cotton plant.

Standards Correlations Music; Environment and Society; Geography 1-3, 5; History of the United States; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Life Sciences; Nature of Science Three 45-minute parts.

Materials Cotton’s Journey – A Field Trip in a Box curriculum kit; using the Cottonseed Products ChartA, collect cotton realia; K-W-L Chart; Joseph and the Cottonseed; “Tractors, Cotton Pickers and the Stuff Kids Wear” video; Cotton Belt blackline masterB; “Little Cottonseeds” blackline masterC; Salt Dough Recipe; one 18” x 24” piece of cardboard per group; Cotton Plant Structures blackline master; Cotton Plant Cycle blackline master; 4 overhead transparencies; 4 8-oz. milk cartons per group, potting soil, Pima and Upland planting seed; Daily Observation Log Cover and Page blackline mastersD; Cotton Growth Sequence Poster; Cotton Growth Sequence blackline master; 1 sheet of

18” x 24” green construction paper for every three students; one small paper bag per student; 1 blank audiocassette tape; crayons; glue; Cotton Performance Evaluation Rubric blackline master and Performance Evaluation Record blackline masterE. Preparation Familiarize yourself with the contents of the kit and visit www.cottonsjourney.com; place cotton realia in large paper bag; have cooperative groups select individuals within their groups to facilitate, measure, record, report, set up and clean up; record and label Joseph and the Cottonseed audiocassette; make a Joseph and the Cottonseed Story Sack example; set up Cotton Browsing Box (add literature links after they have been read aloud and include related texts); prepare K-W-L Chart; prepare “Little Cottonseeds,” Cotton Belt, Cotton Plant Structures and Cotton Plant Cycle transparencies; enlarge US Cotton Belt blackline for salt dough map activity; make salt dough; make an example salt dough map; for each group, copy one US Cotton Belt enlargement and mount it on a sheet of cardboard; collect, rinse and dry milk cartons; cut off carton tops; pre-moisten potting soil; copy 1 Daily Observation Log per student; cut Cotton Growth Sequence poster into individual pictures and laminate; make one copy of the Cotton Growth Sequence worksheet per student; cut green construction paper into 6” lengthwise strips; make one copy of the Performance Evaluation Rubric.

19

Cotton’s Journey

Guided Practice Part I:

2. Show the “Tractors, Cotton Pickers and the Stuff Kids Wear” video planting segment. Did students learn anything new?

Whole Class Mystery and Prior Knowledge Assessment 1. Assemble students in the classroom Read Aloud area. 2. Introduce the mystery and tell students you will be showing them items one at a time that, although they seem very different, have some thing in common. 3. Draw the cotton related items one at a time from a paper bag, going from least to most apparently connected to cotton. 4. Encourage predictions and write them down. 5. Reveal topic of the mystery unit. 6. Introduce the K-W-L Chart and explain what will be written in each column. K-W-L Chart

K

W

3. Show and discuss the Cotton Growth Sequence cards. 4. Read “Little Cottonseeds” chorally and have students develop motions to match verses. 5. Show Cotton Belt on classroom map or Cotton Belt transparency on overhead. Discuss the different states. Ask students if they have any personal connections to states other than their own and have them locate that state.

Cooperative Groups 1. Fill in Cotton Belt states with a different color of salt dough for each state. 2. When dry, label the states and share the map with the class.

L

Part III: Whole Class Plant Structures and Their Different Functions

7. Write student contributions about what they Know about cotton in the “K” column. 8. Write student contributions about what they Would like to learn about cotton in the “W” column. 9. Read Aloud – Joseph and the Cottonseed.

1. Display Cotton Plant Structures transparency on the overhead projector and elicit contributions about the names and functions of the structures; write the names down as they are given. 2. Display the Cotton Plant Cycle transparency on the overhead projector and discuss the plant cycle: Seed>Sprout>Leaves>Flower>Fruit. 3. Introduce Daily Observation Log and give instructions for drawn and written entries.

Part II: Whole Class What does a cotton plant need and where is cotton grown? 1. Discuss student planting experiences. 20

Cooperative Groups 1. Poke 5 drainage holes in each container with a pencil.

1-3 Unit • Lesson 1

2. Measure and put the same amount of damp potting soil in each milk container. 3. Label “P” and plant 4 containers with 5 Pima planting seed. 4. Label “U” and plant 4 containers with 5 Upland planting seed. 5. Irrigate each container with the same amount of water.

Extensions • Make a cotton plant development time line (see www.cottonsjourney.com). • Invite a cotton farmer or Farm Bureau representative to speak to the class. • Scramble vocabulary words and have students place in A-B-C order.

6. Place in a well-lit area away from drafts. 7. After the seeds have sprouted, separate and label containers: a. 1 Pima, 1 Upland: Soil, water, light – no air (place in a sealed plastic bag). b. 1 Pima, 1 Upland: Soil, water, air – no light (place under a cardboard box). c. 1 Pima, 1 Upland: Soil, air, light – no water (give the same amount of water to each of the other 6 containers when dry). d. 1 Pima, 1 Upland: Soil, air, light and water. 8. Group d. plants may be planted in a container or school garden (see instructions below). 9. For pest control remedies, see page 22.

Independent Practice 1. Begin writing in Daily Observation Logs. 2. Color and cut out Cotton Growth Sequence worksheet and glue in sequence on a strip of green construction paper. 3. Listening Center: Joseph and the Cottonseed. 4. Make a Joseph and the Cottonseed Story Sack.

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #1 on the Performance Evaluation Sheet.

Planting Instructions Prepare an area on the school grounds for a garden. Pre-irrigate or moisten the soil to establish deep soil moisture. When tillable, work the soil to 1-2 inches deep to eliminate weeds. One inch of compost or humus may be incorporated into the soil. This supplement is a source of nitrogen, potassium and trace minerals needed to produce a strong plant. Create rows and furrows by dragging a garden hoe in a straight line the length and width of the garden. From the center of each row measure 30 inches, with a furrow as deep as the row is high. Using a soil thermometer, check the soil temperature. When the soil has reached the optimum temperature for planting (58o at 6 inches deep for three consecutive days at 8 AM in Spring), plant the seeds 1 inch deep and 3 – 4” apart. Firm the soil around the seeds and leave 1 inch of loose dirt above the seeds. Allow 5-10 days for emergence. No additional water should be necessary. The first irrigation should begin 5 – 6 weeks after emergence. Continue to deliver water to the small plants through the summer months (16-18 weeks from planting). In hot, dry climates, this requires irrigation every 8-16 days. Follow Pest Control Remedies to discourage pests (insects and animals) from destroying cotton plants. Once irrigation has been discontinued, the plants will begin to dry out and shed their leaves. The bolls will split open, allowing the fiber to dry. The cotton is ready for harvest when all of the bolls have cracked open and are a ball of fluff.

21

Cotton’s Journey

Pest Control Remedies 1. Plant a fence of basil around the cotton to repel worms and flies; onions, garlic, anise or coriander for aphid; or mint, sage, dill and thyme for moths. 2. Paint a board a bright school bus yellow. Then coat the surface with a sticky substance, such as mineral or car oil. Place the board next to a cotton plant. Every few days, wipe off the layer of white flies that become stuck to it. 3. Toads will feed on worms, caterpillars and moths and can eat over 100 insects a day. To encourage a toad to take up residence among your cotton plants, build a toad pond and house: bury a pie plate full of water and a flowerpot halfway on its side. 4. The more birds you have in the area of your cotton plants, the fewer insects you will have to deal with. To attract birds, erect birdhouses and feeders, scatter cracked corn or sunflower seeds and provide birdbaths for a steady source of food and water.

5. When aphids, spiders and white flies become a greater challenge, wash off the entire cotton plant with a solution of 2 tablespoons of mild detergent mixed with 1 gallon of water. Crushed garlic, red pepper and ground dead bugs may be added to the water.

Salt Dough Recipe 2 cups flour

1 cup water

2 cups salt

food coloring

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

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

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

22

VISCOSE

Auto Parts Pen & Pencil Barrels Novelty Items Electrical Equip.

Synthetic Rubber Petroleum Refining Plastics

Clothing Fabrics

YARNS

Papers for Stationary to Currency of highest Quality

PAPERS

FIBER PULP

Packaging Trans. Tape Photography Recording Tape X-Rays Sheet Protectors Envelopes

FILMS

Cotton Swabs Cotton Balls Gauze Pads / Papers

ABSORBANT COTTON MEDICAL GRADE

COTTONSEED PRODUCTS CHART

Signs Toiletware Windshields Tool Handles

PLASTICS

Candle Wicks Twaine Rugs Mops

Auto Upholstery Pads & Cushions Furniture Upholstery Mattresses

CELLULOSE Lacquers ACETATE Cosmetics Paint Toothpaste Ice Cream Salad Dressings Industrial Fabrics Hair Care Productes

YARNS

LINTERS

Metallic Soap Fungicides Waterproofing Finishes Insecticides Rubber Feed Stock Plastics Explosives Pharmaceuticals Food Preperation Cosmetics

FURFURAL

FATTY ACIDS

MOLE CRICKET BAIT

GLYCERINE

FOOTS

CRUDE OIL

OIL WELL DRILLING MUD

LIVESTOCK FEED

POULTRY LITTER

HULLS

SOAP

FELTS FOR:

Livestock Feed

CELLULOSE ESTERS & ETHERS

DISSOLVING PULP

Plastics Dynamite FOOD CASINGS Lacquers Bologna (Fingernail Polish) Sausages RAYON Smokeless Gun Powder Frankfurters Solid Rocket Propellants Air Hoses

CELLULOSE NITRATE

Beef Cattle Sheep & Goats Dairy Cattle Horses & Mules

REFINED OIL Snack Food Frying Salad & Cooking Oil Mayonnaise Salad Dressing Shortening Margarine Packing Oil (Sardines, etc.) Baking & Frying Oils Carrier for Ag. Sprays

BRAN

FISH BAIT

MULCH & SOIL COND.

Beef Cattle Dairy Cattle Sheep & Goats Horses & Mules Poultry Swine Fish Shrimp

Lawns Mushrooms Shrubs Flowers Fish Ponds

FEED FOR:

FEED FOR:

FERTILIZER

MEAL & CAKE

KERNEL

1-3 Unit • Lesson 1

23

Cotton’s Journey

Ca lifo New Mexico

Kansas

Oklahoma

Arkansas Missouri

L

Virginia

lina North Caro Ca Sou r t o lin h a

Georgia

Tennessee

COTTON BELT MAP

Arizona

Texas

Alabama na

o u i sia

Flo

24

rni a

Mississippi

rid

a

1-3 Unit • Lesson 1

Little Cottonseeds Little cottonseeds so small and round Are sleeping quietly underground. Down come the raindrops Sprinkle, sprinkle, sprinkle. Out comes the rainbow Twinkle, twinkle, twinkle. Little cottonseeds way down below Up through the earth they grow, grow, grow. Little green bolls come one by one. They hold up their heads And look at the sun. Author unknown

25

Cotton’s Journey

COTTON PLANT STRUCTURES

Fruit/ Boll 26

Leaves

Root

Stem

Flower/ Bloom

1-3 Unit • Lesson 1

COTTON PLANT CYCLE

Cotton Seed

Germinated Seed

Plant with first leaves

Plant with square

Plant with bloom

Plant with boll ( Fruit )

27

Cotton’s Journey

DAILY OBSERVATION LOG

My Cotton Plant Begins NAME

28

1-3 Unit • Lesson 1

DAILY OBSERVATION LOG

DAY

DRAWING

29

Cotton’s Journey

COTTON GROWTH SEQUENCE WORKSHEET

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

30

1-3 Unit • Lesson 1

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

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

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

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

31

Cotton’s Journey

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

#1

#2

#3

#4

#5

UNIT

1-3 Unit • Lesson 2

Lesson 2

Objective The student will be able to describe the steps in processing cotton fiber from harvest to a pair of jeans.

Standards Correlations Music; Economics; Writing, Reading, Listening and Speaking, Viewing; Mathematics; Life Sciences; Nature of Science Two 45-minute parts.

Materials “Tractors, Cotton Pickers and the Stuff Kids Wear” video; 1 large sheet of poster board; cotton balls; Working Cotton; From Plant to Blue Jeans; gold and

silver chocolate candy kisses; miniature cotton bale; balance scale; 1” plastic tile math manipulatives; 12” x 12” piece of burlap; toy bus; pot; water jug; fabric sack; fabric remnant; 2 blank audiocassette tapes; “Pick a Bale of Cotton”F blackline master; 1 overhead transparency; butcher paper; Cotton Bale Weight EstimationG blackline master; “What Does This Graph Tell Us?H” blackline master; Cotton Growth Sequence cards; one shoebox per student; construction paper.

Preparation Prepare “Are You Wearing Denim Today?” Yes/No Graph on a large sheet of poster board; prepare enlargement of “What Does This Graph Tell Us?;” record and label Working Cotton and From Plant to Blue Jeans onto separate blank audiocassette tapes; prepare “Pick a Bale of Cotton” transparency; prepare Setting Map outline on butcher paper; prepare one copy of the Cotton Bale Weight Estimation sheet per student.

33

Cotton’s Journey

Guided Practice Part I:

5. Read Aloud – From Plant to Blue Jeans.

Are you wearing Denim today?

Whole Class

6. Display “Pick a Bale of Cotton” transparency on the overhead projector, read through and then sing it.

“Are You Wearing Denim Today?” YES

NO

1. Display the Yes/No graph, explain the activity and have students affix cotton balls to appropriate side of chart. 2. As the students analyze the information they can discern from the graph, write their comments on the “What Does This Graph Tell Us?” enlargement. Post. 3. Discuss what happens when a plant’s fruit is ripe. Show the harvesting segment of the “Tractors, Cotton Pickers and the Stuff Kids Wear” video.

Math Center Measurement (1st and 2nd) 1. On Cotton Bale Weight Estimation sheet, student estimates and records how many chocolate candy kisses it would take on one side of the scale to balance the miniature cotton bale on the other side. 2. Student places the miniature bale on one side of the balance scale. 3. Student adds chocolate candy kisses until the scale is balanced. 4. Student records actual number of kisses and compares to estimate.

Part II: Whole Class Harvesting Literature Link

Measurement (3rd)

1. Working Cotton. Build background knowledge: a. Cotton used to be picked by hand and put in a sack to be weighed; b. The workers were paid by the pound; c. The pay was low and the hours were long; d. Many of the workers were African-American; e. Sometimes children worked with their parents; and

2. Do a picture walk: Have students describe what they see on each page. Encourage students to make predictions. SETTING MAP

Setting

4. Have students develop a Setting Map of Working Cotton.

34

Characteristic

Characteristic Characteristic

2. Students estimate or determine the area of the cotton bale by counting the number of tiles that would cover it. Record.

Literacy Center

f. The author writes from personal experience.

3. Read the book aloud.

1. Students choose the appropriate tools and units and estimate (record in journals) and measure (record) the length and weight of the miniature cotton bale.

1. Listen to Working Cotton. 2. Working Cotton Retelling. On a piece of burlap, have students retell the story to each other using realia such as a toy bus, a water jug, a fabric sack, a cotton boll, a scrap of fabric and a pot.

1-3 Unit • Lesson 2

Independent Practice

Extensions

1. Write in Daily Observation Logs.

• Have a cotton-picking relay race:

2. Put Cotton Growth Sequence Cards in order. 3. Make a Working Cotton Story Cube. Share with class. 4. Listening Center: From Plants to Blue Jeans.

1. On two large sheets of cardboard, draw the stems of a mature cotton plant. 2. Using double-sided tape, affix one cotton ball for each team member on the stems. 3. Divide the class into two teams.

Evaluation

4. Have students from each team take turns holding the “cotton plant” board.

Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #2 on the Performance Evaluation Sheet.

5. Place a paper bag at the relay turnaround spot for each team. 6. Each student “picks” a “boll” of cotton, crabwalks to the paper bag, deposits the cotton in the bag, turns around, crabwalks back and tags the next student in line.

• Complete the Cotton Word Search.

7. The first team to finish “picking” their “cotton plant” wins.

Story Cube Materials You Will Need: • One Shoe Box without Lid • Colored Construction Paper • Pencil

• Scissors • Glue • Crayons or Markers

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

35

Cotton’s Journey

PICK A BALE O’COTTON Southern Work Song 1. Gonna jump down, turn around, pick a bale o’cotton, Gonna jump down turn around, pick a bale a day. Chorus: Oh, Lawdy, pick a bale o’cotton, On, Lawdy, pick a bale a day. 2. Me and my partner can pick a bale o’cotton, Me and my partner can pick a bale a day. Chorus: 3. I b’lieve to my soul I can pick a bale o’cotton, I b’lieve to my soul I can pick a bale a day. Chorus: 4. Gonna pick a, pick a, pick a, pick a bale o’cotton, Gonna pick a, pick a, pick a, pick a, pick a bale a day. Chorus:

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

36

1-3 Unit • Lesson 2

COTTON BALE WEIGHT ESTIMATION I "COTTON" TO KISSES

Use silver and gold foil wrapped chocolate candy kisses and 3 inch mini cotton bale* to count, weigh, compare, add, and subtract. Name:_________________ Guess how many chocolate kisses your cotton bale weighs. "I think my cotton bale will weigh_______ kisses." Put your cotton bale in the scale box. Now put in enough chocolate kisses to balance your bale. How many chocolate kisses are there? • Silver ________ • Gold _________ • All together _________ "There are ______ gold kisses and _______ silver kisses. I discovered that my cotton bale weighs the sum of ______ kisses." "I guessed that my cotton bale would weigh ______ kisses. I learned that my cotton bale weighed _____ kisses. The difference between my guess and the weight of my cotton bale was _______ kisses." What do you notice about your guess? Check one. "My guess was too high." ______ "My guess was too low." ______ "My guess was just right." ______ * 3" and 4" mini cotton bale may be found on www.cottonsjourney.com

37

Cotton’s Journey

What Does This Graph Tell Us? 1.

2.

3.

4.

5.

6.

38

1-3 Unit • Lesson 2

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

PLANTER COTTON GIN SPINNING YARN MILL SEED LINT WEFT KNIT SQUARE ZOOPHYTE

FLOWER FUR LOCK BALE FIBER HULL WARP KERNEL TWILL BRACTS LOOM CLOTH

PICKER STRIPPER SLIVER BOLL CARPELS IRRIGATE HERBICIDES INSECTS WEAVE TEXTILE FERTILIZER PIMA

MODULE ROVING COTYLEDONS SOLVENT EXTRACTION GERMINATE PLAIN SATIN PRESS CULTIVATOR BOLLWEEVIL

39

Cotton’s Journey

40

1-3 Unit • Lesson 3

Lesson 3 Objective The student will be able to discover the textile properties that make cotton the most widely used fiber in the world.

Standards Correlations Music; Economics; Geography 11; K-4 History Topics 1-2, 4; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Mathematics; Life Sciences; Nature of Science Four 45-minute parts.

Materials Letter to Parents blackline master; The Promise Quilt; The Log Cabin Quilt; The Rag Coat; 3 blank audiocassette tapes; butcher paper; red masking tape; kitchen timer; piece of cotton batting; 1 12” x 12” piece each of similar weight cotton knit, wool and polyester knit for each group (note cost per yard for investigation); 3 balloons for each group; 1 1-quart bowl per group; machine-quilted fabric remnant; patchwork example; construction paper of varied colors; crock pot or electric burner and saucepan;

Succotash Recipe ingredients; mixing spoons; measuring cups; “Boll Weevil”I blackline master; 2 overhead transparencies; Eli Whitney Report blackline masterJ; Student Self-EvaluationK blackline master. Preparation On the day before Lesson 4, copy and send home Letter to Parents requesting that their student bring in a favorite piece of cotton clothing the next day. On separate blank audiocassette tapes, record and label each book; prepare Real Graph, Fiber Venn Diagram and Fabric Comparison Chart on separate sheets of butcher paper; blow up balloons and label one “Cotton,” one “Wool” and one “Polyester” for each group; set up Investigation Materials center; make Broken Dishes and Corn and Beans patchwork blocks; for each group, prepare one set of Broken Dishes patchwork pattern pieces for each group and place in a plastic bag; write the recipe name and ingredients only of the Succotash Recipe on a sheet of butcher paper; prepare transparencies of “The Boll Weevil” and Eli Whitney Report; make one copy of the Eli Whitney Report and Student Self-Evaluation worksheets for each student.

41

Cotton’s Journey

Guided Practice Part I: Whole Class 1. Have students assemble themselves in a real graph of favorite pieces of cotton clothing: Place labels on the floor for the different types of clothing represented and have students line up behind the appropriate category. 2. Develop a web as students discuss the proper ties that make cotton appealing (e.g., softness, comfort, durability).

and hang to dry. Instruct each Recorder to record the start of drying time and the amount of time it takes for each fabric to dry. 8. Rate and record drying time: 3 – fastest drying; 1 – slowest drying; 2 – the remaining fabric. 9. Rate and record each swatch for wrinkles: 3 – least wrinkled; 1 – most wrinkled; 2 – the remaining fabric. Whole Class

3. Discuss the difference between natural and synthetic fibers.

1. Complete Fabric Comparison Chart with ratings from investigation.

4. Show the natural fibers segment of “Tractors, Cotton Pickers and the Stuff Kids Wear.”

2. Discuss best fabrics for different purposes (sleeping, swimming, running, etc.).

5. Discuss students’ experiences with static electricity.

Lowest Cost

Least Static

Least Wrinkles

Cotton

Part II:

Fabric Comparison Chart Fastest Drying

1. Have each Materials Manager collect the investigation materials. 2. Students predict which fabrics they think will cause static; record.

Wool

Cooperative Groups

Polyester

Fabric Comparisons

3. Have each student take one blown up balloon, rub the polyester swatch across it and hold the balloon 3 – 6” above her/his head. 4. Repeat for wool and cotton swatches.

Patchwork Quilts

5. Have students assign and record a number from 1 to 3 to rate lack of static: 3 – least static; 1 – most static; 2 – the remaining fabric.

Whole Class

6. Have students record tactile perceptions of fiber texture (and comfort): 3 – softest; 1 – roughest; 2 – the remaining fabric. 7. Repeat to rate the fiber students predict will dry the quickest: Have each Measurement Specialist dip each swatch into bowl of water, wring it out 42

Part III:

1. Read about Eli Whitney from Teacher Background Information. Show pictures of both him and the cotton gin (see Note). 2. Display the Eli Whitney Report transparency and explain how to complete it. 3. Paraphrase the historical, social and economic background of patchwork quilts (see Teacher Background Information).

1-3 Unit • Lesson 3

4. Pass around examples of cotton batting, fabric scraps and patchwork. 5. Read The Log Cabin Quilt and have a grand conversation.

2. Measure ingredients and time. 3. Read Aloud The Rag Coat; discuss emotions perceived and felt. VENN DIAGRAM LOG CABIN QUILT

RAG COAT

Cooperative Groups 1. Display Broken Dishes patchwork block and explain its background (see Teacher Background Information). 2. Give one bag of Broken Dishes pieces to each group. Have students (1st) sort by common attributes and then solve puzzle. (2nd) In a fourpatch block, how much of the whole block is one square? (3rd) Convert to the decimal representation of the fraction.

Part IV:

4. Display the Venn Diagram. Have students make suggestions of how the main characters in The Log Cabin Quilt and The Rag Coat are different and alike. For 3rd grade, make a 3-way Venn diagram to compare and contrast with the life of a local student. VENN DIAGRAM LOG CABIN QUILT

RAG COAT

Whole Class 1. Display a Corn and Beans patchwork block. Read story behind the Corn and Beans patch work pattern. Display the Corn and Beans Recipe and read the ingredients. Ask for preparation suggestions and write them down below the ingredients. Add to bulletin board display of Story Quilt blocks (below).

Succotash (Corn and Beans) Recipe For every 8 servings: 1 package frozen lima beans 1/2 stick butter or margarine 1 package frozen corn salt and pepper 1/2 cup milk Cook the lima beans and corn according to package directions. Drain the vegetables and return to the pot. Add the other ingredients. Stir while heating.

LOCAL STUDENT

5. Display the “The Boll Weevil” transparency, read the verses and sing. Independent Practice 1. Have each student make a paper square for a class Story Quilt: a. Choose a design for the quilt square that is appropriate for the story – its theme, characters or setting. Students can choose a quilt design or create their own design that captures an important dimension of the story. b. Make a square and add a favorite sentence from the story or make a comment about the story. c. Tape the squares together and back with butcher paper.51 43

Cotton’s Journey

2. Write in Daily Observation Logs.

Note

3. Complete the Eli Whitney Report.

Images related to the development of the textile industry may be found under these keywords in Microsoft Encarta Encyclopedia 2000:

4. Listening Center: The Promise Quilt, The Log Cabin Quilt, The Rag Coat. 5. Complete Student Self-Evaluation of the Fabric Investigation.

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #3 on the Performance Evaluation Sheet.

Extensions • Construct a large loom to demonstrate the weaving process: Use broom handles for the uprights and dowel rods from the crossbeams. Secure it away from the walls so that children can work from either side. Use clothesline or other strong cord for the warp. Tear and twist cotton fabric strips and tie together for the weft. Students can work on the weaving in small groups.52 • Make a Big Book of patchwork patterns.

44

Keyword

Image

Child Cotton Cotton Cotton Cotton Cotton Cotton Cotton

Child Laboring in Mill American Cotton Plantation Cotton Gin Eli Whitney Peruvian Shroud Tentmaking in Egypt Traditional Indian Saris Traditional Indonesian Garments Flyer Spinning Frame Spinning Wheel Child Labor in Textile Factory Early Industrial Plant Paracas Textile Power Looms Textile Mill in Lancashire, England

Industrial Revolution Spinning Wheel Textile Textile Textile Textile Textile

1-3 Unit • Lesson 3

Date Dear Parents/Guardians: Our class is studying about cotton food and fiber and all of the wonderful products that can be made from them. We will be comparing cotton clothing items and talking about why they are special to us as part of tomorrow’s math lesson. Please talk with your child tonight about cotton articles that are special to her/him. Have her/him select an item that can be put in a bag and brought to school tomorrow. Your child’s article will be put in her/his desk and removed only for the lesson. We will be grouping clothing items according to common characteristics, such as type, color, etc. Thank you for your helping your student with this lesson. Sincerely,

45

Cotton’s Journey

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

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

What was Eli like?

Draw a picture of Eli Whitney.

List contributions or achievements of Eli Whitney.

46

Tell some interesting facts about Eli Whitney.

1-3 Unit • Lesson 3

THE BOLL WEEVIL Southern Ballad

1. The boll weevil is a little black bug, Come from Mexico they say, Come all the way to Texas, Just a lookin’ for a place to stay, Just a lookin’ for a home, (Just a lookin’ for a home,) Just a lookin’ for a home. (Just a lookin’ for a home.) 2. The first time I saw the boll weevil, He was sittin’ on the square; The next time I saw the boll weevil, He had all of his family there, Just a lookin’ for a home, (Just a lookin’ for a home,) Just a lookin’ for a home. (Just a lookin’ for a home.) 3. The farmer took the boll weevil And buried him in hot sand; The boll weevil said to the farmer, "I’ll stand it like a man, For it is my home, (For it is my home,) For it is my home." (For it is my home.) 4. The farmer took the boll weevil, And put him in a lump of ice; The boll weevil said to the farmer, "This is mighty cool and nice, It’ll be my home, (It’ll be my home,) It’ll be my home." (It’ll be my home.") 5. The boll weevil said to the farmer, "You better leave me alone; I ate up all your cotton, Now I’m gonna start on your corn, I’ll have a home, (I’ll have a home,) I’ll have a home." (I’ll have a home.")

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Cotton’s Journey

Name_____________________________Date______________

In My Opinion: STUDENT SELF-EVALUATION WORKSHEET

The activity _____________________________________was Because:____________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ My work on this activity was:

Because:____________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ I would share this tip with someone who is about to do this activity: ____________________________________________________ ____________________________________________________ ____________________________________________________

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1-3 Unit • Lesson 3

Corn and Beans

Broken Dishes

49

Cotton’s Journey

50

1-3 Unit • Lesson 4

Lesson 4

Objective The student will be able to identify three cottonseed oil byproducts and connect them to their sources.

Standards Correlations Music; Economics; History Topics 4.5, 8; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Mathematics; Life Sciences; Nature of Science Three 45-minute parts.

Part of Your Life” video; Cotton Production Flow Chart; 1 Pima and 1 Upland cotton boll per group; kitchen timer; “Cotton Needs Pickin’ ”L blackline master; 1 overhead transparency; cottonseed, olive, coconut and sesame seed oils; 1 paper cup for each type of edible oil for each group; Popsicle sticks; milliliter beaker.

Preparation Record and label book on the blank audiocassette; cut and label butcher paper for Character Cluster ; prepare “Cotton Needs Pickin’ ” transparency; label 1 cup for blind taste test of edible oils (e.g., 1-cottonseed, 2-olive, etc.).

Materials Sam Johnson and the Blue Ribbon Quilt; 1 blank audiocassette tape; butcher paper; “Cottonseed: It’s

51

Cotton’s Journey

Guided Practice Part I:

Cooperative Groups

Whole Class 1. Read Aloud: Sam Johnson and the Blue Ribbon Quilt. 2. Develop a character cluster as students discuss personality traits of the main character. 3. Have students do a Quickdraw/Quickwrite that focuses on non-traditional roles.

Detail

Trait

Detail

Example

Character

Trait

2. Have the students predict the number of seeds they think they will find in each boll and record their predictions. 3. Have the students predict and record the amount of time needed to separate lint from seeds and trash.

Character Cluster Detail

1. Have the students record the size, color and number of locks of each boll. What fractional part of the whole Upland boll is one lock of its fiber? Of the Pima boll? (3rd) Have the students represent the fractions in decimal form.

Trait

4. Have the students time how long it takes to separate the lint from the seeds; record actual number of seeds per boll and compare predictions from #2 and #3.

Example

Detail

Trait Detail

Detail

Whole Class Detail

Sing “Cotton Needs Pickin’.

Part III: Cooperative Groups

Part II: Whole Class 1. Remove hull from a seed with linters. Crush the kernel between paper towels. As it is passed around, ask students to notice the oil absorbed by the towel and to touch the meal to feel its oily nature. 2. Show “Cottonseed: It’s Part of Your Life.” 3. With student participation, develop the Cotton Production Flow Chart.

52

1. Blind taste test of edible oils - cottonseed, olive, coconut and sesame seed. Have each student: a. Draw or describe and record what each oil tastes like. b. State in which oil s/he would prefer her/his French fries to be cooked and the reason. Record. c. (3rd) Estimate the liquid volume in milliliters of the cottonseed oil; record. Measure in milliliters and record.

1-3 Unit • Lesson 4

Whole Class 1. Have students organize French fries oil preference in both tally charts and bar graphs. Discuss. The oils should be identified on the chart at this point as 1, 2, 3 and 4. 2. Identify oils and write next to corresponding varieties on the charts. Discuss reactions.

Independent Pratice 1. Write in Daily Observation Logs. 2. Listening Center: Sam Johnson and the Blue Ribbon Quilt.

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #4 on the Performance Evaluation Sheet.

Extension • Have a Cottonseed by-products Scavenger Hunt: 1. Review the parts of and items made from cottonseed. 2. Give each student a list of cottonseed byproducts.

3. Have students make a list of cottonseed byproducts found in their homes. 4. Bring one item to school to share. 5. Categorize and graph.

• Play Cotton Concentration: 1. Reproduce 2 copies of the Cotton Concentration blackline master per student on cardstock; distribute and have students cut apart and store in plastic bags. 2. For pairs or groups: a. Place one set of Cotton Concentration cards face down on a table. b. The first player selects one card and places it face up on the table. c. The first player then selects one more card; if it matches the first card drawn, the player places the pair in her/his stack and ends her/ his turn. If it is not a match, the first player turns both cards face down and returns them to the set and ends her/his turn. d. Repeat until all pairs have been matched and placed in players’ stacks. e. The player with the most pairs wins.

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Cotton’s Journey

Textile Mill

Cottonseed By-P r o duc Oil Mill ( Ex ts a m ples )

Band-Aid

Weaving & Dyeing Process

Fertilizer

Money

Spinning Process

Rug

Shoe

Combing, Drawing & Roving Process

Gauze

Mop

Opening & Carding Process

Tire

Cotton Production Flow Chart Upland

Planter

Pima

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1-3 Unit • Lesson 4

COTTON NEEDS PICKIN’ Southern Work Song

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

*One group can sing "Cotton Needs Pickin’" while another group sings (at the same time) "Pick a Bale O’Cotton." 55

Cotton’s Journey

COTTON CONCENTRATION

56

1-3 Unit • Lesson 5

Lesson 5

Objective The student will be able to identify the contributions cotton makes to their lives.

Standards Correlations Economics; Geography 11; K-4 History Topics 1-4; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Life Sciences; Nature of Science

markers; butcher paper; K-W-L Chart; Cotton Family Feud QuestionsM/Cotton Jeopardy Answers and Categories; 2-3 restaurant call bells. Additional sample questions may be found following this lesson.

Preparation Label Cotton Connections Topic Web; cut slips of paper and write dates and the events they represent on them.

Two 45-minute parts.

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

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Cotton’s Journey

Guided Practice Part I: Origins of Cotton Historical Time Line Independent Practice 1. Have each student draw a slip from the box. 2. On large sheets of construction paper, the student writes her/his date and event and creates a representation of that event.

Whole Class 1. Students line themselves up in chronological order and explain their events. 2. Develop topic web showing jobs that exist as a result of cotton/cottonseed production, processing and retail sales.

is incorrect, no team gets a point. Ask 5 questions; the team with the highest score wins. b. Cotton Jeopardy: Write each answer on one side of an index cards. Write the category and dollar amount on the back. Using a pocket chart, line up each category by ascending dollar amounts in columns. Three students play at a time. Individual students select category and dollar amounts. Turn the card over and read the answer. The first student to ring the call bell gets a chance to phrase a question to the answer. If s/he answers correctly, s/he is given that dollar amount in points. If her/his question is incorrect, the next student to ring the bell gets a chance. Repeat if that answer is also incorrect. The student with the highest dollar amount wins.

Part II: Whole Class 1. K-W-L Chart: Write student contributions about what they Learned about cotton in the “L” column. 2. Have a Cotton Picnic: Have students select items to include that contain cotton fiber or cottonseed byproducts (e.g., beef hot dogs/bun, salad w/dressing, potato chips, Twinkie/ice cream cone, milk, paper plate with a napkin – eaten on top of a cotton tablecloth – see Cottonseed Products chart). 3. Play Cotton Family Feud or Cotton Jeopardy: a. Cotton Family Feud: Two groups play against each other. Select one group member to hit the call bell. Have someone read the question. Once the team has decided on an answer, the bell ringer hits the bell. The first person to hit the bell answers the question. If s/he is correct, that team gets the point. If s/he is incorrect, the other bell ringer is given a chance to answer. If s/ he is correct, that team gets the point. If s/he 58

Independent Practice 1. Write in Daily Observation Log. 2. Quickwrite: What is it like to be a Farmer? 3. Listen to cotton literature audio cassettes.

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #5 on the Performance Evaluation Sheet.

Extensions • Have each cooperative group select a book from the Cotton Browsing Box for a readers’ theater presentation. • Plan a field trip to where a cotton product is either manufactured or sold: a cotton farm, gin, textile or cottonseed mill, department store or cotton marketing company.

1-3 Unit • Lesson 5

Cotton Historical Time Line 5000 BC

Greek historian Herodotus describes a plant that bears fleece as its fruit

5000 BC

Fiber and boll fragments from this time period found in the Tehuacan Valley of Mexico

3000 BC

Cloth fragments from this time period found in the Indus Valley of India

2500 BC

Cotton weaving from this time period found in the Chicama Valley of Peru (Guide students to observe that the best preserved cotton artifacts were found in hot, dry areas – why?)

800 AD

Arab merchants introduce cotton to Europe

1492

Columbus returns to Spain with cotton found in the Bahamas

1540

Coronado expedition observes the cultivation of cotton by Native Americans

1556

Spaniards plant cotton in Florida

1607

Colonists plant cotton at Jamestown Colony

(For additional cotton historical events; see www.cottonsjourney.com).

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Cotton’s Journey

Cotton Family Feud/Cotton Jeopardy 1. Who made the first pair of jeans for Gold Rush miners? (Levi Strauss) He made the first pair of jeans for Gold Rush miners. (People - Who was Levi Strauss?) 2. What do you call the pod of a cotton plant? (boll)The pod of a cotton plant. (Cotton Parts - What is a boll?) 3. Who took cotton plants back to Spain in 1492? (Columbus) He took cotton plants back to Spain in 1492. (People-who was Columbus?) 4. Who designed a device that speeded up the removal of seeds from cotton lint? (Eli Whitney) He designed a device that speeded up the removal of seeds from cotton lint. (People - Who was Eli Whitney?) 5. What is the only plant that produces both food and fiber? (cotton) The only plant that produces both food and fiber. (Cultivation - What is cotton?) 6. Who built the first cotton mill in the United States from memory? (Samuel Slater) He built the first textile mill in the United States from memory. (People -Who was Samuel Slater? 7. What do you call the segments of cotton inside the boll? (locks) The segments of cotton inside the boll. (Cotton Parts – locks) 8. What do you call the device that removes seeds from cotton lint? (cotton gin) It removes seeds from cotton lint. (Technology – cotton gin) 9. When is cotton planted? (Spring) The season of the year when cotton is planted. (Cultivation – Spring) 10. When is cotton harvested? (Fall) The season of the year when cotton is harvested. (Cultivation– Fall) 11. What causes a plant’s leaves to dry and fall off? (defoliants) Causes a plant’s leaves to dry and fall off. (Cultivation – What are defoliants?) 12. What does a bale of cotton weigh? (500 lbs.) The weight of a cotton bale. (Facts & Figures – What is 500 pounds?) 13. What state plants the most cotton? (Texas) Texas. (Facts & Figures – What state plants the most cotton?) 14. What state produces the most cotton? (California) California. (Facts & Figures – What state produces the most cotton?)

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1-3 Unit • Lesson 5

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

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Cotton’s Journey

62

4-6 Unit • Lesson 1

VII

4-6 Unit, Grades 4-6

Lesson 1 Objectives The student will be able to explain (4th) why some cotton plants survive and others do not in any particular environment; (5th) how the specialized structures in cotton plants support the transport of materials; and (6th) why the number of cotton plants an ecosystem can support depends on the resources available and abiotic factors, such as light, water, temperature and soil compositions. Through these objectives, the student will develop an understanding of the challenges a farmer faces in producing a cotton crop.

Standards Correlations Geography 1-3; Human Systems; Environment and the Society; History of the United States; Colonization and Settlement; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Mathematics; Life Sciences; Nature of Science; Technology Four 45 to 60-minute parts.

Materials Cotton’s Journey – A Field Trip in a Box (which includes video and Upland and Pima cottonseed); butcher paper; small post-it notes; Cotton Performance Evaluation Rubric blackline masterN; Cotton Performance Evaluation Record blackline masterO; 3 sheets of plain paper per student; Favorite Item Step BookP; Cinquain GuideQ blackline master; 3 overhead transparencies; one 18” x 24” piece of cardboard per group; What Does This Graph Tell Us? blackline masterR; stickers; cotton realia from the Cottonseed

Products Chart; “Cotton: The Perennial Patriot” video; World Cotton Belt blackline masterS; Salt Dough recipe ingredients; 8 empty milk cartons per group; potting soil; Molly Bannaky; 1 sheet of 9” x 12” construction paper per student.

Preparation Familiarize yourself with the contents of the curriculum kit and visit www.cottonsjourney.com. Make one copy of the Cotton Performance Evaluation Record. Have cooperative groups select individuals within their groups to facilitate, record, report, set up and clean up. On the day prior to presenting Lesson 1, instruct the students to select a special article of clothing and bring it to school the next day for the beginning of a “Mystery Unit.” Any article of clothing may be brought, as long as it bears a care label. Teacher brings in one item, also. Following Cinquain Guide, prepare a Favorite Item Step Book and a Cinquain Guide transparency; prepare a Clothing Item Bar GraphT, Fiber Venn Diagram and K-W-H-L Chart; make a Cotton Structures overhead transparency; enlarge World Cotton Belt blackline for salt dough map activity; make salt dough; make an example salt dough map; for each group, copy one World Cotton Belt enlargement and mount it on a sheet of cardboard; prepare 1 copy of “What Does This Graph Tell Us?” worksheet for each group; rinse out and dry 8 milk cartons per group; cut off tops; pre-moisten potting soil; prepare a Molly Bannaky tri-fold exampleU; write math problem (#3, Independent Practice) on an overhead transparency.

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Cotton’s Journey

Guided Practice Part I:

the countries in which their clothing articles were manufactured. What patterns do they notice?

Whole Class 1. Bring out your favorite piece of clothing and discuss why it is special to you, focusing on sensory connections to that article. 2. Instruct students to place their clothing articles on their desks. 3. Discuss, guiding students to verbalize sensory perceptions of their clothing articles. 4. Develop a web from students’ discussion of attributes that make their items special. 5. Show your cinquain and model assembling step book. 6. Display Cinquain Guide transparency and explain its form: students will illustrate and title the cover (first page) and write one line of their cinquains on each remaining page of the step book.

Cooperative Groups

4. Have each student write the name of her/his country of manufacture on a post-it and affix it to the classroom world map. What new patterns do they notice? 5. Have students sort their clothing items by type (e.g., t-shirts, pants, sweatshirts, etc.). 6. Post Clothing Item Bar Graph. Have each student write her/his name on a post-it and affix it to the column of the graph that corresponds to her/his clothing item. CLOTHING ITEM BAR GRAPH Types of Clothes 10 9 8 7 # Items

Mystery

6 5 4

1. Have students assemble, illustrate and write cinquain step book.

3

2. Group members select one cinquain per group to share with class.

1

Part II:

2

7. Figure percentages for each clothing item represented on the graph.

Sorting by Attributes Whole Class 1. Instruct students to locate care labels on their garments. 2. Discuss information given by care label and make a list or a web. 3. Have the students sort them selves according to

64

Cooperative Groups 1. Discuss and interpret the post-it data and record observations on “What Does This Graph Tell Us?” worksheet. 2. Have each Reporter share one observation with the class.

4-6 Unit • Lesson 1

Whole Class 1. Have students sort their items by fiber content (cotton, polyester, other): a. Have each student place a sticker in the area of the Venn diagram that represents the fiber content of her/his article. FIBER VENN DIAGRAM COTTON

POLYESTER

2. What would you like to learn about cotton? Write student contributions about what they Would like to learn about cotton in the “W” column. 3. How will you find the information you need? Write student contributions about resources they will consult to find information about cotton. (“L” column will be completed in Lesson 5). 4. Show curriculum kit video from beginning through the “Production” segment. 5. On the classroom world map, point out countries in which cotton is cultivated. Cooperative Groups

WOOL

b. Discuss patterns and possible factors that affect the patterns.

1. Using different colors of salt dough for each cotton-producing country, have each group make a salt dough map of the world cotton belt.

2. Uncover cotton realia without explaining how items are related. a. Elicit predictions about the focus of the mystery unit. b. Reveal topic of the mystery unit – “Cotton.”

Part III: Whole Class K-W-H-L Chart

K-W-H-L CHART K

W

H

L

Salt Dough Recipe 2 cups flour

1 cup water

2 cups salt

food coloring

For each batch of one color, measure water into mixing bowl. Add food coloring. Measure flour and salt and add to mixing bowl. Mix with an electric mixer until the mixture is smooth and begins to form a ball of dough. Form into balls with hands and store in airtight plastic containers. 2. When dry, label countries and share with class. Note latitude, climate and soil patterns: Is there a relationship between countries of manufacture and areas of cultivation? (Cotton can be grown in areas between latitudes 45o N and 30oS.)

Part IV: Planting Cottonseed 1. What do you Know about cotton? Write student contributions about what they Know about cotton in the “K” column.

Whole Class 1. Show “Cotton – the Perennial Patriot” video to prepare foundation for the unit and read aloud.

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Cotton’s Journey

2. Read Aloud: Molly Bannaky. 3. Display the Cotton Plant Structures transparency on the overhead projector and explain/review plant structures and their functions. 4. Discuss variables: What does a plant need to grow?

8. Group d. plants may be planted in a container or school garden (see instructions below). 9. For pest control remedies, see suggestions below. 10. Brainstorm group research project possibilities; submit for approval. 11. Once approved, assign group responsibilities.

5. Formulate hypotheses: What happens when one of those needs is not met? 6. Design procedure: How could your groups test the variables to confirm or disprove their hypotheses?

Cooperative Groups – Record each step of the Investigation. 1. Poke 5 drainage holes in each container. 2. Put the same amount of potting soil in each of 8 milk containers. 3. Label “P” and plant 4 containers with the same number of Pima cottonseed. 4. Label “U” and plant 4 containers with the same number of Upland cottonseed. 5. Irrigate each container with the same amount of water.

Independent Practice 1. Begin Investigation and Experimentation observations on plant growth and record in journals on a daily basis. 2. Literary response: Make a Molly Bannaky tri-fold: a. Fold construction paper in thirds widthwise. b. On the top outside flap, write the title of the book. c. On the bottom outside flap, write the name of the author. d. On the top inside flap, copy an exact quote from the selection. e. In the middle section, illustrate the quotation.

6. Place in a well-lit area away from drafts.

f. On the bottom inside flap, write about what you think the passage means.

7. After the seeds have sprouted, separate and label containers:

g. Share with class.

a. 1 Pima, 1 Upland: Soil, water, light – no air (place in a sealed plastic bag). b. 1 Pima, 1 Upland: Soil, water, air – no light (place under a cardboard box). c. 1 Pima, 1 Upland: Soil, air, light – no water (give the same amount of water to each of the other 6 containers when dry). d. 1 Pima, 1 Upland: Soil, air, light and water.

3. Display math word problem transparency and have students copy and solve: If 1 cottonseed is planted every 4” on 30”-wide rows, how many seeds would it take to plant a field the size of your classroom? Your school yard? 4. Begin Internet research on group projects.

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #1 on the Performance Evaluation Sheet.

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4-6 Unit • Lesson 1

Extensions

1801

Punched card loom (pre-cursor to modern computers) – Joseph-Marie Jacquard

1814

First factory with automatic cotton weaving and spinning machines established in Massachusetts

1847

First steam powered cotton mill opens in Massachusetts

• Make an Origins of Cotton Time Line: 5000 BC

Greek historian Herodotus describes a plant that bears fleece as its fruit

5000 BC

Fiber and boll fragments from this time period found in the Tehuacan Valley of Mexico

3000 BC

Cloth fragments from this time period found in the Indus Valley of India

2500 BC

Cotton weaving from this time period found in the Chicama Valley of Peru

For additional information regarding cotton/textile historical events, visit www.cottonsjourney.com. • Have a Cotton Picking Relay Race: 1. On two large sheets of cardboard, draw the stems of a mature cotton plant.

800 AD

Arab merchants introduce cotton to Europe

1492

Columbus returns to Spain with cotton found in the Bahamas

1540

Coronado expedition observes the cultivation of cotton by Native Americans

1556

Spaniards plant cotton in Florida

1607

Colonists plant cotton at Jamestown Colony

Discussion: What do the countries where the cotton textile artifacts found have in common? Were those the only countries that produced textile articles? Why haven’t textile artifacts been found elsewhere? (Textile artifacts were best preserved in hot, dry climates.) • Make a Textile Inventions Timeline: 1733

Flying shuttle – John Kay

1738

Roller spinning machine – John Wyatt

1763

Spinning jenny – James Hargreaves

1769

Water frame – Richard Arkwright

1779

Mule – Samuel Crompton

1790

First textile mill / Samuel Slater

1793

Cotton gin – Eli Whitney/ Catherine Greene

2. Using double-sided tape, affix one cotton ball for each team member on the stems. 3. Divide the class into two teams. 4. Have a student from each team hold the “cotton plant” board. 5. Place a paper bag at the relay turn around spot for each team. 6. Each student “picks” a “boll” of cotton, crabwalks to the paper bag, deposits the cotton in the bag, turns around, crabwalks back and tags the next student in line. 7. The first team to finish “picking” their “cotton plant” wins.

Planting Instructions Prepare an area on the school grounds for a garden. Pre-irrigate or moisten the soil to establish deep soil moisture. When tillable, work the soil to 1-2 inches deep to eliminate weeds. One inch of compost or humus may be incorporated into the soil. This supplement is a source of nitrogen, potassium and trace minerals needed to produce a strong plant. Create rows and furrows by dragging a garden hoe in a straight line the length and width of the garden. From the center of each row measure 30 inches, with a furrow as deep as the row is high. Using a soil thermometer, check the soil temperature. When the

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Cotton’s Journey

soil has reached the optimum temperature for planting (58o at 6 inches deep for three consecutive days at 8 AM in Spring), plant the seeds 1 inch deep and 3 – 4” apart. Firm the soil around the seeds and leave 1 inch of loose dirt above the seeds. Allow 5-10 days for emergence. No additional water should be necessary. The first irrigation should begin 5 – 6 weeks after emergence. Continue to deliver water to the small plants through the summer months (16-18 weeks from planting). In hot, dry climates, this requires irrigation every 8-16 days. Follow Pest Control Remedies to discourage pests (insects and animals) from destroying cotton plants. Once irrigation has been discontinued, the plants will begin to dry out and shed their leaves. The bolls will split open, allowing the fiber to dry. The cotton is ready for harvest when all of the bolls have cracked open and are a ball of fluff.

Pest Control Remedies 1. Plant a fence of basil around the cotton to repel worms and flies; onions, garlic, anise or coriander for aphid; or mint, sage, dill and thyme for moths.

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2. Paint a board a bright school bus yellow. Then coat the surface with a sticky substance, such as mineral or car oil. Place the board next to a cotton plant. Every few days, wipe off the layer of white flies that become stuck to it. 3. Toads will feed on worms, caterpillars and moths and can eat over 100 insects a day. To encourage a toad to take up residence among your cotton plants, build a toad pond and house: bury a pie plate full of water and a flowerpot halfway on its side. 4. The more birds you have in the area of your cotton plants, the fewer insects you will have to deal with. To attract birds, erect birdhouses and feeders, scatter cracked corn or sunflowers seeds and provide birdbaths for a steady source of food and water. 5. When aphids, spiders and white flies become a greater challenge, wash off the entire cotton plant with a solution of 2 tablespoons of mild detergent mixed with 1 gallon of water. Crushed garlic, red pepper and ground dead bugs may be added to the water.

4-6 Unit • Lesson 1

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

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

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

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

69

Cotton’s Journey

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

70

#1

#2

#3

#4

#5

UNIT

4-6 Unit • Lesson 1

Cinquain Guide 1st line: 2nd line: 3rd line: 4th line: 5th line:

a word or two to name the topic two or three words that describe the topic three or four words that express action four or five words that express personal attitude a word or two to rename the topic

Favorite Item Step Book Here’s how to make a step book: 1. Determine the number of pages you want in your step book. (for each fold, you will have 2 step book pages.) 2. Fold the first sheet, leaving a 1/2"-3/4" border. 3. Then place this sheet on top of a second folded sheet on which you also have a 1/2"-3/4" border. 4. Repeat until the desired number of sheets is used. 5. Organize your step book by labeling each of the borders.

2 Folds

1 Fold

1.Title 2.Map 3.Journal Entry 4.Env.Aware 5.Wildlife 6.Snapshots

3 Folds

71

Cotton’s Journey

What Does This Graph Tell Us? 1.

2.

3.

4.

5.

6.

72

VISCOSE

Auto Parts Pen & Pencil Barrels Novelty Items Electrical Equip.

Synthetic Rubber Petroleum Refining Plastics

Clothing Fabrics

YARNS

Papers for Stationary to Currency of highest Quality

PAPERS

FIBER PULP

Packaging Trans. Tape Photography Recording Tape X-Rays Sheet Protectors Envelopes

FILMS

Cotton Swabs Cotton Balls Gauze Pads / Papers

ABSORBANT COTTON MEDICAL GRADE

COTTONSEED PRODUCTS CHART

Signs Toiletware Windshields Tool Handles

PLASTICS

Candle Wicks Twaine Rugs Mops

Auto Upholstery Pads & Cushions Furniture Upholstery Mattresses

CELLULOSE Lacquers ACETATE Cosmetics Paint Toothpaste Ice Cream Salad Dressings Industrial Fabrics Hair Care Productes

YARNS

LINTERS

Metallic Soap Fungicides Waterproofing Finishes Insecticides Rubber Feed Stock Plastics

Explosives Pharmaceuticals Food Preperation Cosmetics

FURFURAL

FATTY ACIDS

MOLE CRICKET BAIT

GLYCERINE

FOOTS

CRUDE OIL

OIL WELL DRILLING MUD

LIVESTOCK FEED

POULTRY LITTER

HULLS

SOAP

FELTS FOR:

Livestock Feed

CELLULOSE ESTERS & ETHERS

DISSOLVING PULP

Plastics Dynamite FOOD CASINGS Lacquers Bologna (Fingernail Polish) Sausages RAYON Smokeless Gun Powder Frankfurters Solid Rocket Propellants Air Hoses

CELLULOSE NITRATE

Beef Cattle Sheep & Goats Dairy Cattle Horses & Mules

REFINED OIL Snack Food Frying Salad & Cooking Oil Mayonnaise Salad Dressing Shortening Margarine Packing Oil (Sardines, etc.) Baking & Frying Oils Carrier for Ag. Sprays

BRAN

FISH BAIT

MULCH & SOIL COND.

Beef Cattle Dairy Cattle Sheep & Goats Horses & Mules Poultry Swine Fish Shrimp

Lawns Mushrooms Shrubs Flowers Fish Ponds

FEED FOR:

FEED FOR:

FERTILIZER

MEAL & CAKE

KERNEL

4-6 Unit • Lesson 1

73

Cotton’s Journey

80N

60N

40N

20N

0 20S

40S

60S

80S

0 15E

30E

45E 60E

WORLD COTTON BELT 120W 105W 90W 75W 60W 45W 30W 15W

75E

90E 105E 120E 135E

74

4-6 Unit • Lesson 1

COTTON PLANT STRUCTURES

Fruit/ Boll

Leaves

Root

Stem

Flower/ Bloom 75

Cotton’s Journey

76

4-6 Unit • Lesson 2

Lesson 2

Objective The student will be able to describe the steps in processing raw cotton into denim jeans.

master; Student Ranking Line GraphW blackline master; Cotton Survey blackline masterX; 2 overhead transparencies; Working Cotton; From Plant to Blue Jeans; one sheet of 9” x 12” construction paper per student.

Standards Correlations Economics; State History; History of the United States; Colonization and Settlement; World History: Eras 1 – 7; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Mathematics; Life Sciences; Nature of Science; Technology Two 45 to 60-minute parts.

Materials

Preparation Make one copy of the Cotton Survey per student. On the day prior to this lesson, send home with students to complete and return for this lesson. Instruct the students to enter the number of each cotton item on the list, excluding items that belong to other members of the family. Make one copy of the Student Ranking Line Graph per student. Make transparencies of the One Bale’s Bounty and Student Ranking Line Graph worksheets.

Curriculum kit video; One Bale’s BountyV blackline 77

Cotton’s Journey

Guided Practice Part I: Whole Class

Part II: Cooperative Groups

1. Show the harvesting segment of curriculum kit video.

1. Figure average rankings for each item in the group.

2. Discuss factors of cotton production and ask for examples of each:

2. Have each student make a blue dot on the dotted line of the corresponding row and column of the group average ranking for each item, then:

a. Land – natural resources such as water, soil, trees and minerals; b. Labor – workers, talents, training, skills; c. Capital – buildings, factories, machinery, tools, vehicles, equipment; and d. Entrepreneurship – owners, organizers, profit seekers, top decision makers, investors. 3. Display One Bale’s Bounty transparency.

Independent Practice 1. Display and explain Student Ranking Line Graph by modeling own preferences. 2. Students assign rankings to each cotton item and make red dot on the dotted line of the corresponding row and column of the graph, then: 3. Connect red dots with a red line. 4. Total like items on Cotton Survey. Calculate ratio of each item to total items and percentage of the whole for each item. 5. Instruct student to look for patterns (e.g., was there any correlation between preference ranking and actual number of items the student has?) 6. Have each student complete the math word problem on the One Bale’s Bounty transparency.

3. Connect blue dots with a blue line. 4. Within the group, make observations regarding variations between individual and group rankings: to what could ranking variations be attributed? If the group average ranking is higher/lower than the individual ranking, what does that mean? (Most group members assigned a higher/lower ranking to that item than did the individual.)

Whole Class 1. Figure class averages for each item. Have each group Reporter give a ranking variation factor from her/his group discussion. 2. Have each student make a green dot on the dotted line of the corresponding row and column of the class average ranking for each item, then: 3. Connect green dots with a green line. 4. Working Cotton background information: a. Cotton used to be picked by hand and put in a sack to be weighed; b. The workers were paid by the pound; c. The pay was low and the hours were long; d. Many of the workers were African-American; e. Sometimes children worked with their parents; and f. The author writes from personal experience.

78

4-6 Unit • Lesson 2

5. Read Aloud: Working Cotton. 6. Read Aloud: From Plant to Blue Jeans. 7. Discuss harvesting innovations and their effects (visit www.cottonsjourney.com).

2. Make daily Investigation and Experimentation observations. 3. Continue work on group project.

Evaluation Independent Practice 1. Have each student create a tri- fold that depicts examples of one of each of the four factors of ` cotton production relevant to grade-level Social Studies strands (4th – state history; 5th – Pre-Civil War South; 6th – Egypt and Mesopotamia): a. First inside flap: Land. b. Second inside flap: Labor. c. Third inside flap: Capital. d. Outside bottom flap: Entrepreneurship. e. Outside top flap: a representation of a clothing item relevant to history era being studied.

Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #2 on the Performance Evaluation Sheet.

Extensions • Complete the Cotton Pickin’ Crossword Puzzle. • Design a Cotton Word Search using words from the Glossary. • Invite a cotton farmer to speak to the class. • Make a four-section class Factors of Cotton Production Collage from photos cut from farm magazines. Display on a bulletin board.

f. Outside middle flap: sources of informationY.

79

Cotton’s Journey

STUDENT RANKING LINE GRAPH Name ___________________________________________ Date _____________ Key by Color:

Student RED

Group Average BLUE

Class Average GREEN

Ranking

10

9

8

7

6

5

4

3

2

1

Jeans

80

Socks

Bath Towels

Shirts

Pajamas

Sweatshirts

Sweaters

Sheets

T-shirts

4-6 Unit • Lesson 2

ONE BALE’S BOUNTY Item Men’s woven handkerchiefs Men’s knee socks Men’s pajamas Men’s dress shirts Men’s sport shirts Men’s sweatshirts Men’s knit sweaters Men’s & boy’s sport trousers Men’s & boy’s jeans Men’s & boy’s work trousers Men’s & boy’s shorts & briefs Ladies’ blouses & shirts Ladies’ knit & woven dresses Ladies’ handkerchiefs Diapers Sheets, flat, full size Pillowcases Bath towels T-shirts

# per bale 8,000 3,400 400 800 725 500 500 450 325 375 2,600 850 350 22,000 3,000 200 1,200 690 1,220

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

81

Cotton’s Journey

Name_________________________________________________

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

# Item

# Item

___ denim jeans

___ socks

___ bath towels

___ shirts

___ pajamas

___ sweatshirts

___ sweaters

___ sheets

___ T-shirts

Name_________________________________________________

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

# Item

# Item

___ denim jeans

___ socks

___ bath towels

___ shirts

___ pajamas

___ sweatshirts

___ sweaters

___ sheets

___ T-shirts

82

4-6 Unit • Lesson 2

COTTON PICKIN’ CROSSWORD PUZZLE

ACROSS 2 6 9 10 11 12 13 14 17 18

chief component of cell wall of most plants Pod of cotton plant length of cotton fiber place where cottonseed and fiber are separated inside meat of cottonseed dried segment of mature cotton boll that holds locks in place short fuzz on the cottonseed to cause to sprout or develop first two true leaves of a cotton plant process through which plants produce simple sugars

DOWN 1 3 4 5 7 8 12

to deprive of leaves prematurely cotton flower bud tough outer shell of the cottonseed cotton lint packaged for market raw fiber produced by the cotton plant place that removes oil from cottonseed fringed leaves of the cotton square that cover flower bud 15 compressed stack of picked cotton 16 segments of cotton of mature cotton boll

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

83

Cotton’s Journey

84

4-6 Unit • Lesson 3

Lesson 3 Objective The student will be able to discover the textile properties that make cotton the most widely used fiber in the world.

Standards Correlations Music; Behavioral Studies; Economics; Geography 1-6, 9-14; Grades K-4 History 1, 3-4; United States History, Eras 1-7; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Mathematics; Life Sciences; Nature of Science; Technology Four 45 to 60-minute parts.

Materials Microsoft Encarta 2000; Cotton Historical Timeline; butcher paper; Development of the Cotton Gin blackline master; Patchwork Quilt Fact/Inference blackline master; Sweet Clara and the Freedom Quilt; graphic organizer from Lesson 1; butcher paper for Character Cluster; Fabric Comparison Chart; stickers;

kitchen timer; piece of cotton batting; 1 12” x 12” piece each of similar weight cotton knit, wool and polyester knit for each group (note cost per yard for investigation); 3 balloons for each group; 1 1-quart bowl per group; machine-quilted fabric remnant; patchwork example; assorted patchwork quilt books (see Bibliography); 1 18” x 24” sheet of white construction paper per group; crock pot or electric burner and saucepan; Succotash Recipe ingredients.

Preparation Write “Cotton Historical Time Line” on a long sheet of butcher paper and draw a 5000 BC to 1607 AD number line; print textile images (see Note); prepare 1 copy of the Fabric Comparison Chart for every cooperative group; prepare one copy of Development of the Cotton Gin for every two students; make one copy of the Patchwork Quilt Fact/Inference Worksheet per student; one paper bag per group; 10 cotton balls of assorted colors per group; blow up balloons; set up Investigation Materials center.

85

Cotton’s Journey

Guided Practice Part I: Whole Class 1. Display Lesson 1 graphic organizer. 2. Highlight comments that focus on textile properties (durability, comfort, absorbency, elasticity). 3. Show the Textile segment of curriculum kit video. 4. Display cotton textile development visuals as you write in significant events on the Cotton Historical Time Line. The entries are few and far between until about the 1700s – why? (Many textile innovations contributed to or were a result of the Industrial Revolution.) 5. To facilitate comprehension and enhance retention, explain how to “Jigsaw” an expository section: a. Students summarize “Development of the Cotton Gin” without looking back at the material. They can highlight, take notes, underline or stop and mentally review after each paragraph. b. Pairs sit together and each student silently reads the selection. When both students have finished reading silently, they may decide who will be responsible for summarizing the first part of the selection and who will be responsible for summarizing the second part of the selection. Before the first student begins summarizing, her/his paper must be put away. The student listening needs to look at the paper and listen attentively to the summary. The Listener also needs to ask questions that address key points the Summarizer has left out. c. Students change places. The first student retrieves her/his paper and the second student puts hers/his away. The second student summarizes the second part of the selection and the first student listens care fully and asks “helping,” questions as needed.53 86

Pairs “Pick a Ball of Cotton” - Relative Frequency 1. Students write down the probability of randomly picking each color from the bag and write the probability as a fraction, decimal and percent (e.g., 5 pink balls out of 10 total = _, or 0.5 or 50%). 2. One student holds the bag while another reaches in without looking, picks out a cotton ball, notes the color and returns it to the bag. Students repeat this process over and over, keeping a tally of how many times each color is chosen. 3. After 50 trials, students may use their tallies to figure out what fraction of time each color was chosen, then write this experimental probability as a decimal and percent as well. Have students round decimals to the nearest hundredth and percents to the nearest whole number. 4. After comparing the theoretical and experimental probability, have students continue the process of picking cotton balls until they have tallied 100 trials. They again compare the theoretical and experimental probabilities and share the results with the class54..

Part II: Cooperative Groups Fabric Comparisons 1. Have each Materials Manager collect the investigation materials. 2. Students predict which fabrics they think will cause static; record. 3. Have each student take one blown up balloon, rub the polyester swatch across it and hold the balloon 3 – 6” above her/his head. Record observations. 4. Repeat for wool and cotton swatches. 5. Have students assign and record a number from 1 to 3 to rate lack of static: 3 – least static; 1 – most static; 2 – the remaining fabric.

4-6 Unit • Lesson 3

6. Have students record tactile perceptions of fiber texture (and comfort): 3 – softest; 1 – roughest; 2 – the remaining fabric.

a. A fact is written inside the outline, followed by the page number on which the fact can be found; and

7. Repeat to rate the fiber students predict will dry the quickest: Have each Measurement Specialist dip each swatch into bowl of water, wring it out and hang to dry. Instruct each Recorder to record the start of drying time and the amount of time it takes for each fabric to dry.

b. An inference is written outside the outline, followed by the page number on which the inference can be found.

8. Rate and record drying time: 3 – fastest drying; 1 – slowest drying; 2 – the remaining fabric. 9. Rate and record each swatch for wrinkles: 3 – least wrinkled; 1 – most wrinkled; 2 – the remaining fabric. 10. Complete Fabric Comparison Chart; share results with class. Whole Class 1. Build background knowledge of patchwork quilts with realia and narrative (see Teacher Background Information).

Part III: Whole Class 1. Briefly introduce a variety of patchwork-themed tradebooks. 2. Have each Materials Manager select one book for her/his group. 3. Direct each group to compose a “Cotton Gin Blues” song, using the call and response form in which the first line is “called” by the lead singer, with the chorus repeating a fixed refrain.55 Cooperative Groups

3. Read Aloud: Sweet Clara and the Freedom Quilt.

1. Have each group design a poster that represents their patchwork story (characters, setting, theme).

4. Post a sheet of butcher paper and develop a character cluster of Clara.

2. Have each group share their story representation and call and response song with the class.

2. Explain/review the Underground Railroad.

Character Cluster Example

Trait

Whole Class

Trait

Example

Part IV:

Detail

Example

Character

Trait Example

Detail

Trait Detail

Detail

Detail

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

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

87

Cotton’s Journey

Succotash (Corn and Beans) Recipe

• Make a mummy (Lift the Lid on the Mummies: Make Your Own Mummy, by Jacqueline Dineen).

For every 8 servings: 1 package frozen lima beans 1/2 stick butter or margarine

Note: Images related to the development of the textile industry may be found under these keywords in Microsoft Encarta Encyclopedia 2000:

1 package frozen corn salt and pepper

Keyword

Image

Child

Child Laboring in Mill

Cotton

American Cotton Plantation

Cotton

Cotton Gin

Cotton

Eli Whitney

Cotton

Peruvian Shroud

Cotton

Tentmaking in Egypt

Cotton

Traditional Indian Saris

Cotton

2. Make daily Investigation and Experimentation observation entries.

Traditional Indonesian Garments

Industrial Revolution

Flyer Spinning Frame

3. Continue work on group project.

Spinning Wheel

Spinning Wheel

Textile

Child Labor in Textile Factory

Evaluation

Textile

Early Industrial Plant

Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #3 on the Performance Evaluation Sheet.

Textile

Paracas Textile

Textile

Power Looms

Textile

Textile Mill in Lancashire, England

1/2 cup milk Cook the lima beans and corn according to package directions. Drain the vegetables and return to the pot. Add the other ingredients. Stir while heating.

Independent Practice 1. Complete Patchwork Quilt Fact/Inference worksheet for Sweet Clara and the Freedom Quilt.

Extensions • Research the development of the cotton gin. Divide class into five groups: Eli Whitney, Catherine Greene, African slaves, Southern planters and Patent Examiner. Discuss each of the first four groups’ claims of inventing the cotton gin. The patent group will decide who should get credit for the invention.56

88

4-6 Unit • Lesson 3

Cotton Historical Time Line 5000 BC 5000 BC

3000 BC 2500 BC

Greek historian Herodotus describes a plant that bears fleece as its fruit Fiber and boll fragments from this time period found in the Tehuacan Valley of Mexico Cloth fragments from this time period found in the Indus Valley of India Cotton weaving from this time period found in the Chicama Valley of Peru (Guide students to observe that the best preserved cotton artifacts were found in hot, dry areas – why?)

800 AD

Arab merchants introduce cotton to Europe

1492

Columbus returns to Spain with cotton found in the Bahamas

1540

Coronado expedition observes the cultivation of cotton by Native Americans

1556

Spaniards plant cotton in Florida

1607

Colonists plant cotton at Jamestown Colony

(For additional cotton historical events; see www.cottonsjourney.com).

89

Cotton’s Journey

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

90

4-6 Unit • Lesson 3

Patchwork Quilt Fact Inference Worksheet Fact

Inference

91

Cotton’s Journey

Lest Static Fastest Drying

Least Wrinkles

FABRIC COMPARISON CHART Softest

Most Affordable

92

Cotton Polyester Wool

4-6 Unit • Lesson 4

Lesson 4

Objective The student will be able to identify 10 cottonseed by-products and connect them to the correct part of the cottonseed.

Standards Correlations Behavioral Studies; Economics; Geography 1-6, 914; Grades K-4 History 1, 3-4; United States History, Eras 1-7; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Mathematics; Life Sciences; Nature of Science; Technology Three 45-minute parts.

Life” video; butcher paper; 1 boll each of Pima and Upland cotton per group; 1 timer per group; cottonseed oil (in curriculum kit), canola, coconut and olive oils; 4 clear plastic cups per group; 4 Popsicle sticks per student; one gram weight scale per group; abaka paper or cotton linters; electric blender; one 10” x 12” square of window screen per group; waxed paper; newspaper; several bricks or heavy weights; Hieroglyphics Key.

Preparation On a sheet of butcher paper write “Cotton Production Flow Chart”; make Vegetable Oils Comparison Grid; complete for group activity, steps 1-4 of papermaking preparation.

Materials Curriculum kit or “Cottonseed: It’s Part of Your

93

Cotton’s Journey

Guided Practice Part I: Whole Class 1. Show cottonseed segment of curriculum kit or “Cotton seed: It’s Part of Your Life” video. 2. Post the blank Cotton Production Flow Chart and have students help develop it. (See Cotton Production Flow Chart.)

Cooperative Groups Compare and chart Pima and Upland bolls 1. Have students compare a Pima and an Upland boll and record their observations of the size, color of fiber and number of locks in each boll. 2. Have each group predict the number of seeds they expect to find in each boll; record predictions. 3. Have each group predict and record the amount of time they think it will take to separate the lint from seeds and trash of each boll. Reserve seeds and trash. 4. Using the gram weight scale, weigh each boll separately and record its weight in grams. Convert to US weight. Calculate how many bolls would be in a 500-lb. bale.

Part II: Center(s) Blind taste test of edible oils 1. Label 1 cup for each type of oil: Oil A, Oil B, Oil C and Oil D. 2. Instruct students to use a Popsicle stick to taste test Oil A: dip clean Popsicle stick into cup; taste; record observations of that oil’s taste, smell and color; and discard Popsicle stick. Repeat for Oils B, C and D. 3. Student selects oil in which s/he would like her/ his French fries cooked and explains choice.

Whole Class 1. Identify the different types of edible oils. 2. Post Vegetable Oils Comparison Grid and chart class consensus of French fries flavor preference. Vegetable Oils Comparison Grid

Lowest Cost

Lowest Saturated Fat

Best Flavor for Cooking French fries

Least Odor

Cottonseed

Olive

5. Separate lint from seeds, recording time required to complete the task; record the actual number of seeds per boll and compare total with group’s predictions from #2 and #3.

Coconut

Sesame Seed

6. Weigh seeds from Pima boll; compute percentage of boll gross weight; convert to fraction. Weigh cottonseed and trash; compute percentage of boll gross weight. What is the ratio of fiber to cottonseed trash? Record. 1. Weigh seeds from Upland boll; compute percentage of boll gross weight; convert to fraction. Weigh cottonseed and trash; compute percentage of boll gross weight. What is the ratio of fiber to cottonseed/trash? Record. 94

3. Discuss each remaining factor separately; take a class consensus rating and record on chart. 4. Overall, which oil is the best choice for cooking French fries?

4-6 Unit • Lesson 4

Part III: Cooperative Groups Making paper from cotton pulp 1. Tear abaka paper or shred cotton linters into small pieces. 2. Fill a blender full of water. To prevent damage to the blender, turn it on low and slowly add a small handful of paper or linters. 3. Grind the linters into a soupy mash or pulp. 4. Pour the pulp into a dishpan half full of water. Add 5-6 more batches of pulp. 5. Carefully slide a piece of window screen under the pulp. Lift the screen and drain the water. 6. Evenly spread the layer of pulp on the screen. Place the screen on several sheets of newspaper. 7. Cover with waxed paper and use bricks as weights to press water from the fibers. Allow the fibers to dry overnight. 8. Remove the bricks and waxed paper and carefully peel the sheets of paper off the screen. 9. Papermaking writing activity:

Independent Practice 1. Make daily Investigation and Experimentation observation entries. 2. Continue work on group project.

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #4 on the Performance Evaluation Sheet.

Extension • Have a Cottonseed By-products Scavenger Hunt: 1. Review the parts of and items made from cottonseed. 2. Give each student a list of cottonseed byproducts. 3. Have students make a list of cotton seed byproducts found in their homes. 4. Bring one item to school to share. 5. Categorize and graph.

a. 4th and 5th grades: make document appropriate to grade level Social Studies standards. b. 6th grade: Write Hieroglyphic Message.

95

Cotton’s Journey

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

Symbol

Letter

ALPHE =Ox

MEM= Water

BETH =House

NUN =Fish

GIMEL =Boomerang

AYIN =Eye

DALETH =Door

PE =Mouth

HE=Man

QOPH =Ape

WAW =Hook

RESH =Human Head

CHETH =Twisted Rope

SHIN =Tooth

YOD =Hand

TAW =Mark

KAPH =Palm

WAW =Hook

LAMED =Crooked Staff

You'll notice that there is not a " W " in this alphabet. That's because a " W " is exactly as you pronounce a double U ( UU=W). 96

Symbol

SAMEKH =Water Snake ZAYIN =Weapon

Letter

Pima

Planter

Upland

Textile Mill

Cottonseed By-Pr odu Oil Mill ( Ex cts am ples )

Mop

Opening & Carding Process

Tire

Spinning Process

Rug

Shoe

Weaving & Dyeing Process

Fertilizer

Money

Band-Aid

Combing, Drawing & Roving Process

Gauze

Cotton Production Flow Chart

4-6 Unit • Lesson 4

97

Cotton’s Journey

98

4-6 Unit • Lesson 5

Lesson 5

Objective

Materials

The student will be able to explain the contributions cotton makes to the United States and world economies.

Cotton Textile Development Time Line; 1 sheet of 18” x 24” white construction paper per student; Cotton Production Flow Chart from lesson 4; K-W-H-L Chart from Lesson 1; Cotton Picnic items from Cottonseed Products Chart from lesson 1; Cotton Family Feud Questions/Cotton Jeopardy Answers and CategoriesZ; 2-3 restaurant call bells; index cards; pocket chart. Additional sample questions may be found following this lesson.

Standards Correlations Behavioral Studies; Economics; Geography 1-6, 11, 14; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Life Sciences; Nature of Science; Technology

Preperation Three 45 to 60-minute parts.

Get a copy of the New York Times; write cotton textile events and their dates on slips of paper; place slips in a paper bag.

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Guided Practice Part I: Cooperative Groups Cotton Textile Development Time Line

3. Ask students which new inventions may have the potential to harm as well as help us (e.g., genetic engineering, nuclear devices, computer technology).57

1. Have the Materials Manager from each group draw a cotton textile development slip from the ` paper bag. 2. On a large sheet of construction paper, instruct each group to write the date of their cotton historical event and to create a representation of that event.

Whole Class 1. Have the groups arrange themselves in a human time line and present their invention representations. 2. Post the Cotton Production Flow Chart and have the students brainstorm jobs that exist as a result of cotton/cottonseed production, processing and retail sales.

Part II: Relating the Past to the Present – Discussion Whole Class 1. Eli Whitney invented the cotton gin in 1793 as the 18th century turned into the 19th century. Now that we’ve entered the 21st century, ask students to consider the types of inventions that will most affect their lives. 2. The New York Times has a column every Monday in its “Business Day” section describing recently granted patents. Clip this column and discuss with students how some of the new patents may affect their inventors, the companies that will try to market them and their own lives.

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Part III: Whole Class 1. Complete the K-W-H-L Chart: What did students Learn about cotton? Write student comments under the “L” column. 2. Have a Cotton Picnic: have students select items include that contain cotton fiber or cottonseed byproducts (e.g., beef hot dogs/bun, salad w/ dressing, potato chips, Twinkie/ice cream cone, milk, paper plate with a napkin – eaten on top of a cotton tablecloth). 3. Play Cotton Family Feud or Cotton Jeopardy during Cotton Picnic: a. Cotton Family Feud: Two groups play against each other. Select one group member to hit the call bell. Have someone read the question. Once the team has decided on an answer, the bell ringer hits the bell. The first person to hit the bell answers the question. If s/he is correct, that team gets the point. If s/ he is incorrect, the other bell ringer is given a chance to answer. If s/he is correct, that team gets the point. If s/he is incorrect, no team gets a point. Ask 5 questions; the team with the highest score wins. b. Cotton Jeopardy: Write each answer on one side of an index card. Write the category and dollar amount on the other side. Using a pocket chart, line up in columns each category by ascending dollar amounts. Three students play at a time. Individual students select category and dollar amounts. Read the answer. The first student to ring the call bell

4-6 Unit • Lesson 5

gets a chance to phrase a question to the answer. If s/he answers correctly, s/he is given that dollar amount in points. If her/his question is incorrect, the next student to ring the bell gets a chance. Repeat if that answer is also incorrect. Read five answers per group of three students. The student with the highest dollar amount wins.

• Plan a field trip to where a cotton product is either manufactured or sold: a cotton farm, gin, textile or cottonseed mill, department store or cotton marketing company.

Textile Inventions Timeline 1733 Flying shuttle – John Kay 1738 Roller spinning machine – John Wyatt

Independent Practice 1. Make daily Investigation and Experimentation observations entries. 2. Complete work on group project.

1763 Spinning jenny – James Hargreaves 1769 Water frame – Richard Arkwright 1779 Mule – Samuel Crompton 1790 First textile mill – Samuel Slater

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #5 on the Performance Evaluation Sheet.

Extensions

1793 Cotton gin – Eli Whitney/Catherine Greene 1801 Punched card loom (the pre-cursor to modern computers) – Joseph-Marie Jacquard 1814 First factory with automatic cotton weaving and spinning machines established in Massachusetts

• In groups, research on the Internet and prepare a 1847 First steam powered cotton mill opens in Power Point presentation of: 1) an invention that Massachusetts affected the development of the cotton textile For additional information regarding cotton/textile industry; 2) the history of cotton production; or 3) historical events, visit www.cottonsjourney.com. current cotton cultivation practices around the world.

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Cotton Family Feud/Cotton Jeopardy 1. Who made the first pair of jeans for Gold Rush miners? (Levi Strauss) He made the first pair of jeans for Gold Rush miners. (People - Who was Levi Strauss?) 2. What do you call the pod of a cotton plant? (boll)The pod of a cotton plant. (Cotton Parts - What is a boll?) 3. Who took cotton plants back to Spain in 1492? (Columbus) He took cotton plants back to Spain in 1492. (People-who was Columbus?) 4. Who designed a device that speeded up the removal of seeds from cotton lint? (Eli Whitney) He designed a device that speeded up the removal of seeds from cotton lint. (People - Who was Eli Whitney?) 5. What is the only plant that produces both food and fiber? (cotton) The only plant that produces both food and fiber. (Cultivation - What is cotton?) 6. Who built the first cotton mill in the United States from memory? (Samuel Slater) He built the first textile mill in the United States from memory. (People -Who was Samuel Slater? 7. What do you call the segments of cotton inside the boll? (locks) The segments of cotton inside the boll. (Cotton Parts – locks) 8. What do you call the device that removes seeds from cotton lint? (cotton gin) It removes seeds from cotton lint. (Technology – cotton gin) 9. When is cotton planted? (Spring) The season of the year when cotton is planted. (Cultivation – Spring) 10. When is cotton harvested? (Fall) The season of the year when cotton is harvested. (Cultivation– Fall) 11. What causes a plant’s leaves to dry and fall off? (defoliants) Causes a plant’s leaves to dry and fall off. (Cultivation – What are defoliants?) 12. What does a bale of cotton weigh? (500 lbs.) The weight of a cotton bale. (Facts & Figures – What is 500 pounds?) 13. What state plants the most cotton? (Texas) Texas. (Facts & Figures – What state plants the most cotton?) 14. What state produces the most cotton? (California) California. (Facts & Figures – What state produces the most cotton?)

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4-6 Unit • Lesson 5

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

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7-8 Unit • Lesson 1

VIII

7-8 Unit, Grades 7-8 The lessons in this unit were designed to be taught as a team effort of the content area teachers in a departmentalized setting. However, the English/ Language Arts, Math, Science or Social Studies components of each lesson may be taught on a standalone basis.

Lesson 1 Objectives The student will be able to identify the structures and processes by which a cotton blossom generates pollen, ovules, seeds and fiber.

Standards Correlations US History Era 2; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Life Sciences; Nature of Science Two 45 to 60-minute parts.

Materials Curriculum kit video; an image of a plant cell and its structures; Cotton Performance Evaluation Rubric blackline masterAA; Cotton Growth Sequence Poster;

Cotton Performance Evaluation Record blackline masterBB; butcher paper; K-W-H-L Chart; 1 microscope, slide and pair of tweezers and 2 green cotton bolls per group; Upland boll; Pima boll; Salt Dough Recipe; one piece of 18” x 24” cardboard per group.

Preperation Familiarize yourself with the contents of the curriculum kit and visit www.cottonsjourney.com; make one copy of the Cotton Performance Evaluation Record; have cooperative groups select individuals within their groups to facilitate, record, report, set up and clean up; have each student bring in a personal cotton item for this lesson; prepare a K-W-H-L Chart on butcher paper; cut each cotton boll in half lengthwise and crosswise; make salt dough in colors to represent the various structures in a plant cell.

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Guided Practice Part I:

6. Locate countries in which cotton is cultivated. What patterns do you notice (latitude, soils, climate, elevation)?

Whole Class K-W-H-L Chart 1. What do you Know about cotton and its textile properties? Write student contributions about what they Know about cotton in the “K” column. 2. What would you like to modify about cotton through genetics? Write student contributions about what they Would like to modify about cotton in the “W” column. 3. How will you find the information you need to find out if it is feasible to genetically modify cotton the way you want? Write student contributions about resources they will consult to find information about cotton. 4. At culmination of unit: What did you Learn about recombinant DNA and cotton?

K-W-H-L CHART K

H

W

L

7. Show curriculum kit video from the beginning through the production segment.

Part II: Whole Class 1. Display the plant cell visual and have students locate and identify plant cell parts. 2. Discuss the differences between plant and animal cells. 3. Pass around some cottonseed. What is the function of this plant structure? 4. Display the Cotton Growth Sequence Poster. What is the function of a cotton plant’s blossom? By what process does it reproduce? (Selfpollination.) 5. Point out the green cotton boll on the poster. Once the blossom has self-pollinated, it falls off, leaving behind the immature fruit of the cotton plant, a boll. 6. Point out the dried boll with its fiber exposed, the mature fruit of a cotton plant. By what structure within the mature fruit and under what conditions is a cotton plant able to germinate? (Seeds; warm, fertile soils and abundant water supplies).

Cooperative Groups

5. Why can’t cotton be grown north of 45˚ N and south of 30˚S? (Climate, soils, water availability.)

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1. Have the students examine the dissected green cotton bolls. What structure within the bolls allows the plant to reproduce itself? Note that the cotton fiber develops from the newly fertilized seeds. What is the plant function of the fiber?

7-8 Unit • Lesson 1

2. A cotton fiber is one long cell. Place one Upland fiber and one Pima fiber next to each other on a slide. Observe and record similarities and differences and plant cell characteristics. What process causes the fibers to thicken and elongate? (Photosynthesis.)

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #1 on the Performance Evaluation Sheet.

3. Construct a cotton cell model out of salt dough. 4. When dry, label parts and present to the class.

Salt Dough Recipe 2 cups flour

1 cup water

2 cups salt

food coloring

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

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

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

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

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

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7-8 Unit • Lesson 1

Cotton Performance Evaluation Record NAME

#1

#2

#3

#4

UNIT

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

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7-8 Unit • Lesson 2

Lesson 2

Objective The student will be able to perform an investigation that illustrates how genetic variation and environmental factors lead to improved varieties and therefore diversity in cotton plants. S/he will be able to count possible cotton outfit variations through the development of a tree diagram.

Standards Correlations Writing, Reading, Listening and Speaking, Viewing; Mathematics; Thinking and Reasoning; Life Sciences; Nature of Science; Technology Two 45 to 60-minute parts.

Materials

one 12” x 12” piece each of similar weight cotton knit, wool and polyester knit for each group (note cost per yard for investigation); 3 balloons for each group; 1 1quart bowl per group; Fabric Comparison Chart; 16 construction paper strips per student; biotechnology visuals; 16 8” pieces of string per student; tape; newspaper; Cotton Clothes CombosCC blackline master. Preparation Prepare Fiber Venn Diagram; make 1 copy of the Fabric Comparison Chart for each cooperative group; blow up balloons; set up Investigation Materials center; cut construction paper into strips; make a Paper Chain Biotechnology Timeline example (see Teacher Background information); have students bring in several cotton hats, shirts, pants, socks, skirts and shoes in different colors; make one copy of the Cotton Clothes Combos worksheet for each student.

Two sheets of butcher paper; Fiber Venn Diagram; 111

Cotton’s Journey

Guided Practice Part I: Whole Class 1. Have students place a sticker on the Fiber Venn Diagram section that represents the fiber of an article of clothing s/he is wearing. FIBER VENN DIAGRAM COTTON

POLYESTER

3. Instruct students to predict and record which fabrics they think will cause static. 4. Have each student take one blown up balloon, rub the polyester swatch across it and hold the balloon 3 – 6” above her/his head. Record observations. 5. Repeat for wool and cotton swatches. 6. Have students assign and record a number from 1 to 3 to rate lack of static: 3 – least static; 1 – most static; 2 – the remaining fabric. 7. Have students record tactile perceptions of fiber texture (and comfort): 3 – softest; 1 – roughest; 2 – the remaining fabric.

WOOL

2. Why is the diagram an effective means of conveying information? (The data is presented in a clear and objective manner.) How could the data be interpreted to give misleading information? (By referencing a portion of the data without the complete picture given by the graphic organizer.) 3. What groups might want to skew the results? (Fiber producers/processors/retailers, environmentalists, the media.) For what purpose? (Persuasion.) Have students give examples of misleading interpretations of the data.

8. Repeat to rate the fiber students predict will dry the quickest: Have each Measurement Specialist dip each swatch into bowl of water, wring it out and hang to dry. Instruct each Recorder to record the start of drying time and the amount of time it takes for each fabric to dry. 9. Rate and record drying time: 3 – fastest drying; 1 – slowest drying; 2 – the remaining fabric. 10. Rate and record each swatch for wrinkles: 3 – least wrinkled; 1 – most wrinkled; 2 – the remaining fabric. 11. Complete Fabric Comparison Chart; share results with class. Discuss appropriate situations for each fabric type.

4. Discuss the unique textile properties of cotton.

Part II: Whole Class

Cooperative Groups 1. Have each group total the items in each section of the Fiber Venn Diagram and calculate the percentages of the whole each section represents. 2. Have the Materials Manager collect the investigation materials.

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Biotechnology Time Line As you narrate and display visual representations of biotechnology developments, have each student develop a Paper Chain Biotechnology Timeline beginning with the work of Gregor Mendel:

7-8 Unit • Lesson 2

1. Have students write one decade on each strip, beginning with 1850. Bring the ends of the “1850” paper strip together; staple. Loop the “1860” paper strip through “1850” and staple. Repeat with “1870,” “1880,” etc. Each circular strip represents one decade (there should be 16 circular loops). 2. Have students write historical biotechnology events that occurred during each decade on strips of paper and attach them to their chains with string.

4. List three genetic traits a farmer may want to eliminate. 5. Select one trait for group research. 6. Is there something in nature that is not bothered by the same thing? What is it? 7. Write a recipe for a new and improved cotton crop. 8. Each group creates a representation (role play, art media, etc.) of its gene transfer recipe.

3. Completed paper chains can be displayed in the classroom.DD

9. What other tools, either combined with or instead of genetic engineering, are available to help manage this problem?

Part III:

10. Let all groups know that their recipe will be peer reviewed.

Whole Class Recombinant DNA and Cotton 1. Using the analogy of a newspaper, take a current headline and decide how you would like to improve it through adding or deleting text. Cut out the word you want to add, cut the headline apart at the insertion point, and glue the new word in place. 2. Explain that recombinant DNA is putting DNA together in different combinations. Like scissors through paper, restriction enzymes cut apart DNA. Other enzymes “glue” the plasmid, the ring of DNA found in some bacteria, and DNA together. Once this mixture is inserted into a bacterium, it will reproduce many bacteria containing a copy of the modified DNA. It is one tool among many used in agriculture.

Whole Class 1. Groups present their recipes to the rest of the class. 2. Each group grades recombinant DNA recipes: a. 25 points for creativity or uniqueness; b. 25 points for technical accuracy; c. 25 points for usefulness of product; and d. 25 points for recipe wording and ease of use. 3. Discuss situations under which the cotton plant might become extinct.58

Part IV: Whole Class

Cooperative Groups 1. Discuss cotton plant needs and brainstorm some problems cotton plants face. 2. Discuss cotton textile characteristics and brainstorm ways in which cotton fiber might be improved.

Cotton Clothes Combos Worksheet 1. At the start of this part, bring out the items of clothing. Explain that each of these items is made from 100% cotton, a natural fiber. Make sure the different types of items are all mixed together.

3. List three genetic traits a farmer may want her/ his crop to have. 113

Cotton’s Journey

2. Ask volunteers to come up and make as many different outfits as possible using one hat, one shirt and one pair of pants for each outfit. Choose another volunteer to record all the different outfits on the board.

Independent Practice 1. When students are confident they have come up with every possibility, pass out the Cotton Clothes Combos worksheet. Let students complete it on their own. 2. After students have finished, have them compare their answers.

Whole Class 1. Ask volunteers to draw tree diagrams on the board to demonstrate the number of outfits that can be made with the items of clothing they looked at earlier. Students may draw each item or describe it in words.

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2. When the volunteers are finished, determine whether they have come up with the same number of outfits as before. 3. Ask students to describe the benefits of using a tree diagram versus making a list. In this case, a tree diagram makes it easier to keep track of every possible outcome, and every outcome is clearly shown in order.59 Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #2 on the Performance Evaluation Sheet.

Extension • Repeat the activity several times using new groups of clothes. You may also ask students to make a list of several of their favorite clothing items and draw tree diagrams to count how many outfits they can make.

Cotton

Polyester

Wool

Lest Static Softest

Fastest Drying

Least Wrinkles

FABRIC COMPARISON CHART Most Affordable

7-8 Unit • Lesson 2

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white shirt (W)

Shirt

jeans(J) shorts(S)

jeans(J) shorts(S)

Pants

CBJ CBS

CWJ CWS

Shirt

Skirt

red sweater(Rs)

striped shirt(St)

white sweater(Ws)

Sweater

short skirt(S)

polka-dot shirt(P)

Outcome

long skirt(L)

Fill in this tree diagram to find out which combinations are possible with one shirt, one skirt, and one sweater for each outfit.

Cotton Clothes Combos Worksheet

red shirt (R)

Outcome

A tree diagram can help you determine possible combinations of your favorite cotton clothes. For example, you have: one baseball cap, three shirts, and two pairs of pants. If you choose one hat, one shirt and one pair of pants for each outfit, how many outfits can you make?

Hat baseball cap(C)

4. A short skirt is included in how many outfits?

CPJ CPS

1. Shorts are included in how many of your outfits?

5. A white sweater is included in how many outfits?

jeans(J) shorts(S)

2. A plaid shirt is included in how many of your outfits?

6. A striped shirt is included in how many outfits?

plaid shirt (P)

3. A baseball cap is included in how many of your outfits?

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7-8 Unit • Lesson 3

Lesson 3

Objective

Materials

The student will be able to describe: archeological records of cotton cultivation and textile production in Meso-American, Andean and ancient civilizations; how the cotton gin influenced the Industrial Revolution and the development of the agrarian economy in the US South; and how the technological innovations of Samuel Slater, Catherine Graham, Eli Whitney and William Fee affected the quality of life during the Industrial Revolution.

Development of Textile Industry visuals (see Note); Eli Whitney and the Birth of American Technology60 excerpt blackline master; Cotton Textile Anticipation/ Reaction Guide blackline master; “Origins of Cotton/ History of Cotton Textile Production/Cottonseed” blackline master; butcher paper.

Standards Correlations Geography 1-6, 9-16, 18; US History Eras 2-4; World History Eras 1-2, 6; Thinking and Reasoning; Life Sciences; Nature of Science; Technology Three 45 to 60-minute parts.

Preperation Print textile images; make one copy of Cotton Textile Anticipation/Reaction Guide and “Origins of Cotton/History of Cotton Textile Production/Cottonseed” per student; on separate sheets of butcher paper, prepare an Inventor Matrix and an Invention Matrix; select a noted person and an invention and gather related reference materials. 117

Cotton’s Journey

Guided Practice Part I: Whole Class 1. Discuss the exchanges of plants and technology among Europe, Asia and the Americas in 15th and 16th centuries made possible by the great voyages of discovery. Discuss how physical geography shaped human action in different areas. 2. Using the textile visuals, discuss the factors that led to the development of cottage industries and their subsequent decline. Which groups/classes of people benefited from the innovations of the Industrial Revolution? Which suffered? 3. Review organizational structure and special features of expository text (e.g, table of contents, glossary, bold face type). 4. Hand out Cotton Textile Anticipation/Reaction Guides and explain the activity.

Part II: Cooperative Groups 1. Divide class into five groups: Eli Whitney, Catherine Greene, African slaves, Southern planters and Patent Examiner. 2. Research the development of the cotton gin for a role-play activity. 3. Discuss each of the first four groups’ claims of inventing the cotton gin. The patent group will decide who should get credit for the invention.61

Part III: Cooperative Groups 1. Instruct group members to brainstorm a list of “Inventor” or “Invention” possibilities (see Textile Inventions Timeline at end of lesson). 2. Submit suggestions for approval.

Independent Practice 1. Hand out the “Origins of Cotton/History of Cotton Textile Production/Cottonseed” copies. 2. Students react, read and then react again.

3. Once topic has been approved, students delegate research and writing responsibilities. 4. Instruct all groups to include information on the current contributions of cotton to the US and world economy in their report.

Whole Class

Evaluation

Organizing Reference Materials for Group Reports

Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #3 on the Performance Evaluation Sheet.

1. Model Inventor Matrix: a. Choose a noted inventor from the Industrial Revolution era unrelated to cotton production. b. Select one source from related materials and model scanning. c. Write notes in columns related to column headings. 2. Repeat with Invention Matrix (use invention unrelated to cotton production). 118

Textile Inventions Timeline: 1733 Flying shuttle – John Kay 1738 Roller spinning machine – John Wyatt 1763 Spinning jenny – James Hargreaves 1769 Water frame – Richard Arkwright 1779 Mule – Samuel Crompton

7-8 Unit • Lesson 3

1790 First textile mill – Samuel Slater 1793 Cotton gin – Eli Whitney/Catherine Greene

Note: Images related to the development of the textile industry may be found under these keywords in Microsoft Encarta Encyclopedia 2000:

1801 Punched card loom (pre-cursor to modern computers) – Joseph-Marie Jacquard 1814 First factory with automatic cotton weaving and spinning machines established in Massachusetts 1847 First steam powered cotton mill opens in Massachusetts

For additional information regarding textile historical events, visit www.cottonsjourney.com.

Keyword

Image

Child

Child Laboring in Mill

Cotton

American Cotton Plantation

Cotton

Cotton Gin Eli Whitney

Cotton

Peruvian Shroud

Cotton

Tentmaking in Egypt

Cotton

Traditional Indian Saris

Cotton

Traditional Indonesian Garments

Industrial Revolution

Flyer Spinning Frame

Spinning Wheel

Spinning Wheel

Textile

Child Labor in Textile Factory

Textile

Early Industrial Plant

Textile

Paracas Textile

Textile

Power Looms

Textile

Textile Mill in Lancashire, England

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Eli Whitney and the Birth of American Technology Anticipation/Reaction Guide Directions: Before you read the following passage, put a check mark in the "Anticipation" column by any of the statements with which you agree. After you read the passage, react again to these statements in the "Reaction" column.

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Anticipation

Reaction

__________

__________

1.

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

__________

__________

2.

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

__________

__________

3.

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

__________

__________

4.

Most textile innovations were never patented.

__________

__________

5.

There was a big demand for US cotton.

__________

__________

6.

Brazil was a leading producer of cotton.

__________

__________

7.

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

7-8 Unit • Lesson 3

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

I: Economic Problems

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

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Origins of Cotton Scientists have determined cotton fiber and boll fragments found in the Tehuacan Valley of Mexico to be about 7,000 years old. The Greek historian Herodotus in the 5th century BC reported that a plant that bore fleece as its fruit grew there. Cotton has been grown and worn in India and Egypt for at least 5,000 years. Highly skilled cotton weaving dating back to 2,500 BC has been found at monumental ceremonial mounds in the Chicama Valley of Northern Peru. In the first century BC, Pliny wrote that the peasants of Egypt wore cloth made from cotton that grew along the Nile River.

History of Cotton Textile Production As European and American populations grew in the 18th century, the demand for cheap clothing grew, too. This led to an astonishing expansion of the spinning and weaving industry. Within one person’s lifetime, it changed from smallscale, part-time work for cottagers into a vast full-time career for an army of factory hands. This huge change was largely the result of new machinery and new supplies of the vital raw material—cotton. American colonists had the abiity to produce much cotton but were restricted by the mechanical know-how to process the fiber into textiles. Tench Coxe, a Philadelphian who was to become Assistant Secretary of the Treasury, did much to encourage the cultivation and manufacture of cotton. He operated the nation’s first spinning jenny and provided jobs in spinning and weaving cotton. In 1786, he ordered brass models of textile machinery from England. In England during the height of the British Empire, it was against the law to either import or manufacture cloth from cotton fiber. These laws were enacted to protect the powerful English sheep and wool industry of that time. British blockades and secrecy regarding their textile inventions further hampered colonial competition. Samuel Slater, an English textile mill worker, migrated to the American colonies in 1790 and built the first American textile mill from memory. A huge waterwheel with a system of cogs and gears powered all of the machines in cotton mills. The demand for cotton soared. It was simple enough to grow cotton, but difficult to clean the bolls. In 1792, recent Yale graduate Eli Whitney headed south to assume the position of a private tutor on a plantation in Georgia. His employer, Catherine Greene (whom some credit with the invention of the cotton gin), encouraged Whitney to find a solution to separate the seed from the cotton lint more efficiently. Whitney put aside his plans to study law and created a small, hand-cranked gin in 1793. This was a wooden drum stuck with hooks. As it turned, the hooks pulled the cotton fibers through a mesh. The seeds would not fit through the mesh and fell outside. Lint volume was increased fifty-fold with the advent of Whitney’s gin.15 However, Whitney profited little because farmers made their own versions and claimed them as new inventions under a loophole in the 1793 patent act. Once the answer had been found, cotton went onto become the most important product in the world. After the invention of the cotton gin, the yield of raw cotton doubled each decade after 1800. Demand was fueled by other inventions of the Industrial Revolution, such as the machines to spin, weave, print and sew it, chlorine to bleach it and the steamboats to transport it. By mid-century, America was growing three-quarters of the world’s supply of cotton, most of it shipped to England or New England, where it was manufactured into cloth. For the first time in history, good clothes, hats and even shoes could be bought more cheaply; however, the cottage textile industry disappeared as displaced rural workers migrated to large cities and became part of the urban workforce.

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Harvesting the cotton by hand was another limitation of productivity. An experienced labor could pick approximately 450 pounds of seed cotton by hand per day. A picking device was first patented in 1850, and a machine that strips both open and unopened bolls and trash from the plant was developed in 1871. In the early 1930’s, after years of development and modification, the Rust Brothers of Mississippi used a one-row mechanical cotton picker that could pick approximately 8,000 pounds of seed cotton in one day.

Cottonseed More seed than fiber is produced by the cotton plant. Until the crushing industry developed, cottonseed had little cash value. In fact, disposal of it was such a problem that some states passed laws to regulate the accumulation of large quantities on gin premises. Increased cotton production after the invention of the cotton gin challenged farsighted entrepreneurs to find a mechanical way to crush cottonseed on a large scale. Many mills were established but most failed due to unsuccessful attempts to produce marketable oil and livestock feed products. In 1857, just before the civil War, William Fee of Cincinnati developed machinery that effectively removed linters and hulls from seed kernels. This equipment made the processing of cottonseed economically feasible. By 1875, cottonseed oil was being exported to Mediterranean ports where it was often sold as olive oil.

All parts of the cottonseed are useful: Cottonseed linters: Dissolving pulp is an essential component in plastics, smokeless gunpowder, food casings, rayon, cosmetics and photographic films; Felts are used in padding for automotive and furniture upholstery, comforters and mattresses; Yarns are processed for candle wicks, twine and mopes; Absorbent cotton medical grade fibers are used in paper and cotton swabs, balls and gauze; and Fiber pulp is used in producing currency and other security papers. Cottonseed hulls: Used for livestock feed, mulch and soil conditioners, plastics and synthetic rubber. Cottonseed kernels: Meal and cake is used for home garden fertilizers, livestock and poultry feed and fish feed and bait; and Crude oil is either refined for salad/cooking and baking/frying oils or used in the manufacture of items as diverse as explosives, pharmaceuticals, fungicides and rubber.

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Education

What the Person Accomplished

Later Years and Death

Interesting Facts

Inventor Matrix ____________________________ Name ________________________________

Growing Up Years

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Description History

How it has affected people How and where it was made

Interesting Facts

Invention Matrix ____________________________ Name ________________________________

7-8 Unit • Lesson 3

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7-8 Unit • Lesson 4

Lesson 4

Objective

Materials

The student will be able to write an essay and deliver oral communication that describes the current contributions of cotton food and fiber to the US and world economies.

Cotton Family Feud Answers/Cotton Jeopardy Answers and Categories; 2-3 call bellsEE. Additional sample questions may be found following this lesson.

Standards Correlations Economics; Geography 11; Writing, Reading, Listening and Speaking, Viewing; Thinking and Reasoning; Life Sciences; Nature of Science; Technology

Preperation Obtain copy of The New York Times’ “Business Day” section.

Two 45 to 60-minute parts.

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Guided Practice Part I: Whole Class Have groups present their “Inventor” or “Invention” reports.

Part II: Whole Class Relating the Past to the Present 1. Eli Whitney invented the cotton gin in 1793 as the 18th century turned into the 19th century. Now that we’ve entered the 21st century, ask students to consider what types of inventions will most affect their lives. 2. The New York Times has a column every Monday in its “Business Day” section describing recently granted patents. Clip this column and discuss with students how some of the new patents may affect their inventors, the companies that will try to market them and their own lives. 3. Ask students which new inventions may have the potential to harm as well as help us (e.g., genetic engineering, nuclear devices, computer technology). 4. Complete the K-W-H-L Chart: What did students Learn about recombinant DNA and cotton? Write student comments under the “L” column.

Evaluation Using the Performance Evaluation Rubric, write the level that reflects the student’s performance in the box under #4 on the Performance Evaluation Sheet.

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Extensions • Prepare a Power Point presentation of group research project. • Plan a field trip to where a cotton product is either manufactured or sold: a cotton farm, gin, textile or cottonseed mill, department store or cotton marketing company. • Have a Cotton Picnic: have students select items to include that contain cotton fiber or cottonseed byproducts (e.g., beef hot dogs/bun, salad w/ dressing, potato chips, Twinkie/ice cream cone, milk, paper plate with a napkin – served on top of a cotton tablecloth). • Play Cotton Family Feud or Cotton Jeopardy during Cotton Picnic: 1. Cotton Family Feud: Two groups play against each other. Select one group member to hit the call bell. Have someone read the question. Once the team has decided on an answer, the bell ringer hits the bell. The first person to hit the bell answers the question. If s/he is correct, that team gets the point. If s/he is incorrect, the other bell ringer is given a chance to answer. If s/he is correct, that team gets the point. If s/he is incorrect, no team gets a point. Ask 5 questions; the team with the highest score wins. 2. Cotton Jeopardy: Write each answer on one side of an index card. Write the category and dollar amount on the other side. Using a pocket chart, line up in columns each category by ascending dollar amounts. Three students play at a time. Individual students select category and dollar amounts. Read the answer. The first student to ring the call bell gets a chance to phrase a question to the answer. If s/he answers correctly, s/he is given that dollar amount in points. If her/his question is incorrect, the next student to ring the bell gets a chance. Repeat if that answer is also incorrect. Read five answers per group of three students. The student with the highest dollar amount wins.

7-8 Unit • Lesson 4

Cotton Family Feud/Cotton Jeopardy 1. Who made the first pair of jeans for Gold Rush miners? (Levi Strauss) He made the first pair of jeans for Gold Rush miners. (People - Who was Levi Strauss?) 2. What do you call the pod of a cotton plant? (boll)The pod of a cotton plant. (Cotton Parts - What is a boll?) 3. Who took cotton plants back to Spain in 1492? (Columbus) He took cotton plants back to Spain in 1492. (People-who was Columbus?) 4. Who designed a device that speeded up the removal of seeds from cotton lint? (Eli Whitney) He designed a device that speeded up the removal of seeds from cotton lint. (People - Who was Eli Whitney?) 5. What is the only plant that produces both food and fiber? (cotton) The only plant that produces both food and fiber. (Cultivation - What is cotton?) 6. Who built the first cotton mill in the United States from memory? (Samuel Slater) He built the first textile mill in the United States from memory. (People -Who was Samuel Slater? 7. What do you call the segments of cotton inside the boll? (locks) The segments of cotton inside the boll. (Cotton Parts – locks) 8. What do you call the device that removes seeds from cotton lint? (cotton gin) It removes seeds from cotton lint. (Technology – cotton gin) 9. When is cotton planted? (Spring) The season of the year when cotton is planted. (Cultivation – Spring) 10. When is cotton harvested? (Fall) The season of the year when cotton is harvested. (Cultivation– Fall) 11. What causes a plant’s leaves to dry and fall off? (defoliants) Causes a plant’s leaves to dry and fall off. (Cultivation – What are defoliants?) 12. What does a bale of cotton weigh? (500 lbs.) The weight of a cotton bale. (Facts & Figures – What is 500 pounds?) 13. What state plants the most cotton? (Texas) Texas. (Facts & Figures – What state plants the most cotton?) 14. What state produces the most cotton? (California) California. (Facts & Figures – What state produces the most cotton?)

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

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VISCOSE

Auto Parts Pen & Pencil Barrels Novelty Items Electrical Equip.

Synthetic Rubber Petroleum Refining Plastics

Clothing Fabrics

YARNS

Papers for Stationary to Currency of highest Quality

PAPERS

FIBER PULP

Packaging Trans. Tape Photography Recording Tape X-Rays Sheet Protectors Envelopes

FILMS

Cotton Swabs Cotton Balls Gauze Pads / Papers

ABSORBANT COTTON MEDICAL GRADE

COTTONSEED PRODUCTS CHART

Signs Toiletware Windshields Tool Handles

PLASTICS

Candle Wicks Twaine Rugs Mops

Auto Upholstery Pads & Cushions Furniture Upholstery Mattresses

CELLULOSE Lacquers ACETATE Cosmetics Paint Toothpaste Ice Cream Salad Dressings Industrial Fabrics Hair Care Productes

YARNS

LINTERS

Metallic Soap Fungicides Waterproofing Finishes Insecticides Rubber Feed Stock Plastics

Explosives Pharmaceuticals Food Preperation Cosmetics

FURFURAL

FATTY ACIDS

MOLE CRICKET BAIT

GLYCERINE

FOOTS

CRUDE OIL

OIL WELL DRILLING MUD

LIVESTOCK FEED

POULTRY LITTER

HULLS

SOAP

FELTS FOR:

Livestock Feed

CELLULOSE ESTERS & ETHERS

DISSOLVING PULP

Plastics Dynamite FOOD CASINGS Lacquers Bologna (Fingernail Polish) Sausages RAYON Smokeless Gun Powder Frankfurters Solid Rocket Propellants Air Hoses

CELLULOSE NITRATE

Beef Cattle Sheep & Goats Dairy Cattle Horses & Mules

REFINED OIL Snack Food Frying Salad & Cooking Oil Mayonnaise Salad Dressing Shortening Margarine Packing Oil (Sardines, etc.) Baking & Frying Oils Carrier for Ag. Sprays

BRAN

FISH BAIT

MULCH & SOIL COND.

Beef Cattle Dairy Cattle Sheep & Goats Horses & Mules Poultry Swine Fish Shrimp

Lawns Mushrooms Shrubs Flowers Fish Ponds

FEED FOR:

FEED FOR:

FERTILIZER

MEAL & CAKE

KERNEL

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Glossary

IX

Glossary

Absorbency – The ability to suck up or take in. Allergen – A substance that induces allergies. Aphid – An insect that causes serious destruction to the cotton plant. Asiatic Cotton – A type of cotton grown commercially around the world. Bacterium – Any of a class of microscopic plants living in soil, water, organic matter or the bodies of plants or animals important to man because of their chemical effects. Bales – Cotton lint package for market. See Universal Density Bale. Biotechnology – A discipline in which technology is applied in the production or modification of molecules, or manipulation of living organisms, to develop useful products, processes or services. Bobbins – Spool wound with the thread-like product for storage. Boll – A segmented pod containing approximately 32 immature seeds from which the cotton fibers will grow. Bollweevil – An insect that causes serious destruction to the cotton plant.

Bollworms – An insect that causes serious destruction to the cotton plant and is responsible for most cotton damage in all the cotton producing countries. Botanist – A professional student of plants. Bracts – Fringed leaves of the square that cover the small cotton flower bud. Bur – Dried segments of the mature cotton boll that holds the locks of cotton in place when ready for picking. Calico – Any of various cotton fabrics with figured patterns. Capital – One of the four factors of production: buildings, factories, machines, tools, vehicles and equipment. Carbon Dioxide – A heavy, colorless gas formed by the combustion and decomposition of organic substances absorbed from the air by plants in photosynthesis. Carding – The textile process of pulling the fibers into parallel alignment to form a thin web that eventually becomes sliver. Carpels – Outer segments of the cotton boll that begin to dry about 45 days after the boll appears.

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Cellulose – A carbohydrate, the chief component of the cell wall in most plants.

cotton crop for insect pest populations and advises treatment.

Centrifuge – Equipment used at the cottonseed mill to separate substances through spinning action.

Cultivation – Weed control method done by physical labor or a mechanical cultivator.

Cheese Cones – Large bobbins that store yarn until they are needed in the weaving process.

Cultivator – A machine that is used in the cotton field to remove weeds.

Classing – The process of measuring fiber characteristics against a set of standards or grades.

Defoliation – A harvest practice that helps the leaves to dry and fall off and to help any of the remaining unopened cotton bolls to open.

Cloth – Fabric or material constructed from weaving or knitting. Combing Machine – Removes fibers shorter than halfinch and impurities from the cotton at the textile mill. Conservation Tillage – A system that leaves crop residue from a previous crop or cover crop on the soil surface to prevent soil erosion problems. Cooker – A process at the cottonseed mill that heats cottonseed meal flakes to reduce their moisture level. Cotton Belt – Seventeen States (Alabama, Arizona, Arkansas, California, Florida, Georgia, Kansas, Louisiana, Mississippi, Missouri, North Carolina, New Mexico, Oklahoma, South Carolina, Tennessee, Texas, Virginia) where cotton is grown. Cotton Gin – A place where seed and fiber are mechanically separated. Cotton Picker – A machine that uses revolving spindles or barbed points to grab and pull the mature cotton from the open boll during the harvest process. Cotton Stripper – A machine that strips both open and unopened bolls and trash from the plant during the harvest process. Cottonseed Meal – The cottonseed kernel (inside meat) that have been dried and ground for livestock feed. Cottonseed Mill – A place that removes the oil from the cottonseed. There are two types of mills-screw press and solvent extraction. Cotyledon Leaves – The first two leaves that are visible on the young cotton plant. Crop Consultant – A trained person who monitors the

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Deodorizing – A final process of cottonseed oil so that it remains clear and free of unwanted flavors. Deoxyribonucleic Acid (DNA) – The basic genetic material that regulates cell composition and growth in all living organisms. Doffer – A part of the cotton picker with a series of circular, rubber lined pads that remove cotton from the spindle. Drip Tape Irrigation – A method of irrigation using buried tubing that releases water into the soil beneath the plant. Eli Whitney – In 1793, he invented the cotton gin (short for engine) which separates the seed from the lint. Until then, the separation process had all been done by hand. Egyptian Cotton – A type of cotton grown commercially around the world. Entrepreneurship – One of the four factors of production: owners, organizers, profit seekers, top decision makers and investors. Enzyme – Substances produced by living cells that bring about or accelerate reactions without themselves undergoing marked destruction in the process. Extractor-A machine at the cottonseed mill that removes up to 98% of the oil from the cottonseed kernel (inside meat). Fermentation – A chemical change with effervescence. Fertilizer – A plant food or nutrients applied to the cotton plant.

Glossary

Fleece – Any of various soft or woolly coverings. Fungus – Any of a major group of lower plants that lack chlorophyll. Furrow Irrigation – A method of irrigation that runs water down a seedbed row. Gene – An element of the germ plasm that transmits a hereditary character and forms a specific part of a selfperpetuating DNA in the cell nucleus. Genetics – Abranch of biology that deals with heredity and variation of organisms and with the mechanisms by which these are affected. Germinate-The planted cotton seed begins to grow. Greige or Grey Fabric – The woven cloth from the loom before it is dyed or printed. Hand Rouging-Weed removal by people using weed hoes. Herbicide – Chemicals used to control weeds. Hexane – An organic solvent used to dissolve the oil out of the cottonseed kernel (inside meat). Hulls – Tough outer shell of the cottonseed. Huller – A machine that removes the tough seed coat from the cottonseed with a series of knives and shakers.

Knitting – A method of turning yarn into fabric using needles. Labor – One of the four factors of production: workers, talents, training and skills. Lint – The raw lint produced by the cotton plant and separated from the seed at the cotton gin. Linters – Referred to as first-cut ( longer more resilient fibers), are used in medical supplies, twine and candle wicks and second-cut (short fibers of fuzz), used in foods, toiletries, film and paper. Listing – The process of forming land into ridges and furrows before planting.

Locks – Segments of cotton of a mature cotton plant. Loom – A machine used to interlace yarns to form cloth. Lygus – An insect that causes serious destruction to the cotton plant. Marketing Cotton – The selling and buying of cotton lint. Meats – The inside kernel of the cottonseed, rich in oil. Microorganism – An organism of microscopic size.

Hybrid – An offspring of two animals or plants of different races, breeds, varieties, species or genera.

Miscella – The product of hexane (used to remove oil out of the cottonseed meat) and oil.

Hydrophilic – Of, relating to or having a strong affinity for water.

Mite – An insect that causes serious destruction to the cotton plant.

In Vitro – Outside the living body and in an artificial environment.

Module – Tightly pressed stack of picked cotton.

Irrigation – A water application to the cotton crop through artificial means. Insecticide – A chemical product used to suppress or eliminate an insect pest. Integrated Pest Management (I.P.M) – A method of insect pest control using insecticides and the dispersal of beneficial insects to aid in suppressing unwanted insects. Kernel – The inside meat of the cottonseed, rich in oil.

Module Builder – An implement that allows picked cotton to be dumped from the picker onto the ground and hydraulically pressed into stacks. Moistener Pads – Small finned pads that add water and/or moistening agent to the spindles during the picking process. Muslin – A plain-woven sheer to coarse cotton fabric. Nutrients – A nutritive substance or ingredient. Pasteurization – Partial sterilization of a substance at a temperature that destroys objectionable organisms without major chemical alteration of the substance.

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Patchwork – Something composed of miscellaneous or incongruous parts.

Rain-Feed Farming – A type of farming dependent of rainfall to irrigate the cotton crop.

Permeable – Capable of being penetrated.

Recombinant DNA – The process of removing strands containing specific genetic coding from an organism and recombining that material with DNA from the original organism or from another organism.

Pesticide – An agent used to destroy pests. Photosynthesis – The process through which green plants produce simple sugars by combining carbon dioxide and water using sunlight as an energy source and producing oxygen as a by-product. Picker Bar – A vertical bar that contains 18-20 spindles on the cotton picker. Picker Door – A side component of the picker with channeling to facilitate the movement of cotton on the cotton picker. Picker Head – A unit that contains the picking components on the cotton picker. Pima Cotton – A type of cotton grown commercially around the world. Pink Bollworm – An insect that causes serious destruction to the cotton plant. Plain Weave – The most common weave, is produced by passing the weft yarn over and under each warp yarn, alternating each row; used for print cloth, sheeting and muslin. Planter – A machine used in the field to plant the planting seed. Planting – Introducing the planting seed to moist soil. Plasmid – The ring of DNA often found in bacteria outside of a cell.

Refining – A process transforming crude cottonseed oil in to a clear yellow oil. Repellency – The quality or capacity of driving away or warding off. Roller Gin – A type of cotton gin that uses a rough roller to grab the fiber and pull it under a rotating bar with gaps too small for the seed to pass, used to gin long staple cotton varieties. Roving – A process at the textile mill where sliver is drawn out to a thinner strand and given a slight twist and wound on to bobbins. Samuel Slater – An Englishman who migrated to America in 1790 and built the first cotton mill from memory. Satin Weave – A weave that produces a fabric with a smooth surface, consists of warp yarn which is passed over and under all but one weft yarn that intersects in a regular or irregular formation, not a straight line; used for upholstery, home decorating and fashionable apparel. Saw Gin – A type of cotton gin that uses circular saws that grip the fibers and pull them through narrow slots, used to gin short staple cotton varieties.

Pollinate – The transfer of pollen from the anther to the stigma of the same or another flower.

Screw Press – A type of cottonseed mill that uses a grinder type action exposing or high pressure forcing the oil from the cottonseed.

Predator Insect – Beneficial insects that feed on various insect pests.

Sea Island Cotton – A type of cotton grown commercially around the world.

Quilt – A bed coverlet of two layers of cloth filled with wool, cotton or down and held in place by stitched designs.

Seed Bed – The row in which the cotton seed will be planted.

Quilting Bee – An Early American social gathering at which the hand quilting of a quilt top was accomplished.

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Seed Cotton – Cotton removed (harvested) from the plant with seeds intact. Shaker Room – The first step of processing cottonseed, removes twigs, leaves and other trash through many shaking screens and air equipment.

Glossary

Sizing Compound – A starch mixture used to strengthen yarn for weaving. Sliver – A web of fibers condensed into a continuous, untwisted, rope-like strand. Solvent Extraction – Type of cottonseed mill that uses live steam, high pressure and an organic solvent to remove the oil from the cottonseed. Spinning – The last process in yarn manufacturing, draws and twists the roving into yarn and places it on bobbins ready for the weaving process. Spiritual – An African-American song of a deeply emotional character. Sprinkler Irrigation – A method of irrigation where pressurized water is sprayed out over an area. Square – A small flower bud covered with fringed leaf-like parts. Staple Length – The length of the cotton fiber. Static electricity – Effects produced by atmospheric or various other electrical disturbances. Synthetic – Produced artificially; manmade. Textile Mill – A place that processes raw bales of cotton lint into yarn or cloth. Thrip – An insect that causes serious destruction to the cotton plant. Toxin – A poisonous substance that is a specific product of the metabolic activities of a living organism. Trace Elements – Micro-nutrients required in small quantities for optimum plant growth.

Trait – A distinguishing quality. Trash – Unwanted leaves, bolls, stems and branches picked up in the harvest process. True Leaves – Leaves produced subsequent to the cotyledons (first two leaves). Universal Density Bale – A standard bale of cotton, 55 inches tall, 28 inches wide, 21 inches thick and weighing approximately 500 pounds. Upland Cotton-A type of cotton grown commercially around the world. Virus – Any of a large group of submicroscopic infective agents containing nucleic acid that cause various important plant and animal diseases that are capable of growth and multiplication only in living cells. Warp – Refers to yarns that run lengthwise in woven goods. Warp Knit – Yarns that form loops in a lengthwise direction and are used for tricot fabrics and cotton lace. Weaving – The process using yarn to make cloth. Weft – Refers to yarns that run crosswise in woven goods. Weft Knit – Yarns that form loops the width of the fabric on a circular machine, producing jersey knit used in T-shirts and underwear. Wild Cotton – Cotton that grows uncultivated. Yarn – Fibers twisted into threads used in weaving or knitting.

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Notes

X

Notes

1.

2.

3.

Introducing the Concept of Life Sciences. [On-line]. (November 4, 2000). Available: www.monsanto.com/monsanto/teachscience background/ lesson1.html. Cotton. [On-line]. (July 3, 2000). Available: http://encarta.msn.com/find Concise.asp?z=1&pg.2&ti=761562256. All About Supima Cotton. [On-line]. (November 27, 2000). Available: www.supimacotton.org/supima/cotton.htm.

13. Eli Whitney’s Patent for the Cotton Gin, op. cit. Note 10. 14. Ibid. 15. Langley, op. cit. Note 9. 16. Eli Whitney’s Patent for the Cotton Gin, op. cit. Note 10. 17. National Cotton Council of America, op. cit. Note 5.

4.

Cotton, op. cit. Note 2.

18. National Cotton Council of America. (2000). From Field to Fabric. Memphis, TN: National Cotton Council of America.

5.

National Cotton Council of America. (2000). Cotton: The Perennial Patriot. Memphis, TN: National Cotton Council of America.

19. ECO-Cotton. ECOlogical and ECOnomical. [On-line]. (November 24, 2000). Available: www.foxfibre.com/ecocot.htm.

6.

All About Supima Cotton, op. cit. Note 3.

7.

Erickson, P. (1997). Daily Life on a Southern Plantation: 1853. New York: Puffin.

20. Fast Facts. [On-line]. (November 27, 2000). Available: www.calcot.com/students/htm.

8.

National Cotton Council of America, op. cit. Note 5.

9.

Langley, A. (1994). The Industrial Revolution. New York: Viking.

10. Eli Whitney’s Patent for the Cotton Gin. [On-line]. (November 8, 2000). Available: www.nara.gov education/cc/whitney.html. 11. Erickson, op. cit. Note 7. 12. National Cotton Council of America, op. cit. Note 5.

21. Morton, M. (2000). Cotton and the Water Connection. Sacramento: California Farm Water Coalition, www.cfwc.com. 22. National Cotton Council of America, op. cit. Note 18. 23. Ibid. 24. Cotton, Inc. (2000). The Natural Facts. Memphis, TN: Cotton, Inc. 25. Cotton Board. (1999). Speak Up for Cotton. Memphis, TN: Cotton Board.

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26. National Cottonseed Products Association, Inc. (1990). Cottonseed and Its Products. Memphis, TN: National Cottonseed Products Association, Inc. 27. National Cotton Council of America, op. cit. Note 5.

43. Biotech Basics, op. cit. Note 41. 44. Introducing the Concept of Life Sciences, op. cit. Note 1. 45. Vogt, J. and Yale, M., op. cit. Note 42. 46. Ibid.

28. National Cottonseed Products Association, Inc., op. cit. Note 34.

47. Cotton Genome Center. (2000). Cotton Genome Center. Davis, CA: University of California, Davis.

29. Klimas, F. (1990). The Geometry of the Quilt Block. Somerville, NJ: Branchburg Central School.

48. Evolution of Food Biotechnology, op. cit. Note 39.

30. Ibid. 31. Paul, A. (1991). Eight Hands Round: A Patchwork Alphabet. New York: HarperCollins Publishers. 32. Ibid. 33. Paul, A. (1996). The Seasons Sewn: A Year in Patchwork. New York: Voyager Books. 34. Paul, A., op. cit. Note 31. 35. Paul, A., op. cit. Note 33. 36. Ibid. 37. Eli Whitney’s Patent for the Cotton Gin, op. cit. Note 10. 38. Music - African-American Spiritual. [On-line]. (November 7, 2000). Available: www.comptons.com/encyclopedia/ARTICLES 0850/08568832. 39. Evolution of Food Biotechnology. [On-line]. (November 15, 2000). Available: www.whybiotech.com/en/whatis\evolution\ con58.asp?MID=36. 40. Introducing the Concept of Life Sciences, op. cit. Note 1. 41. Biotech Basics. [On-line]. (November 17, 2000). Available: www.biotechbasics.com/. 42. Vogt, J. and Yale, M. From Genes to Jeans - An Activity-Based Unit on Genetic Engineering and Agriculture. [On-line]. (November 6, 2000). Available: www.cfaitc.org.

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49. ECOcotton. ECOnomic and ECOlogical, op. cit. Note 19. 50. Vogt, J. and Yale, M., op. cit. Note 42. 51. Tompkins, G. (1997). Literacy for the 21st Century. Upper Saddle River, NJ: Prentice-Hall, Inc. 52 . Production. [On-line]. (December 14, 2000). Available: www.artsednet.getty.edu/ArtsEdNet Resources/Maps/navajo.html. 53. Brownson, Steven. (2000). Applied Methods in Teaching English Language Development. Los Angeles: Academic Publishing Service. 54. Brian, S. (1998). Probability: Great Skill Building Activities, Games and Reproducibles. New York: Scholastic. 55. Eli Whitney’s Patent for the Cotton Gin, op. cit. Note 10. 56. Early Industrialization. [On-line]. (December 13, 2000). Available: www.si.edu/lemelson/centerpieces/whole_cloth. 57. Eli Whitney’s Patent for the Cotton Gin, op. cit. Note 10. 58. Introducing the Concept of Life Sciences, op. cit. Note 1. 59. Brian, op. cit. Note 54. 60. McL. Green, Constance. Eli Whitney and the Birth of American Technology (Library of American Biography). Addison-Wesley, 1998. 61. Early Industrialization, op. cit. Note 56.

Notes

XI

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

A.

National Cottonseed Products Association, Inc. (1990). Cottonseed and Its Products. Memphis, TN: National Cottonseed Products Association, Inc.

N.

Ibid.

O.

Ibid.

P.

Van Tine, E. et al, op. cit. Note J.

B.

Ibid.

Q.

Morton, M., op. cit. Note E.

C.

AIMS Education Foundation, P. O. Box 8120, Fresno, CA.

R.

Ibid.

S.

National Cottonseed Products Association, op. cit. Note A.

T.

Morton, M., op. cit. Note E.

U.

Van Tine, E. et al, op. cit. Note J.

V.

Morton, M., op. cit. Note E.

D.

Ibid.

E.

Morton, M. (2000). Cotton and the Water Connection. Sacramento: California Farm Water Coalition, www.cfwc.com.

F.

Ibid.

G.

Beall, P. and Hagen, S. (1987). America: Songs of Patriots and Pioneers. New York: Price Stern Sloan.

H.

Morton, M., op. cit. Note E.

I.

Beall, P. and Hagen, S., op. cit. Note G.

J.

Van Tine, E., Lee, S., Cooper, C. and White, B. 1999). Super Social Studies: Quick & Easy Activities, Games, and Manipulatives. New York: Scholastic.

K.

Morton, M., op. cit. Note E.

L.

Beall, P. and Hagen, S., op. cit. Note G.

M. Morton, M., op. cit. Note E.

W. Ibid. X.

Ibid.

Y.

Van Tine, E. et al, op. cit. Note J.

Z.

Morton, M., op. cit. Note E.

AA. Ibid. BB. Ibid. CC. Brian, S. (1998). Probability: Great SkillBuilding Activities, Games and Reproducibles. New York: Scholastic. DD. Van Tine, E. et al, op. cit. Note J. EE. Morton, M., op. cit. Note E.

141

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142

Annotated Bibliography

XII

Annotated Bibliography

Cobb, Mary. The Quilt-Block History of Pioneer Days: With Projects Kids Can Make. The Millbrook Press, 1995. This brightly illustrated book shows how traditional American quilt-block designs tell the story of pioneer days, when designs were created to reflect daily life and special events.

Howard, Ellen. The Log Cabin Quilt. Holiday House, 1996. After a motherless family arrives in Michigan during the Westward Movement, bright calico scraps give their humble cabin the feeling of home.

L’Hommedieu, Arthur. From Plant to Blue Jeans. The Children’s Press, 1997. Ernst, Lisa Campbell. Sam Johnson and the Blue Ribbon Quilt. Mulberry, 1983. While mending the awning over the pig pen, Sam discovers that he enjoys sewing the various patches together but meets with scorn and ridicule when he asks his wife if he could join her quilting club.

Hopkinson, Deborah. Sweet Clara and the Freedom Quilt. Dragonfly Books, 1993. Clara, a slave and seamstress on a southern plantation, pieces together scraps of cloth to fashion a secret map to lead her and other slaves to freedom by the Underground Railroad.

Describes the process of making blue jeans from the harvesting of cotton through the weaving of cloth and sewing the finished product.

McGill, Alice. Molly Bannaky. Houghton Mifflin, 1999. Relates how Benjamin Banneker’s grandmother journeyed from England to Maryland in the late seventeenth century, worked as an indentured servant, began a farm of her own and married a freed slave.

143

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McL. Green, Constance. Eli Whitney and the Birth of American Technology (Library of American Biography). Addison-Wesley, 1998.

Ransom, Candice F. The Promise Quilt. Walker Publishing, 1999.

The life of the inventor of the cotton gin and how his invention influenced the development of the Industrial Revolution in the United States.

After her father leaves the family farm on Lost Mountain to be General Lee’s guide, Addie finds ways to remember him – even when he does not return at the end of the war.

Mills, Lauren. The Rag Coat. Little, Brown and Company, 1991.

Smucker, Barbara. Selina and the Bear Paw Quilt. Dragonfly Books.

Minna proudly wears her new coat made of clothing scraps to school, where the other children laugh at her until she tells them the stories behind the rags.

When the Civil War breaks out, Selina’s Mennonite family decides to flee its peaceful Pennsylvania farm for Canada and a new life. The grandmother, who remained behind, stays close through the gift of a special patchwork quilt.

Paul, Ann Whitford. Eight Hands Round: A Patchwork Alphabet. Harper Collins, 1991. Taylor, Belinda. Joseph and the Cottonseed. Sandlapper Publishing Company, 1994.

Introduces the letters of the alphabet with names of early American patchwork quilt patterns and explains the origins of the designs by describing the activity or occupation from which they derive.

An entertaining history lesson on how the cotton crop made its way to America.

Paul, Ann Whitford. The Seasons Sewn: A Year in Patchwork. Voyager Books, 1996.

Tenorio-Coscarelli, Jane. The Tortilla Quilt. 1/4 Inch Publishing, 1996.

Provides a glimpse of pioneer life through the celebration of an American art form.

On an early-California rancho, a young girl fashions a quilt out of pieces of fabric from special garments as a loving tribute to her grandmother.

Polacco, Patricia. The Keeping Quilt. Simon and Schuster, 1998. A homemade quilt ties together the lives of four generations of an immigrant Jewish family, remaining a symbol of their enduring love and faith.

144

Williams, Sherley. Working Cotton. Voyager Books, 1992. A young girl’s narrative of the daily events of her family’s migrant life in the cotton fields of Central California.

Annotated Bibliography

Related Books

Helpful Internet Sites

Avery, Kristin. The Crazy Quilt.

Calcot, Ltd. www.calcot.com

Flournoy, Valerie. Life on a Plantation. Flournoy, Valerie. The Patchwork Quilt. Hammond, Winifred. Cotton from Farm to Market. Kalman, Bobbie. Life on a Plantation.

California Farm Water Coalition www.cfwc.com California Cotton Ginners and Growers Associations www.ccgga.org

Keeler, Patricia and McCall, Francis. Unraveling Fibers. LaMarche, Jim. A Matter of Pride.

Cotton Genome Center www.cottongenomecenter.ucdavis.edu/

Langley, Arthur. The Industrial Revolution. Latham, Jean Lee. Eli Whitney (Discovery Biographies). Lenski, Lois. Cotton in My Sack. Le Tord, Bijou. Picking and Weaving. Macaulay, David. Mill. Murphree, Pennee. The Adventures of 100% Happy Shirt. Parton, Dolly. Coat of Many Colors. Patterson, Katherine. Lyddie. Riquier, Aline and Bogard, Vicki. The Cotton in Your T-Shirt. Out of Print

Cotton Incorporated www.cottoninc.com National Cotton Council www.cotton.org National Cottonseed Products Association www.cottonseed.com Natural Fiber Information Center www.utexas.edu/depts/bbr/natfiber/ Supima Association of America www.supimacotton.org

Rudolph, Marguerita. How a Shirt Grew in the Field.

Textiles Through Time www.interlog.com/~qwhite/ttt/tttintro.html

Simonds, Christopher. Samuel Slater’s Mill and the Industrial Revolution. Out of Print

The Cotton Pickin’ Web http://ipmwww.ncsuedu/CottonPickin/

Tenorio-Cascarelli, Jane. The Pinata Quilt: English-Spanish. Tenorio-Coscarelli, Jane. The Tamale Quilt Story. Willing, Karen and Dock, Julie. Quilting Now & Then. Willing, Karen and Dock, Julie. Cotton Now & Then

145

Cotton’s Journey

146

California Content Area Standards Correlations

XIII

California Content Area Standards Correlations

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

Social Studies 1st - 1.4.1-3; 1.6.1-2 2nd - 2.4.1-3 3rd - 3.3.2

Grades 1 – 3, Lesson 2 English/Language Arts 1st – Literary Response and Analysis 3.1-3; Writing Strategies1.1-3; Writing Applications 2.1-2; Written and Oral English Language Conventions 1.1-8; Listening and Speaking Strategies 1.1-3, 5; Speaking Applications 2.1-4 2nd – Literary Response and Analysis 3.4; Writing Strategies 1.1-2; Written and Oral English Language Conventions 1.1-8; Listening and Speaking Strategies 1.1-3, 1.7-8; Speaking Applications 2.1a-b 3rd – Literary Response and Analysis 3.1, 3-4, 6; Writing Strategies 1.1-2; Writing Applications 2.2; Written and Oral English Language Conventions 1.1-9; Listening and Speaking Strategies 1.1-9; Speaking Applications 2.2

147

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Social Studies

Math 1st – Measurement and Geometry 1.1; Statistics, Data Analysis and Probability 1.1-2 2nd – Statistics, Data Analysis and Probability 1.1, 3-4

1st – 1.4.1-3 2nd – 2.4.1-3; 2.5 3rd – 3.3.1-2

3rd – Measurement and Geometry 1.1-2 Grades 1 – 3, Lesson 4

Science 1st – Investigation and Experimentation 4a-b 2nd – Investigation and Experimentation 4c-d 3rd – Investigation and Experimentation 5a-e

Grades 1 – 3, Lesson 3 English/Language Arts 1st – Literary Response and Analysis 3.1, 3; Writing Strategies 1.1-3; Listening and Speaking Strategies 1.1; Speaking Applications 2.1 2nd – Writing Strategies 1.1-2; Speaking Applications 2.1a-b 3rd – Literary Response and Analysis 3.1, 3-4; Writing Strategies 1.1-2; Listening and Speaking Strategies 1.1 Math 1st – Measurement and Geometry 1.2, 2.1; Statistics, Data Analysis and Probability 1.1; Mathematical Reasoning 1.1 2nd – Number Sense 4.1-3; MeasureMathematical Reasoning 1.1

English/Language Arts 1st – Literary Response and Analysis 3.1; Writing Strategies 1.1-3; Writing Applications 2.2; Written and Oral English Language Conventions 1.1-8; Listening and Speaking Strategies 1.1 2nd – Literary Response and Analysis 3.1; Writing Strategies 1.1-2; Writing Applications 2.1; Written and Oral English Language Conventions 1.1-8; Speaking Applications 2.1 3rd – Literary Response and Analysis 3.1-4; Writing Strategies 1.1-2; Writing Applications 2.2; Written and Oral English Language Conventions 1.1-9; Listening and Speaking Strategies 1.1-2 Math 1st – Statistics, Data Analysis and Probability 1.1-2 2nd – Number Sense 4.1-3; Statistics, Data Analysis and Probability 1.1-4 3rd – Number Sense 3.4; Measurement and Geometry 1.1 Science 1st – Investigation and Experimentation 4a-b

rd

3 – Number Sense 3.4; Measurement and Geometry 1.4, 2.1-4; Mathematical Reasoning 1.1 Science

2nd – Investigation and Experimentation 4d 3rd – Investigation and Experimentation 5a-c, e Social Studies

1st – Investigation and Experimentation 4a-b

1st – 1.4.1-3

2nd – Investigation and Experimentation 4a-d

2nd – 2.4.1-3; 2.5

3rd – Investigation and Experimentation 5a-b

3rd – 3.3.1

148

California Content Area Standards Correlations

Grades 1 – 3, Lesson 5

Written and Oral English Language Conventions 1.1-5; Listening and Speaking Strategies 1.1-3, 5, 7; Speaking Applications 2.3a-b

English/Language Arts 1st – Writing Strategies 1.1-3; Written and Oral English Language Conventions 1.1-8; Listening and Speaking Strategies 1.1, 4-5; Speaking Applications 2.1-2 2nd – Writing Strategies 1.1-2; Writing Applications 2.1a-b; Written and Oral English Language Conventions 1.1-8; Listening and Speaking Strategies 1.3, 5-6, 9; Speaking Applications 2.2 3rd – Writing Strategies 1.1-2; Writing Applications 2.2;Written and Oral English Language Conventions 1.1-9; Listening and Speaking Strategies 1.1-3, 5-8; Speaking Applications 2.1 Science 1st – Investigation and Experimentation 4a-b 2nd – Investigation and Experimentation 4d

Math 4th – Statistics, Data Analysis and Probability 1.1, 1.3; Mathematical Reasoning 1.1, 2.3 5th – Statistics, Data Analysis and Probability 1.2; Mathematic Reasoning 1.1, 2.3 6th – Number Sense 1.4; Statistics, Data Analysis and Probability 2.3 Science 4th – Life Sciences 2a, 3b; Investigation and Experimentation 6c-f 5th – Life Sciences 2a, e-g; Investigation and Experimentation 6d-g 6th – Life Sciences 5e; Investigation and Experimentation 7a-e Social Studies

rd

3 – Investigation and Experimentation 5a-c, e

5th – 5.1.1; 5.2.1-4; 5.4.1, 6; 5.5.1

Grades 4 – 6, Lesson 1 English/Language Arts

Grades 4 – 6, Lesson 2 English/Language Arts

th

4 – Reading Comprehension 2.3, 5; Literary Response and Analysis 3.2-3; Writing Applications 2.1.c-d; 2.2a; Written and Oral English Language Conventions 1.1-7; Listening and Speaking Strategies 1.1; Speaking Applications 2.1a-c, 2.4 5th – Reading Comprehension 2.3-5; Literary Response and Analysis 3.2; Writing Strategies 1.3; Writing Applications 2.2-3; Written and Oral English Language Conventions 1.1-5; Listening and Speaking Strategies 1.1, 6; Speaking Applications 2.3a-c 6th – Reading Comprehension 2.4; Literary Response and Analysis 3.2, 4; Writing Strategies 1.4-5; Writing Applications 2.3-4;

4th – Literary Response and Analysis 3.2-3; Writing Strategies 1.1-3, 5-10; Writing Applications 2.1-4; Written and Oral English Language Conventions 1.1-7 5th – Literary Response and Analysis 3.2-3; Writing Strategies 1.1.2-6; Writing Applications 2.2-3; Written and Oral English Conventions 1.1-5 6th – Literary Response and Analysis 3.2, 4; Writing Strategies1.4-5; Writing Applications 2.3-4; Written and Oral English Language Conventions 1.1-5 Math 4th – Number Sense 3.1-4; Statistics, Data Analysis and Probability 1.1-3; Mathematical Reasoning 1-3 149

Cotton’s Journey

5th – Statistics, Data Analysis and Probability 1.1-2; Mathematical Reasoning 1-3

5th – Measurement and Geometry 2.1-2; Mathematical Reasoning 1.1-2M

6th – Number Sense 1.2, 4, 2.1; Statistics, Data Analysis and Probability 1.1-4, 2.1-3; Mathematical Reasoning 1-3

6th – Measurement and Geometry 2.1; Mathematical Reasoning 1.1-3

Science

Science 4th – Investigation and Experimentation 6c-f

th

4 – Investigation and Experimentation 6c-f 5th – Investigation and Experimentation 6d-g 6th – Investigation and Experimentation 7a-e Social Studies

5th – Investigation and Experimentation 6d-g 6th – Investigation and Experimenta tion 7a-e Social Studies 5th – 5.4.1, 5-6; 5.8.1-2, 4

th

4 – 4.2.1

6th – 6.1.3; 6.2.2

5th – 5.1.1 6th – 6.1.1; 6.2.2; 6.7.8

Grades 4 – 6, Lesson 4 English/Language Arts

Grades 4 – 6, Lesson 3 English/Language Arts 4th – Reading Comprehension 2.3, 5; Literary Response and Analysis 3.2-3; Writing Applications 2.1.c-d; 2.2a; Written and Oral English Language Conventions 1.1-7; Listening and Speaking Strategies 1.1; Speaking Applications 2.1a-c, 2.4 5th – Reading Comprehension 2.3-5; Literary Response and Analysis 3.2; Writing Strategies 1.3; Writing Applications 2.2-3; Written and Oral English Language Conventions 1.1-5; Listening and Speaking Strategies 1.1, 6; Speaking Applications 2.3a-c 6th – Reading Comprehension 2.4; Literary Response and Analysis 3.2, 4; Writing Strategies 1.4-5; Writing Applications 2.3-4; Written and Oral English Language Conventions 1.1-5; Listening and Speaking Strategies 1.1-3, 5, 7; Speaking Applications 2.3a-b Math 4th – Measurement and Geometry 3.3-8; Mathematical Reasoning 1.1-2 150

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

California Content Area Standards Correlations

5th – Statistics, Data Analysis and Probability 1.1-2; Mathematical Reasoning 1-3 6th – Number Sense 1.2, 4, 2.1; Statistics, Data Analysis and Probability 1.1-4, 2.1-3; MathematicalReasoning 1-3 Science 4th – Life Sciences 2a, 3b; Investiga tion and Experimentation 6c-f 5th – Life Sciences 2a, e-g; Investigation and Experimentation 6d-g 6th – Life Sciences 5e; Investigation and Experimentation 7a-e

Social Studies 4th – 4.5.1-2 5th – 5.3.4; 5.5.3; 5.7.4

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

6th – 6.2.9

6th – 6.1.3 Grades 4 – 6, Lesson 5 English/Language Arts 4th – Reading Comprehension 2.3, 5; Literary Response and Analysis 3.2-3; Writing Applications 2.1.c-d; 2.2a; Written and Oral English Language Conventions 1.1-7; Listening Speaking Applications 2.1a-c, 2.4 5th – Reading Comprehension 2.3-5; Literary Response and Analysis 3.2; Writing Strategies 1.3; Writing Applications 2.2-3; Written and Oral English Language Conventions 1.1-5; Listening and Speaking Strategies 1.1, 6; Speaking Applications 2.3a-c 6th – Reading Comprehension 2.4; Literary Response and Analysis 3.2, 4; Writing Strategies 1.4-5; Writing Applications 2.3-4; Written and Oral English Language Conventions 1.1-5; Listening and Speaking Strategies 1.1-3, 5, 7; Speaking Applications 2.3a-b

Grades 7 – 8, Lesson 1 English/Language Arts 7th – Listening and Speaking Applications 2.3a-d 8th – Written and Oral English Language Conventions 1.1-6 Science 7th – 1a-f; 6d; 7a-e Social Studies 7th - 7.11.1-3 8th – 8.4.1; 8.6.1; 8.7.1; 8.12.1, 5-6, 8 Grades 7 – 8, Lesson 2 English/Language Arts 7th – Writing Strategies 1.1-7; Writing Applications 2.3; Written and Oral English Language Structures 1.1-7; Listening and Speaking Applications 2.3a-d 151

Cotton’s Journey

8th – Writing Strategies 1.1.6; Writing Applications 2.3a-d; Written and Oral English Language Convention 1.1-6 Math 7th – Number Sense 1.6 Science: 7th – 1a-f; 3a, d-e; 5a-b, f; 6d; 7a-e

Grades 7 – 8, Lesson 3 English/Language Arts 7th – Writing Strategies1.1-7; Writing Applications 2.3a-d; Written and Oral English Language Conventions 1.1-7 8th – Writing Strategies 1.1-6; Writing Applications 2.3a-d; Written and Oral English Language Conventions 1.1-6 Social Studies 7th – 7.6.6; 7.7.1, 3; 7.10; 7.11.1-3 8th – 8.4.1, 4; 8.5.2; 8.6.1; 8.7.1-3; 8.10.7; 8.12.1, 5-6, 9

152

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