What was life like in 1867

1
Integrated Middle School Curriculum Partnership
for Environmental Education and Rural Health
(PEER http//peer.tamu.edu) Texas
AM University
2
Primary AuthorsJon Hunter Bill Klemm Deborah
KochevarJim KrachtBased on a story
byMarguerite Swilling
Production of the Partnership for Environmental
Education and Rural Healthfunded by NIEHS, Larry
Johnson, PI
3
Mr. or Ms. Smiths classYour Middle School
4
Investigators Challenge Quiz

• Read March Madness carefully.
• Take the Investigators Challenge Quiz to
  determine how carefully you read the story.
• After you complete the quiz and see your score,
  review each question.
• Find the part of the story that provides the
  correct answer to the question.
• Underline or highlight the important details you
  find.

5
What was Texas like in 1918?

• Life in Texas in 1918 was becoming closer to the
  Texas we know today.
• If you were to draw a picture of Texas in 1918,
  what would it look like?

6
Spindletop

• One of the important turning points in Texas
  history was the discovery of the Spindletop oil
  well in 1901.
• Since before the 1800s, oil had bubbled to the
  surface and gas flares were seen near Beaumont,
  Texas.
• After many attempts to drill for oil in the
  area, a huge gush of oil sprayed 100 feet up
  into the air on January 10, 1901.
• This was the first major oil well in Texas.
• How do you think the discovery of Spindletop
  changed life in Texas?

hal.lamar.edu/psce/gc4.html
7
Oil Changes Texas

• The oil from oil wells had to be refined and was
  used for
• Kerosene
• Lubricants
• Gasoline
• Refineries became a large industry in Texas.
  Prior to the oil boom, most Texans lived on
  farms and ranches. Oil created new jobs. People
  moved to the cities to take jobs in new
  oil-related industries.
• Ships soon transported oil and oil products from
  the ports around Beaumont and Houston.
• With the use of gasoline to fuel them,
  automobiles and tractors soon became part of the
  everyday life for most Texans.

8
Transportation

• The first Ford Model T automobile was assembled
  in 1908. By 1914, the Model T had standard parts
  that could be put together quickly on an assembly
  line.
• By 1918, mass production of the Ford Model T
  made it possible for Texans to own and travel
  by their own automobiles.
• Most streets were still bumpy dirt roads. Flat
  tires were not unusual on short trips.

www.mtfca.com/
9
Transportation

• Mass transit and public transport-ation were
  used in the cities.
• Electric street cars made it possible for people
  to live in suburbs outside the city and travel
  into the city to go to work.
• Within the cities, most people walked from place
  to place.
• Why would people want to live outside the city
  and use electric street cars to go back into the
  city for work? What would be the benefit of
  living outside the city?

http//www.transitworkers.novatone.net/index(n).ht
m
10
Transportation

• Trains were still very important for
  transportation in 1918.
• Most people traveled between cities using the
  railroad system. Travel by train was reasonably
  comfortable with electric lights and dining
  cars, as well as sleep-ing cars. The circus,
  theater shows, and baseball teams all came to
  town on the train.
• What are trains used for today? What type of
  transportation do people use today to travel from
  city to city? If you were to travel from Texas
  to California, what form of transportation would
  you use?

11
Farming

• The beginning of the 20th century saw great new
  developments in agriculture.
• New gasoline-powered tractors and farming
  machines made farming easier and more efficient.
  
• More crops could be grown and harvested faster.
• The price of food crops began to fall.
• Why do you think the prices of food crops fell?

12
Why did the prices of crops fall?

• Lets use an example
• Situation 1
• You go to the store to buy an apple. The store
  only has one more apple left, but there is
  another customer who wants that apple too. How
  would you go about trying to get the last apple?
• You might offer the store 10 cents extra to make
  sure you get the last apple.
• Situation 2
• You go to the store to buy an apple and there are
  10 apples. There is another customer who also
  wants an apple so he/she picks out an apple as
  well. There are plenty of apples for both of
  you.
• In what situation would you be willing to pay
  more for the same apple? Why?

13
Supply and Demand

• You probably said you would pay more in Situation
  1.
• This concept is called Supply and Demand.
• When the supply of apples is down (only 1 left)
  and the demand for apples is up (2 people want an
  apple), then the price of apples will go up.
• When the supply of apples is up (10 apples) and
  the demand for apples is down (only 2 people want
  an apple), then the price of apples will go down.
  

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Why did the prices of crops fall?

• So, in the case of the food crops
• As new equipment could harvest crops faster, more
  and more food was being produced. The supply of
  crops went up.
• At the same time, there was no increase in demand
  for the crops.
• Therefore, the price of the crops went down.

15
Moving to the Cities

• With newer machinery in farming, fewer people
  were needed to work on farms.
• People moved to cities to find new
  opportunities. Many people moved from rural
  areas to the cities. This movement is called
  urbanization.
• Cities near ports, like Houston, were popular
  because of the opportunity to work in oil
  refineries and factories.

home.sprynet.com/lcseiler/ houarnd5.htm
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Life in the city

• With the sudden flood of people to the cities,
  overcrowding caused a great deal of discomfort.
• People produced so much trash and waste that
  cities became filthy and unsanitary.
• There was not enough water or housing for the
  people in the cities. Many people had to live in
  temporary housing in the streets until they could
  find a better place to live.

17
Immigration

• Many other people were moving toTexas to take
  advantage of any job opportunities. People were
  coming to Texas from around the world
• Mexico People settled in and around the San
  Antonio and Rio Grande area.
• Germany People became farmers in the Central
  Texas Hill Country.
• Asia People originally came to Texas to work
  on the railroads.
• Others (Czechs, Irish, Italians) People farmed
  in Central Texas.
• Galveston was the main port for people to enter
  into Texas.

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Conveniences

• Many of our daily conveniences were new in 1918
• Telephones were becoming popular in many homes.
• Most homes in cities had electricity for
  lighting, but no air conditioning.
• Many cities were just getting electric street
  lighting.
• What conveniences would you miss if you lived in
  1918?

Source http//www.atcaonline.com/phone/photos.htm
l
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What did people do for fun?

• With the invention of so many new industrial
  advances and machinery, people had more time to
  have fun.
• People in 1918 enjoyed
• Horse racing
• Baseball
• Football
• The circus
• Theater and silent movies.

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Compare and Contrast

• What similarities are there between Texas in 1918
  and Texas today?
• What differences are there between Texas in 1918
  and Texas today?
• How would your life be different if you lived in
  Texas in 1918?

21
Texas and World War I
In the March Madness story, Arlis had just
returned home from WWI. How do you think the war
might have affected the lives of Texans? Click
here to find out!
22
There is an epidemic in the story.We will
investigate

• The symptoms.
• How it started.
• How it was spread.
• How it was treated.
• Why it was so unique in history.

23
Was this just a bad cold?
Source National Museum of Health and Medicine

• What symptoms did both Arlis and Johnny have?
• Can you think of a disease we have today that
  causes these symptoms?

24
The Death of Annies Fiancé
Bad colds usually dont kill people, so why did
he die?

• Private Schmidt had the Fort Riley Fever.
• It made him delirious in combat and caused him to
  risk his life unnecessarily.

25
When people die with cold-like symptoms, it could
be the flu.This sickness was the notorious
1918 influenza epidemic!
26
What are the problems for us to solve?

• Why did this epidemic occur and why was it so
  severe?
• What is the best way to treat the flu to prevent
  death?
• Could an outbreak like the one in the story occur
  today? If so, how can we prevent it?

27
What were the symptoms?

•  

Which of the symptoms do NOT occur with the
common cold?
Flu causes fever
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How did it start?

• The first cases occurred in early spring at Fort
  Riley, Kansas.
• Tons of pig manure were burned near the Fort.
  Smoke from the fire created a huge cloud that
  lasted for days.
• Two days later, soldiers at Fort Riley reported
  sick. By noon, there were over 100 cases.
• Most early cases were among U.S. troops who were
  sent to Europe to fight in World War I spread it
  to troops in Europe.

29
How bad was the epidemic?

• More Americans died from influenza in 1918
  (675,000) than died in all U.S. wars (650,858).
• There were not enough caskets to bury the dead.
  Many were buried in mass graves.
• Public places were closed.
• Hospital tents were set up in parks and
  playgrounds.

30
Spreading the Flu

• What behavior or conditions in the story was
  thought to spread the flu?
• What other ways do we know flu can be spread?

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How did the epidemic spread?

• Food?
• Water?
• Air?
• Skin Contact?

Why or why not?
32
The Outbreak Followed the Railway

• What does this tell us about the cause of the
  spread to so many areas and people?
• What does this tell us about how a new epidemic
  might be spread today?

33
Wearing face masks did not prevent the spread.
Why?

• The Flu virus is most likely to infect when it
  gains access to the respiratory tract. Masks
  should have worked.

Source Australian War Memorial
34
A Worldwide Epidemic

• Some 30-40 MILLION people died worldwide. Of
  these, 675,000 died in U.S.
• Half of those who died were young, healthy people.

Source National Museum of Health and Medicine.
Emergency hospital during influenza epidemic,
Camp Funston, Kansas
35
How did U.S. public health officials react?

• Royal Copeland, Health Commissioner of New York
  City, announced, The city is in no danger of an
  epidemic. No need for our people to worry. Why
  did he say this?
• Some officials thought the Germans were using
  germ warfare via gas bombs on the battlefields.
• Other health officials wanted to shut down public
  gatherings. Did they succeed?

36
Travel and public gatherings could not be shut
down. Why?

Source United States Navy
Source State Library of Victoria
37
Why did the outbreak occur when it did, and why
did it spread so much?
When it comes to our knowledge about influenza,
we have only explored the tip of the iceberg.
38
So many people died that there was a shortage of
caskets.

• Could all the unburied corpses have contributed
  to the spread of the disease? Why or why not?

39
What does the timeline tell us about why this
epidemic ended?

• September 12,000 died.
• October 195,000 died.
• November epidemic ending.

Source PBS
Why did it end so quickly?
40
How did doctors know that this epidemic was the
flu?

• At first, they did not suspect the flu. The cause
  was misdiagnosed.
• Cultures of swabs revealed a bacterium
  (Hemophilis), which they thought was the main
  cause.

Health care workers fighting the 1918-1918
outbreak
41
How did they figure out a virus caused the
epidemic?

• Workers at a dog distemper research center in
  England were getting the flu.
• Ferrets were used as a test animal to make dog
  distemper vaccine. Researchers guessed that
  ferrets could test if the flu were caused by a
  virus.
• Extracts of nasal swabs from people with the flu
  (processed to contain only virus), when injected
  into ferrets, caused ferrets to get the flu.

42
How did this outbreak of flu differ from the
kinds of flu we have today?

• How were symptoms different?
• What age groups were most susceptible?
• How did severity differ?

43
People say that a flu virus must have mutated.

• But this virus does not have to mutate to become
  drastically different.
• Flu virus occurs as 8 segments. These separate
  when a host cell is penetrated.
• If more than one virus penetrates a cell, their
  segments can be shuffled, and whole new strains
  appear instantly.
• How does this relate to the fact that people
• have to have a flu shot every year?

44
What were some treatments mentioned in the story?

• Did those treatments make sense?
• Did those treatments work?

Preventive treatment spraying sore throat.
Source National Museum of Health and Medicine.
45
Were treatments appropriate?

• Bed rest and drinking lots of liquids.
• Camphor bags hung around the neck.
• Eating sugar that had turpentine or kerosene
  drops added.

Influenza Avenue
Source National Museum of Health and Medicine
46
Hundreds of vaccines were developed. None worked.
Why?

• The early vaccines were developed against the
  secondary bacterial infections that were
  associated with flu. But bacteria were not the
  main problem.
• By the time they started making a virus vaccine,
  the epidemic was ending on its own.

47
How do we treat the flu today?

• Vaccination
• Enforced rest, lots of fluids
• Anti-viral drugs

Today we vaccinate the elderly. Why? What age
group was most affected in the 1918 epidemic?
48
This epidemic seemed to get lost in history.

• It was a major world-wide epidemic.
• 550,000 U.S. citizens died in just 10 months.
• 30 - 40 million people elsewhere in the world
  died.

49
Could such an epidemic happen again?

• Why or why not?

Click here for more on Influenza.
50
Surfs up, dude!

• While K.T. is scouring the beach for treasures,
  she notices that, despite the unfavorable
  weather condi-tions, there is a die-hard surfer
  still out riding the waves. This particular
  surfer likes to exclaim SWEET!!! whenever he
  is surfing faster than 25 mph. If a wave crashes
  on the beach every 20 seconds and the waves
  crests are 300m apart, is he going fast enough to
  reach sweetness? (1m 3.28 ft, 1mi 5280ft)

51
Keep your cookies!

• While standing on top of a sand dune, Connie
  decides that it would be cool to do some
  somersaults all the way down the hill. The chart
  to the right shows the effects that the
  somersaults will have on Connies body.
• When tucked into a ball, Connies body has a
  radius of .55m.
• It is 55m to the bottom of the hill.
• Will Connie lose her lunch?

Click here for more information on circumference.
52
Measure the Size of Potential Treasure

• K.T.s metal detector can sense objects in a
  field that are within a 60 degree arc from the
  center of the detector. The region of detection
  is in the shape of a cone (as illustrated). If
  the detector can sense objects buried as much as
  a meter deep, how large is the deepest circle of
  detection?

¼ m
Click here for help with geometric shapes.
53
Hark! A shark!

• When Connie and K.T. appear in 1918, they are
  standing 10m offshore. Not too far from the girls
  (80m straight offshore), is a great white shark
  who has a nagging rumble in his tummy. In order
  for the shark to make a meal of the girls he must
  use his keen sense of smell to sniff them out.
  Once he knows where they are, all he must do is
  swim and munch. If the girls scent travels at
  .3m/sec and the shark can swim at 10m/sec, will
  the girls be eaten if they dont move from their
  present position for exactly four minutes?

Click here for more information on time
measurement.
54
Arlis Does His Best Imitation of a Rock

• When Arlis fell off the pier, he hit the water
  and sank immediately to the bottom of the ocean.
  If he hit the water 15m away from the girls and
  sank 10m, how far would K.T. have to swim if she
  wanted to save him and pull him to the surface of
  the water. Assume that K.T. swims straight to
  Arlis and then pulls him straight up.

?
10 m
10 m
15 m
55
Catch Me If You Can

• Although the Ford Model T was a huge technical
  advancement for its time, it is a far cry from
  the vehicles produced today. The Model Ts top
  speed was around 45 mph, while the fastest cars
  today top out around 200 mph. How much faster
  than the Model T are the fastest cars of today
  (percentage)?

Click here for help with percentages.
56
Race of the Century

• Imagine that the Ford Model T and one of todays
  fastest cars race on a track that is 1.3 miles
  long.
• If the cars start the race at their top speed and
  race for one and a half hours, approximately how
  many more laps will the faster car travel?

Please insert a picture of a Ford Model T here.
57
Spindletop Parachute Fun!

• Oil derricks in 1918 stood about 16m tall and
  launched oil about 60m from their tops. Lets
  pretend that someone is crazy enough to put on a
  parachute and stand on top of a derrick just
  before it blows. If the derrick launches the
  person as high as it shoots the oil with a
  velocity of 50 m/s and the person pulls their rip
  cord exactly at the peak of travel, how long will
  they be in the air if they float back to earth at
  a speed of 5 m/s? (Ignore acceleration)

58
Black Gold

• Oil flows from a spindletop at about 80,000
  barrels per day. Assume oil sells today for 33
  per barrel and it costs 7 per barrel to refine
  oil. How much profit can be earned in one year?

kids.rrc.state.tx.us/school/ library/rrc/oil.html
59
Cylinder? Cube? You Make the Call

• In 1918, cities like Houston were so crowded that
  some people had to build make-do houses in the
  streets.
• Pretend that you are assigned to build a
  make-do house. You are given two pieces of
  scrap sheet metal, each measuring 3m wide and 6m
  long, and are told that you can build either a
  cube or a cylinder. Disregarding the materials
  needed for a roof and using the ground as your
  floor, which structure would provide the largest
  living space?

3 m
3 m
3 m
3 m
Click here for help with geometric shapes.
60
Sick and Tired of Being Sick

• 675,000 U.S. residents were believed to have died
  from influenza during the epidemic of 1918. The
  U.S. population at the time was 103 million. What
  percentage of the 1918 U.S. population died from
  influenza?

Click here for help with percentages.
www.sacbee.com/.../century_special/ flu.html
61
A Sick Situation

• Assuming that 0.66 of 103 million people in the
  United States died of influenza and the mortality
  rate of the illness is 10. How many people in
  the United States were infected? (Mortality rate
  the number of people who died divided by the
  number of people infected)

Click here for help with ratios.
Click here for help with percentages.
62

• For more fun-filled math questions, click here!

63
Unlocking Language

• Build your language skills by carefully reading
  March Madness.
• Practice these skills by completing the Unlocking
  Language activities.

64
Vocabulary Challenge

• What do you see in this picture?
• Use context clues to help you learn new
  vocabulary.
• Take the Vocabulary Challenge quiz to test your
  skill at finding word meanings.

65
Who do you believe?

• Re-read the conversation between Annie and Arlis
  (page 8 line 21 page 11 line 21) that K.T. and
  Connie overheard at the East Pier.
• Imagine that you overheard this conversation and
  are trying to decide who to believe, Annie or
  Arlis.

66
The East Pier ConversationFact versus Opinion

• Identify at least 2 statements from the
  conversation that qualify as factual.
• Identify at least 2 statements from the
  conversation that represent the opinion of the
  speaker.

67
Fact or Opinion?

• Fact
• Can you find out if the statement is true?
• What evidence do you have to support the
  statement?
• Is the source of the information credible?

• Opinion
• Is the statement based on feelings?
• Is it a statement with which someone could
  disagree?
• Is the source of the information biased?

68
You Decide

• Do you believe that Arlis or Annie is telling the
  truth about Johnny? Was he a coward or a hero?
• Provide at least three good reasons to support
  your contention.

69
Drawing Conclusions

• Read the passage to the right.
• What can you infer about Arlis fate after
  reading this passage?
• What information supports your inference?

He stepped to the end of the pier and looked
over the water. Im leaving, do you hear me? I
wont go back, he moaned, clutching the shawl.
He reared back to throw the shawl into the sea
and slipped on the slimy boards, bumping his head
as he fell into the dark swirling waters at the
end of the pier.
70
New Evidence

• By the end of the story, do you draw a different
  conclusion about Arlis fate?
• What evidence makes you change your mind?

71
Symbolic Treasures

• Re-read the passage to the right.
• Which object symbolizes Miss Annies happiest
  moment? Why?
• Which object symbolizes her proudest moment?
  Why?

• She (Miss Annie) drew a breath and seemed to
  focus somewhere high on the wall near the
  ceiling, seeing things from long ago. These two
  things, the ring and the medal, represent my
  happiest and my proudest moments.

72
Symbolic Treasures

• Recall some object or thing that symbolizes your
  happiest or your proudest moment.
• Write a one page essay that introduces the reader
  to the object and explains why the object is
  symbolic for you.

73
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http//peer.tamu.edu/forms/Curricula_Survey.shtml.
This product is available through the cooperation
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University The Center for Environmental and
Rural Health College of Veterinary Medicine,
Texas AM University
74
List of Slide Numbers that Correspond to the
Different Subject Areas
Science Slides 22-49
Social Studies Slides 5-21 47
English Slides 4 63-72
Math Slides 50-62