View/Download PDF


George Washington Carver, a Man of Vision during the Depression Era


Randi Dorman


None


     Even though George Washington Carver was born a slave, grew-up during the post-Civil War Era, overcame racial prejudices throughout his pursuits in education, lost his savings during the Great Depression, and witnessed the depleted Southern cotton fields, he always believed there was a purpose for everything and everyone.  His greatest successes happened when he patiently researched a problem, gave ample amount of time to review the data, and respected all living organisms before developing a conclusion.  In 1921, Carver was called to the House Ways and Means Committee in Washington, D.C., to speak about the peanut plant.  With a ten minute time limit, he calmly addressed the powerful group of representatives concerning the possibilities of Southern crops like the peanut plant.  As he reviewed hundreds of products from just one type of Southern crop, he was granted unlimited time by the Chairman.  Carver was a man of vision...a problem-solver and a positive thinker.  Throughout his life, he offered vision, research, and time to anyone who wanted to find solutions.

     Within this lesson, students will learn about the life of George Washington Carver and the amazing vision he maintained in order to help the small, poor Southern farmers.  While secondary sources such as biographies may be selected, primary documents from local newspapers especially in Troup County, Georgia, will be emphasized for students to collect data.


PowerPoint George Washington Carver Museum (teacher generated)

cubes http://www.woodnshop.com/ or purchased from a local craft store

Handout Questions for Cubes

Handout Answers for Who Cube

Handout Answers for What Cube

Handout Answers for Where and When Cube

Handout Answers for How and Why Cube

Handout West Point News, March 10, 1938. Cobb Memorial Archives, Valley, Alabama 36854.

     (Used with permission of The Valley Times-News Valley Newspapers, Inc.)

Handout Precious is the Peanut West Point News, March 1938. Cobb Memorial Archives. Valley, AL 36854.

     (Used with permission of The Valley Times-News Valley Newspapers, Inc.)

Handout LaGrange Daily News 1933.  Troup County Archives http://www.trouparchives.org/ LaGrange, Georgia 30241.

     (Used with permission of the LaGrange Daily News)

Handout LaGrange Daily News, April 27, 1933.  LaGrange, Georgia 30241.

     (Used by permission of the LaGrange Daily News)

Handout West Point News, March 17, 1938. Cobb Memorial Archives, Valley, Alabama 36854.

     (Used with permission of The Valley Times-News Valley Newspapers, Inc.)

Handout Local Lions Club Holds Luncheon West Point News 1938. Cobb Memorial Archives, Valley, AL 36854.

     (Used with permission of The Valley Times-News Valley Newspapers, Inc.)

http://www.nal.usda.gov/outreach/carverw.pdf

http://inventors.about.com/od/stepbystep/ss/Hard_Times.htm

http://inventors.about.com/od/cstartinventors/ss/Carver_pictures.htm

poster boards (4)

Various biographies are available.  The following two biographies are written for children. 

     George Washington Carver by Gene Adair, Chelsea House Publishers, 1989.

     George Washington Carver by Suzanne Coil, Franklin Watts, 1990.


one class period


1S2


During the Depression Era, how did people with vision find solutions?


The class will view the PowerPoint about the George Washington Carver Museum in Tuskegee, Alabama.

Download the PowerPoint George Washington Carver Museum from the Link Files section.


     Research about the life of George Washington Carver will be achieved by using the cubing strategy.  This strategy is similar to a contract that allows the teacher to plan different activities for different students or groups of students.  Before class, cubes are prepared for the groups of students.  Cubes are sold at educational supply stores, craft stores, or order on-line http://www.woodnshop.com .  Cubes are sold in various sizes.  If the actual questions are going to be written on the cubes, the larger sizes are more practical (2").  From experience, smaller cubes (1") roll better and can be reused for various activities.  The one-inch cube is labeled with the numerals 1-6.  An index card is provided with the corresponding questions (1-6) on it.  An answer card is optional.

     In order to analyze George Washington Carver's life, four cubes have been established for the following:    

     Handout Questions for Cubes has selected questions for students to research.  There are four groups of students (four cubes) with two to six students in each group.  Using colored cubes, for example blue for the Who? Cube, red for the What? Cube, green for the Where/When? Cube, and yellow for the How/Why? Cube, would help to organize the groups as well as the use of matching colored index cards with the questions and answers.  Students are assigned to a particular color rather than the level of questioning.  Since How/Why? questions do involve in-depth research, the more able researcher is challenged.

     Another format for using the questions is to have a mixture of the questions on the cubes for each of the ability-mixed groups.  Each cube would have at least one question of who, what, when, where, how, and why.

     As the activating hook, each student rolls the cube to discover his/her task for collecting data.  Once the question has been assigned to the student, the question is not available for another student unless a partnership is decided.

 

 


     After viewing the Power Point about the George Washington Museum, explain to the students that Carver visited Georgia several times to demonstrate his experiments with Southern crops like the peanut, sweet potato, and soybean.  While he lectured often, he consulted with people in Moultrie, Georgia, about livestock feed, and in Columbus, Georgia, about peanuts.  In fact, the first African American state park, George Washington Carver, was located in Bartow County, Georgia.  He was known throughout the state by many Georgians. 

     The LaGrange Daily News (Handout LaGrange Daily News 1933)recorded a visit by Carver in LaGrange, Georgia, in 1933.  Demonstrate who, what, when, where, and how or why by using this primary document with the students as follows:

     Explain how the groups are going to use the cubes in order to obtain each one's assignment to research about the life of Carver.

     Four large poster boards are displayed on the wall with the questions from the cubes.  As the information is located, the student will record the data on the poster boards.

     Primary documents from other local newspapers should be reviewed for research.  For clarity, the articles have been retyped, but copies of the original news articles are provided in the Link Files area. The handouts are as follows:

     For in-depth research, secondary sources are cited as follows:

 

 

 


     Using the poster boards with the questions and answers completed, the class reviews the life of George Washington Carver.  Class discussions involves comments from the students concerning Carver's vision and his solutions during the Depression Era. 


Ms. Dorman, please consider this letter your authorization to reproduce any literary or graphics work belonging to The Valley Times- News, Valley Newspapers Inc. or its antecedents for any non-profit, educational purposes. We are happy to share our product for worthwhile endeavors.

Sincerely,Cy Wood

Editor-Publisher

The Valley Times-News

Lanett, Ala. 36863

334-644-8123


None


Carver Speaks to Elks Club Here_LDN Dorman LP252
West Point News March 16 News Paper Article_SI2 Do
Welcome to the George Washington Carver Museum_SI2
Handout West Point News March 17 1938_SI2 Dorman
Handout West Point News March 10 1938_SI2 Dorman
Handout LaGrange Daily News 1933_SI2 Dorman
Handout Answers for Who Cube_SI2 Dorman
Handout Answers for Where and When Cube_SI2 Dorman
Handout Answers for What Cube_SI2 Dorman
Handout Answers for How and Why Cube_SI2 Dorman
Handout Questions for Cubes_SI2 Dorman

Site by Kelsey.