Posts Tagged environmentalism
Sustainability Through Invention at Invention Convention U.S. Nationals
Through an initiative funded by The Kroger Co. Zero Hunger | Zero Waste Foundation and The Avangrid Foundation, the Invention Convention Worldwide team at The Henry Ford created a pathway to connect sustainability to invention for our students in the classroom. At the 2021 Raytheon Technologies Invention Convention U.S. Nationals, students submitted many inventions related to sustainability.
One of those students was Emma Kaipainen, an 11th grader from Michigan. Emma created the Walking Shipping Container Home and won the Zero Hunger | Zero Waste Award presented by the Kroger Co. Zero Hunger | Zero Waste Foundation. Emma wanted to solve the problem of homes being destroyed by receding shorelines. Her invention is a house comprised of shipping containers, which uses electric rod actuators to power “legs” which allow the house to “walk” away from the shoreline.
The team of Nicolette Buonora and Lauren Strechay, two 9th graders from Massachusetts, were also focused on sustainability. Nicolette and Lauren created the Battery Swap and won the Most Energy Sustainable Award presented by the Avangrid Foundation. Battery Swap is a flashlight with a unique design—it has an extra switch that can divert power between two battery packs. This invention, designed with police officers in mind, solves the problem of a flashlight unexpectedly running out of power. With the Battery Swap, when the flashlight turns off, the user is able to switch to the back-up battery.
Thanks to The Kroger Co. Zero Hunger | Zero Waste Foundation and the Avangrid Foundation for funding these awards and the curriculum enhancements which helped students unlock their full invention potential!
To learn more about these inventions and our other award winners, check out the full awards ceremony below.
women's history, power, environmentalism, by Mitch Hufnagel, education, innovation learning, Invention Convention Worldwide, inventors, philanthropy, childhood
Civilian Conservation Corps
Civilian Conservation Corps Company No. 1614, 1934. / THF293207
The Civilian Conservation Corps (CCC) began during an economic crisis unmatched in U.S. history. One out of four Americans was out of work in March 1933 as consumer demand reached an all-time low. Congress authorized the CCC to put some of these unemployed men to work. The U.S. War Department oversaw the program, building camps and undertaking projects in all 48 United States, plus Alaska, Hawaii, Puerto Rico, and the Virgin Islands. Enlistment peaked during September 1935 when 505,782 enrollees worked in 2,652 camps. Overall, between 1933 and 1942, approximately 5% of the U.S. male population, around 3 million men, participated in the CCC.
Stanley J. Zaleski at 1614th Co., Civilian Conservation Corps, Camp McComb, Munising, Michigan, April–September 1934. / THF274652
Franklin D. Roosevelt emphasized the quantity and quality of CCC work in his re-election campaign booklet, “This Generation Has a Rendezvous with Destiny” (1936). Between its launch in March 1933 and 1936, the CCC had erected 4,200 miles of new telephone lines, cut nearly 47,000 miles of new fire breaks, and cleared 64,000 miles of new truck trails. In cooperation with the Tennessee Valley Authority, its members had constructed over 200,000 stone and stone-and-log dams in that area. Members also engaged in extensive educational activity with 71% of enlistees taking part, including 90,000 attending elementary classes and 212,000 enrolling in special courses (pg. 12).
This detail from Franklin D. Roosevelt’s campaign booklet, “This Generation Has a Rendezvous with Destiny,” 1936, featured Black and white enlistees at work. / THF132716
The legislation that created the Civilian Conservation Corps prohibited discrimination based on “race, color, or creed.” Promotional material such as the photograph (shown above) of CCC work in Roosevelt’s 1936 campaign booklet illustrated integration. Yet, implementation often appeased anti-integrationists and perpetuated the separate-but-unequal doctrine of the U.S. Supreme Court decision Plessy v Ferguson (1896).
We must also acknowledge that CCC work occurred on lands formerly occupied by indigenous people. Each CCC camp site and CCC project represents an opportunity to remember those who previously occupied the place.
A separate Indian Emergency Conservation Work program began in 1933 in response to requests from Bureau of Indian Affairs administrators and sovereign Indian nations. It was renamed the Civilian Conservation Corps—Indian Division (CCC-ID) in 1937. It undertook work on federally recognized reservations and emphasized land preservation, soil conservation, forest restoration, and sustainable ranching practices, among other projects. Within six months, the CCC-ID had camps on 33 reservations in 28 states. As many as 85,000 men worked on CCC-ID projects. Its success laid the groundwork for a larger “Indian New Deal,” authorized in 1934 with the Indian Reorganization Act.
Indian Relief Project, McCurtain, Oklahoma, June 18, 1934. / THF290170
The CCC-ID’s worker policies differed in significant ways from the CCC’s policies toward Black and white men. This reflected its autonomy as a division of the Bureau of Land Management and not of the U.S. War Department, and the independence of separate indigenous nations negotiating their own CCC structures that supported families in different ways. For example, married men could enlist in the CCC-ID and live at home, receiving as much as $42 per month for work (including a stipend otherwise spent by camps on housing and feeding enlistees). In contrast, Black and white CCC enlistees, all single, earned $30 per month. They retained only $5 while the remaining $25 went home to their parents or extended families.
All CCC enlistees, regardless of race, color, or creed, worked hard and in all kinds of weather.
Man standing outside a Civilian Conservation Corps barracks in winter, circa 1935. / THF620731
Their rest came on cots in barracks with tar-paper walls.
Interior of Civilian Conservation Corps barracks, 1934. / THF620729
Work schedules allowed some time for recreation, but even then, the company dog warranted attention.
Stanley Zaleski and a dog outside Civilian Conservation Corps Barracks, 1934. / THF620737
The CCC followed strict protocols, including formal enlistment and discharge procedures and paperwork.
Civilian Conservation Corps Company 1614 completion certificate, September 30, 1934. Stanley “Toots” Zaleski’s Discharge Certificate confirmed the reason for his discharge as “expiration of term of enrollment for convenience of the U.S.” / THF293211
Communication took the form of monthly newsletters produced by enlistees in camps and in CCC regions. CCC camps held as many as 200 Black or white enlistees while CCC-ID projects incorporated 30–40 enlistees at a time. The newsletters represented a proactive effort to create a community identity. Sporting events and other organized leisure activities also helped generate collegiality.
The Northlander: A Mimeographed Publication of the Fort Brady CCC District, March 1939. / THF624987
Pennants helped convey the identity and camp purpose, much as pennants symbolized allegiance to schools. Some pennants conveyed standard CCC imagery. The lone pine tree symbol appeared on pennants of companies doing work in national forests and others working in state parks. Colors varied as well, even as the logo remained the same. Other pennants emphasized camp features, including barracks. Some carried additional artistic expressions.
Civilian Conservation Corps “1614th Co.” pennant, 1934. This company started in June 1933 near McComb and Munising, Michigan, and worked in the national forest. / THF293213
Pennant, Civilian Conservation Corps Company 1712. This company started in October 1934 and worked near Kaiser and Bagnall, Missouri, likely on Lake of the Ozarks State Park projects. / THF238732
Pennant, Civilian Conservation Corps Company 3745. This company worked near Columbia, Missouri, starting in September 1940, on Soil Conservation Service projects. / THF238734
Pennant, Civilian Conservation Corps, with no company number designated, but featuring illustrations of a typical CCC camp, 1933–1942. / THF238736
Civilian Conservation Corps "Co. 713, Camp Jeanette" pennant, 1936–1941. Camp 713 undertook Soil Conservation Service work near Lake Jeanette in Superior National Forest, near Lake City, Minnesota, starting January 16, 1936. / THF188542
Other souvenirs included sweetheart pillows, designed to remind loved ones back home of their son, brother, betrothed, or friend at work in a CCC camp.
Civilian Conservation Corps sweetheart pillow cover, 1938–1940. Camp 4603 worked on revitalizing grazing land near Harper, Oregon, starting in July 1938. / THF188543
The Civilian Conservation Corps never officially ceased to exist. Bipartisan support sustained the work through 1940 and 1941, even as potential enlistees pursued different opportunities and obligations. The U.S. Congress authorized the Selective Training and Service Act in September 1940, the first peacetime draft in U.S. history. Veterans of the CCC often chose enlistment in their preferred branch of the military over conscription into military service. After the United States entered World War II, Congress closed remaining CCC camps, discharged personnel, and disposed of camp assets (including non-issued clothing) to the U.S. Army.
Today, private-public partnerships sustain CCC work in various ways. Organizations such as Conservation Legacy provide service opportunities to youth, young adults, and veterans, in partnership with the U.S. Bureau of Land Management, the U.S. Forestry Service, and AmeriCorps. The Veterans Fire Corps helps veterans transition to civilian life while earning Firefighter Type 2 training. Ancestral Lands Conservation Corps engages Indigenous youth and young adults in conservation work that links ecological work with cultural heritage.
The legacy of the CCC remains all around us, but is not always obvious. We travel on roadways that CCC workers helped survey and build. We stop at roadside overlooks and stay in guest lodges that CCC workers built in state and national parks across the country. They also built dams and fire look-out towers, planted trees, improved grazing lands, and restocked lakes—among many other projects. Their signatures remain on the landscape in all these ways, preserving their history while inspiring current conservation work.
Civilian Conservation Corps Legacy. This website includes a state-by-state listing of camps and projects. http://www.ccclegacy.org/home.php.
Lacy, Leslie Alexander. The Soil Soldiers: The Civilian Conservation Corps in the Great Depression. Radnor, PA: Chilton Book Company, 1976.
Maher, Neil M. Nature’s New Deal: The Civilian Conservation Corps and the Roots of the American Environmental Movement. New York: Oxford University Press, 2008.
Roosevelt’s Tree Army: The Civilian Conservation Corps, virtual exhibit available through the Digital Public Library of America at https://dp.la/exhibitions/civilian-conservation-corps/history-ccc (accessed September 14, 2021).
Debra A. Reid is Curator of Agriculture & the Environment at The Henry Ford.
20th century, 1940s, 1930s, nature, making, environmentalism, by Debra A. Reid, #THFCuratorChat
World Oceans Day
“Midway Point near Monterey, California,” 1902, Detroit Publishing Company Collection. / THF118817
The United Nations (UN) first discussed a “world oceans day” during the June 1992 Conference on Environment and Development in Rio de Janeiro. The UN General Assembly designated June 8 as the day to recognize the role of oceans in a global perspective, as well as the influence of law and society on those oceans, starting in 2009. The theme “The Oceans: Life and Livelihoods” provides a focus for World Oceans Day 2021.
The Henry Ford’s collections support reflection on ocean life, livelihoods, and health in several ways. Visual depictions range from a 16th-century map to 20th-century photographs featuring ocean liners and oceanside retreats.
Map, “Die Neuwen Inseln / So hinder Hispanien gegen Orient ven dem land indie ligen,” drawn by German cartographer Sebastian Münster (1488–1552) in 1550 to illustrate the “new island” lying between Spain, the Orient, and the country of India. / THF284540
“Docking a Big Liner,” RMS Oceanic, 1903. Briefly, between 1899 and 1901, the Oceanic was the largest ship in the world. / THF204952
Cliff House, San Francisco, California, circa 1905. / THF200584
Physically crossing the ocean required a voyage by sea, and later by air, but transatlantic communication took the underwater route. You can learn more about the laying of the transatlantic cable in 1858 in the segment “History of Communication Cables” from The Henry Ford’s Innovation Nation with Mo Rocca. You can read even more about the process and learn more about the technology through artifacts from our collections in “Starts and Stalls: Creating a Successful Transatlantic Cable” and at “Signals Under the Ocean.”
Ocean health anchors World Oceans Day. Marine biologist Rachel Carson featured ocean health in her earliest mass-media publications. Three publications drew the public’s attention to these issues. They included Under the Sea Wind (1941), The Sea Around Us (1951), and The Edge of the Sea (1955).
Rachel Carson using a microscope, April 1963. You can see a drawing of an octopus on the wall above her head, and a pencil holder with a map of the world’s oceans. / THF147922
The urgency to clean up our oceans has increased in the decades since Carson issued her clarion calls. An Innovation Nation segment, “Seabin Ocean Cleanup,” shared the story of the “sea bin”—think of it as a “trash bin” designed to collect plastics floating in the ocean. Another segment looked at a larger clean-up project focused on the Great Pacific Garbage Patch, where the innovator planned to use ocean currents to help consolidate the refuse. A later segment updated viewers on that project as Boyan Slat and his Garbage Patch clean-up team set sail. Other Innovation Nation segments have featured plastic-eating bateria (PETase enzyme), a robotic snake that detects water pollution (Envirobot), and an oil-spill sponge.
What might we do to be more engaged with World Oceans Day?
The raindrop in our personal space starts a journey we can all follow. The droplets accumulate and flow into freshwater creeks, streams, rivers, the Great Lakes, and ultimately into the world’s oceans. Maintaining water quality starts with the runoff, redirecting it to retention ponds where sediment can settle out before it enters rivers, lakes, and oceans. The Ford Rouge Factory Tour offers guests the opportunity to learn more about this process, and so can walks through Greenfield Village, paying particular attention to the ponds and their connections to the Rouge.
Greenfield Village in the evening, 2004, featuring the retention pond in the Liberty Craftworks district. / THF133611
Young innovators play a major role in this work. Students participating in Invention Convention Worldwide often focus on water quality. Alie Ward spoke with a student about their project to rid oceans of microplastics on the TV show Did I Mention Invention?
The Henry Ford supports ocean-focused education in additional ways. The Giant Screen Experience features films on the subject, including Secret Ocean 3D as a “Teacher’s Choice” option for school and youth groups. Currently playing, Hidden Pacific is a film featuring areas of natural significance protected as national marine monuments.
Exhausted from your world-wind tour of THF ocean-related resources? There is still more to see, and much more to do, on our collective journey to ocean health. Contemplate your next steps as you explore art inspired by oceans, on view in the Davidson-Gerson Modern Glass Gallery in Henry Ford Museum of American Innovation.
“Ocean Floor” Ladder by Therman Statom, 2007 (Gift of Bruce and Ann Bachmann). / THF164729
Compiled by Debra A. Reid, Curator of Agriculture and the Environment at The Henry Ford, following the lead of Zachary Ciborowski, Administrative Assistant and Project Coordinator; with inspiration from The Henry Ford’s Green Team members, including Cynthia Jones, General Manager, Innovation Experience; and with the assistance of Saige Jedele, Associate Curator, Digital Content.
Rachel Carson: Environmental Advocate
Rachel Carson devoted her early career to studying and writing about the ocean. During the 1950s, her poetic books about the sea brought her recognition and fame as an author.
Carson’s books helped build a new awareness about the environment. Her most important book, Silent Spring, released in 1962, asked Americans to examine the negative effects of widespread chemical pesticide use.
Rachel Carson’s 1962 book, Silent Spring, linked human action to environmental destruction and ignited a national conversation. THF110029
During World War II, a chemical called DDT protected troops by killing disease-spreading insects. After the war, numerous products containing DDT became commercially available to American consumers for pest control.
In Silent Spring, Carson urged the public to live in harmony with nature and cautioned against the overuse of DDT, which destroyed insect populations and threatened other wildlife species. America reacted. The government banned DDT in 1972. The environmental movement—sparked in part by Carson’s book—continues today.
An interactive digital experience in Henry Ford Museum features the stories of Rachel Carson, Luther Burbank, and George Washington Carver.
Learn more about Carson’s life and work in Henry Ford Museum of American Innovation, where a new digital experience in the Agriculture & the Environment exhibit explores
- The post-WWII “chemical craze” that prompted Carson to act
- The long-term environmental effects of pesticide misuse
- Books and magazines from the beginning of the environmental movement
- Carson’s influence on the evolution of environmental activism
- Pesticide use today
20th century, 1970s, 1960s, 1950s, women's history, technology, Rachel Carson, nature, Henry Ford Museum, environmentalism, books
Celebrating Earth Day
As we celebrate Earth Day, do you know which iconic symbol for the environmentalism movement came first? The bird wing design on an Earth Day poster or the “Give Earth a Chance” button? If you thought it was the button, you’re correct.
Give Earth a Chance Button, 1970. THF284833
Students at the University of Michigan formed ENACT (Environmental Action for Survival Committee, Inc.) in 1969. They prototyped the button and started selling it in late 1969, months before the official Earth Day on April 22, 1970. This button was reputedly worn during Earth Day 1970.
Advertising Poster, "Earth Day April 22, 1970.” THF81862
If you picked the wing, the artist that created the poster, Jacob Landau, used a stylized wing in earlier artwork. Landau, an award-winning illustrator and artist, taught at the Pratt Institute in Brooklyn. He created this poster for the Environmental Action Coalition which coordinated New York Earth Day activities in 1970.
Did Earth Day launch the Age of Conservation?
“Newsweek” Magazine. THF139548_redacted
Newsweek itemized threats that ravaged the environment in its January 26, 1970 issue. All resulted from human actions. Emissions and sewage polluted the air and water. Garbage clogged landfills. Population growth threatened to overtake available food supplies. Solving these challenges required cooperation and unity on the part of individuals as well as local, state, and national governments. Editors believed that replenishing the environment to sustain future generations could be “the greatest test” humans faced. They featured the “Give Earth a Chance” button with the caption: "Symbol of The Age of Conservation?"
What to do to save the Earth?
The overall goal of replenishing the environment to sustain future generations required action on many fronts. More than 20 million people across the United States participated in the first Earth Day. The teach-ins informed, marches conveyed the intensity of public interest, and graphic arts spoke volumes about what needed to be done.
“March 1975, Bazaar, Fight Air Pollution, What You Should Be Wearing,” Poster, 1970. THF288328
This 1970 poster envisioned high fashion of the future, complete with a gas mask accessory. The moral of the story? Self-protection would not solve the problem of environmental pollution.
The Clean Air Act of 1970 empowered states and the national government to reduce emissions through regulation. This applied to industrial emissions as well as mobile sources (trains, planes, and automobiles, among others).
Interest in Recycling Grows
Poster by Eli Leon for Ecology Action, “Recycle” 1971. THF284835
Recycling emerged as a natural outgrowth of Earth Day, but local efforts could not succeed without explanation. First, consumers had to be convinced to save their newspapers, bottles, and cans, and then to make the extra effort to drop them off at centralized locations. This flyer showed how every-day consumer activity (grocery shopping) contributed to deforestation, littering, and garbage pile-up. Everybody could participate in the solution – recycling.
Recycling cost money, and this caused communities to balance what was good for the Earth, acceptable to residents, and possible within available operating funds. Even if customers voluntarily recycled, it still cost money to store recyclables and to sell the post-consumer materials to buyers.
Recycling Bin, Designed for Use in University City, Missouri, 1973. THF181540
City officials and residents in University City, Missouri, started curbside newspaper recycling in 1973, one of the first in the country to do so. Some argued that the city lost money because the investment in staff and trucks to haul materials cost more than the city earned from the sale, but saving the planet, not profit, motivated the effort. Eight years into the program, in 1981, city officials estimated that newspaper recycling kept 85,000 trees from the paper mill.
Easter Greeting Card, "Happy Easter," 1989-1990. THF114178
Today, more than 1/3 of post-consumer waste, by weight, is paper. Processing requires energy & chemicals, but recycled paper uses less water and produces less air pollution than making new paper from wood pulp. Maybe you buy greeting cards of 100% recycled paper, like this late 1980s example from our digital collections.
Environmentalism and Vegetable Gardening
Awareness of environmental issues affected the habits and actions of gardeners. Home gardening became an act of self-preservation in the context of Earth Day and environmentalism.
Lyman P. Wood founded Gardens for All in 1971, and the association conducted its first Gallup poll of a representative sample of American gardeners in 1973. It helped document the actions of gardeners, those proactive subscribers to new serials such as Mother Earth News. It confirmed their demographics and their economic investment.
Mother Earth News, 1970. THF290238
Raising vegetables using organic or natural fertilizers and traditional pest control methods became an act of resistance to increased use of synthetic chemical applications as concern about residual effects on human health increased.
How to Grow Vegetables and Fruits by the Organic Method, 1971. THF145272
Interest in organic methods remains high as concern about genetic-engineered foods polarizes consumers. The U.S. Department of Agriculture defines biotechnology broadly. The definition includes plants that result from selective breeding and hybridization, as practiced by Luther Burbank, among others, as well as genetic modification accomplished by inserting foreign DNA/RNA into plant cells. This last became commercially viable only after 1987. These definitions affect seed marketing, as this “organic” Burbank Tomato (not genetically engineered) indicates.
Charles C. Hart Seed Company “Burbank Slicing Tomato” Seed Packet, circa 2018. THF276144
What Gardening Means Today
Gardening as an act of personal autonomy
"Assuming Financial Risk," Clip from Interview with Melvin Parson, April 5, 2019. THF295329
Social justice entrepreneurs believe gardens and gardening can change lives. Learn about the work of Melvin Parson, the Spring 2019 William Davidson Foundation Entrepreneur in Residence at The Henry Ford, in this expert set. You can also learn more from Will Allen in an interview in our Visionaries on Innovation series.
The 1970 “The Age of Conservation” has changed with the times, but individual acts and world-wide efforts still sustain efforts to “Give the Earth a Chance.” You can learn more about environmentalism over the decades by viewing artifacts here.
To read more about Adam Rome and The Genius of Earth Day: How a 1970 Teach-In Unexpectedly Made the First Green Generation (2013), take a look at this site.
Debra A. Reid is Curator of Agriculture and the Environment at The Henry Ford. This post came from a Twitter chat hosted in celebration of Earth Day 2020.
20th century, 1970s, nature, gardening, environmentalism, by Debra A. Reid, #THFCuratorChat
Innovation Virtual Learning Series: Week 4
We hope you enjoyed this week’s experiences focused on agriculture and the environment. Were you inspired to create or invent something? Please share your photos with us on social media using #WeAreInnovationNation!
If you missed anything from our series this past week, check out the recordings and resources below. We hope that you will join us this upcoming week to explore Information and Communications Technology.
What We Covered This Week
Agriculture: How can we optimize planting and gardening to make the world a better place for everyone?
We read Growing Vegetable Soup by Lois Ehlert and then learned about seeds, leaves and flowers using a lesson from our early childhood curriculum, Innovate for Tots. Watch the video here.
See our agriculture segments here.
Innovation Journeys Live!
This week we welcomed guest innovator Farmer Melvin Parson! He shared the story of his “We the People Opportunity Farm and Center” and how he continues to optimize for the changing times. Watch the video here.
Kid Inventor Profile
Quill, a fifth grader from Iowa, invented the Hot Spot Chicken Insulating Cream to protect chickens from winter frostbite. Explore these Invention Convention Curriculum activities to keep your child innovating. Watch the video Quill’s video here.
Resource Highlight: Innovate Curriculum
In our continued efforts to help parents, students and educators during these times of uncertainty, The Henry Ford is providing helpful tips that assist parents in adapting its educational tools for implementation at home.
This week we are highlighting another lesson from the Innovate Curriculum. Designed to accelerate core discipline performance, Innovate helps middle and high school students connect their subject matter to real-world applications through innovation understanding and skills development, unleashing every student’s potential to develop groundbreaking ideas. Students journey from learning the habits and actions of innovators to unleashing the innovator within.
Create your free account today to access four interactive courses featuring:
- Primary source digital artifacts from The Henry Ford’s Archive of American Innovation - Dynamic lessons with real-life stories
- Learn-by-doing activities and interactive content that helps prepare students and their prototypes to participate in competitions
- Exclusive interviews with past and present visionaries
- Celebrity-led tours of today’s most exciting start-ups
- Facilitator guides that help educators and parents guide their students through the courses.
Keep in mind that these courses were designed to be completed in a classroom setting, so feel free to adapt the courses for home use. These courses can be done on their own or in any order, but the recommended sequence is as follows:
INNOVATE 101: Inspire Our Future as an Innovative Thinker
Students learn about the unique qualities that make an innovator, and how innovative thinking can not only solve problems but create world-changing social transformation.
INNOVATE 102: Solve Our Problems
Students learn how innovators uncover insights, define problems, design prototypes and optimize solutions.
INNOVATE 103: Unleash Your Ideas as You Learn to Think Like an Entrepreneur
Students discover how to move ideas forward by identifying customers, what to do to protect their ideas, how to communicate with an audience and how to pitch to investors.
INNOVATE 104: Activate Your Potential
Students get to apply what they’ve learned and turn an idea into action. They’ll uncover an issue, come up with a solution, identify the users and create a unique prototype that they develop, showcase and pitch to others.
If your child is inspired to create an innovation of their own, check out Innovate 102, Lesson 2: Learning What People Need. Use the Innovate 102 facilitator’s guide and the tips below to guide your experience.
- To prep for Lesson 2, you may want to first look at Innovate 102, Lesson 1: Uncovering a Need.
- Begin by discussing what “innovation” means. You can use Innovate 101, Lesson 1 to help frame the conversation.
- Spend some time talking about the Actions of Innovation and the Habits of an Innovator – which ones have you used before? Which ones are less familiar? See page 2.
- Encourage your child to start keeping a “design journal” – see page 1 of the facilitator guide for more details.
- Talk about why it is important to talk to people who will use your innovation.
- Think about the difference between closed- and open-ended questions. Why are open-ended questions more valuable when trying to find out what people need?
- In this lesson, entrepreneur Will Allen demonstrates the power of open-ended questions. Can your child think of times when they asked open-ended questions? Closed-ended questions? Was there a difference in the types of answers they received?
- Practice asking open-ended questions with your child. Learning how to understand what people need is an important skill for all ages!
Olivia Marsh is Program Manager, Educator Professional Development, at The Henry Ford.
by Olivia Marsh, innovation learning, educational resources, environmentalism, agriculture
Conscious Conservation Is In
The concept of resourceful living is nothing new. Many people have been reducing, reusing and recycling for years. But now that we find ourselves in the midst of a global pandemic, it seems that “conspicuous consumption” is out and “conscious conservation” is in.
"How to Fix Your Bicycle". THF206623
As we all learn to make do in our new world of social distancing and stay-at-home orders, here’s a look at how Americans have practiced resourceful living in the past. Whether it’s fixing the family car yourself, being proactive in your family’s health and well-being, or simply taking advantage of your extra at-home time to finally get organized, you’ll find much to inspire you in the collections of The Henry Ford.
In the Garage
The Railroad Roundhouse
“Fixing Cars, a People's Primer”
FIXD Car Diagnostic Sensor (as seen on The Henry Ford's Innovation Nation
“Anybody’s Bike Book”
“How to Fix Your Bicycle”
“A Rough Guide to Bicycle Maintenance”
Improvisation & Fixing Things
Whole Earth Catalogs
Quilt Maker Susana Hunter
Susana Hunter (as seen on The Henry Ford's Innovation Nation)
Revisit the Break, Repair, Repeat: Spontaneous & Improvised Design exhibit, on view Summer 2019
Video Tour of the Exhibit
Expert Set (Highlight Artifacts from the Exhibit)
Press Coverage by The Detroit News
Staying Healthy & Keeping Germs at Bay
Phone Soap (as seen on The Henry Ford's Innovation Nation)
Anti-Germ Sponge (as seen on The Henry Ford's Innovation Nation)
Historic Soap and Household Detergent Packaging
Braniff International Airways Bar Soap
For Health, Food and Fun Keep a Garden
An Organized Workspace
Julia Child’s Kitchen
Overhead Drawing of Julia Child's Kitchen
L. Miller & Son Store Displays of Hardware
Hoosier-Style Kitchen Cabinet
Handy Helper Utility Cabinet
Matt Anderson is Curator of Transportation at The Henry Ford.
Did you find this content useful? Consider making a gift to The Henry Ford.
home life, healthcare, by Matt Anderson, environmentalism, COVID 19 impact
2002 Toyota Prius Sedan: An Old Idea Is New Again
In the early 21st century, the threat of global warming and the end of cheap gas worried many drivers. Among drivers’ options was buying a gasoline-electric hybrid such as this Prius. The hybrid concept was over 100 years old, but new technologies made it practical. Hybrids cost more but reduce fuel consumption, which leads to lower emissions.
Toyota introduced the Prius in Japan in 1997 and then worldwide in 2000. The price was steep for a compact, but tax credits offset some of the cost, and drivers got a little environmental peace of mind in the deal, too. THF206198
One of the selling points of modern hybrid cars is that computers do all the work. But many owners like monitoring the car’s operation on the in-dash screen and enjoy minimizing fuel usage. This image shows the dashboard of a 2004 Prius. THF101127
Toyota pointed to the Prius as proof of its commitment to the environment. This 2001 advertisement highlighted the company’s efforts to refine its hybrid system in a continued “search for even greener forms of transportation.” THF205087
environmentalism, hybrid cars, alternative fuel vehicles, Henry Ford Museum, Driving America, cars
Hybrid Cars: An Old Idea Comes of Age
Built 86 years apart, two vehicles in The Henry Ford’s collection say a great deal about changing technology -- but they say even more about our society's changing values.
1916 Woods Dual-Power Hybrid Coupe
The Woods Motor Vehicle Company, established in 1899 as one of America's earliest automobile producers, was one of the biggest makers of battery-powered electric cars. But, by the early 1910s, the popularity of electric cars was waning. Gasoline-powered cars went farther on a tank of gas than electric cars went on a single battery charge, and filling an empty tank was easier and quicker than recharging batteries. These key shortcomings became more important as car owners drove their cars longer and longer distances. The Woods company sought to meet the challenge by building a car with two power-plants -- a clean, quiet, electric motor fed by batteries and an internal combustion engine fed by gasoline. The Woods Dual-Power automobile appeared in 1916.
Driving a Dual-Power was different from driving an electric or gasoline car. The driver manipulated levers to vary the balance between the gasoline and electric motors. THF103732
Driving a Dual-Power was considerably different from driving either an electric or a gasoline car. The driver began by moving a lever on the steering wheel to get the car rolling under electric power. When the car reached the speed of 20 miles per hour, the driver moved another lever to engage a clutch connecting the electric motor to the gasoline motor, starting the gasoline motor. By manipulating the levers, the driver varied the balance between the gasoline and electric motors; the car could run on both power sources at the same time, or either independently.
But the Dual-Power seemed to solve problems customers didn't have in 1916. The 48 miles-per-gallon figure claimed for the car meant little to a driver who could afford the Woods' $2,650 price. And the Woods' 35 miles-per-hour top speed was no better than a $740 Model T Ford sedan's. Woods didn't even advertise the Dual-Power's lower exhaust emissions, because automobile pollutants were of little concern at that time. It also seems that the Dual-Power was not as smooth and trouble free as the ads and brochures suggested. Woods re-engineered the car for 1917, but potential buyers were not impressed. The Dual-Power -- and the Woods Motor Vehicle Company itself -- vanished in 1918.
2002 Toyota Prius Sedan
Ratchet forward to the 1990s. Automakers around the world were confronted by rising gasoline prices and stringent regulations on tailpipe emissions. Japanese giant Toyota set out to design a new car that dramatically improved gas mileage and dramatically reduced exhaust emissions. Toyota engineers probably never heard of the Woods Dual-Power, but in 1994 they settled on a dual-power design, combining a small gasoline engine with batteries and an electric motor. The first hybrid Toyota Prius went on sale in Japan in December 1997, and in the United States in August 2000.
Operating a Prius was simple -- a sophisticated computer system controlled both the electric and gasoline motors, smoothly shifting power between the two. THF91042
Although the Prius drivetrain was similar in principle to the Dual-Power's, operating a Prius was much simpler. The driver merely turned the ignition key, pulled the transmission selector lever into "D," stepped on the gas, and drove away. A sophisticated computer system controlled both the electric and gasoline motors, smoothly shifting power between the two. Sometimes the computer system used the gasoline engine to recharge the batteries. It even shut the engine off when the car stopped and started it up again as needed. The Woods engineers would have given their eye teeth for such technology. Woods sales staff might have given their right arms for the Prius' popularity.
Toyota's Prius hybrid sold well in Japan and even better in the United States. By 2005, Prius accounted for nearly 10% of Toyota's American sales. Part of that popularity was due to Prius' reliability, good performance, and considerable amount of interior room for its size. Part was due to Prius' excellent gas mileage -- over 40 miles-per-gallon on the highway and over 50 mpg in stop-and-go traffic. But it could take several years for savings on gasoline to make up for the several thousand-dollar price difference between a Prius and a comparable, conventional Toyota Corolla -- even with federal tax subsidies for hybrid cars.
For many people, what a car doesn't do -- use lots of gasoline, emit lots of pollutants -- has become as important as what it does do. THF205087
What really sold many people on the Prius was environmental responsibility. Driving cars with lower emissions and higher gas mileage was The Right Thing To Do, whether it reduced out-of-pocket expenses or not. Furthermore, driving a Prius told the world that you were Doing The Right Thing. The Prius became hip, especially among intellectuals and celebrities. Movie stars took to arriving at the Academy Awards in Priuses rather than limousines to demonstrate their concern for the environment. Even after other car makers such as Ford, Honda, Saturn and Nissan added hybrids to their lineups, the Prius retained its cachet.
The stories of the Dual-Power and Prius tell us that the definition of what we want an automobile to do is always evolving. Yes, we want cars to take us where we want to go. And taking us there in high style, or high comfort, or at high speed is often still important. But, for many people, what a car doesn't do -- use lots of gasoline, emit lots of pollutants -- has become as important as what it does do.
Bob Casey is The Henry Ford’s former Curator of Transportation. A version of this post originally ran in March 2007 as part of our Pic of the Month series.
hybrid cars, Driving America, Henry Ford Museum, environmentalism, electricity, power, by Bob Casey, cars, alternative fuel vehicles
Natural History – From The Henry Ford?
As part of our continuing partnership with Google Arts & Culture, we are excited to announce the September 13, 2016, launch of “Natural History,” our third themed release on the platform! This is an interactive, dynamic and immersive discovery experience covering the diversity and fragility of nature, featuring over 170 online exhibits and 300,000 artifacts from dozens of cultural heritage institutions.
You might wonder why The Henry Ford is included in this release, alongside some of the world’s most esteemed natural history museums. The answer is that though natural history is not a collecting focus for us, the stories we tell of American innovation, ingenuity, and resourcefulness often intertwine with the flora and fauna around us—in fact, many of our stories cannot be told without careful consideration of the environment in which they transpired.
Our participation in the release includes three online exhibits telling such stories. “The Many Facets of John Burroughs” tells the story of the famed naturalist and author who became close friends with Henry Ford in his later life. The challenges faced by Henry Ford’s rubber-growing venture along the Amazon River in Brazil from the 1920s through the 1940s are explored in “Fordlandia.” And last, “Yellowstone, America’s First National Park” chronicles the development of this attempt to share America’s natural wonders with the masses—even before the birth of the National Park Service.
Our presence also includes close to 300 individual artifacts from our collections. These include objects related to each of our exhibit themes, but also significant individual artifacts such as John Muir’s pocket compass, two science texts used by the Wright Brothers and their family, and George Washington Carver’s microscope. In addition, we were very pleased to discover during our research for this project three shadowboxes of seashells collected by legendary innovator Thomas Edison in Fort Myers, Florida, an unexpected find we documented earlier this year on our blog. Prints (including several each by John James Audubon and Alexander Wilson), photographs, and other items highlighting the natural world round out our participation.
Visit g.co/naturalhistory to check out all the exhibits and artifacts within this brand new Natural History experience.
Ellice Engdahl is Digital Collections & Content Manager at The Henry Ford.
19th century, 2010s, 21st century, 20th century, nature, John Burroughs, Google Arts & Culture, environmentalism, by Ellice Engdahl