Teacher Toolkit

Social Studies 6th Grade

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Grade 6

Georgia Performance Standards Self-Guided Tour for Teachers
18 Social Studies Standards Met

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  • Standards are addressed through a self-guided tour of the World of Coca-Cola.
  • Standards may be fulfilled in more than one area of the attraction.
  • Please feel free to ask ambassadors to tell your class about their specific areas as you tour.
  • Teachers may choose to ask students to bring paper and pencil in an empty book bag for some activities listed below.
  • Look for the Coca-Cola red bottle to direct you to the appropriate student activities.

MSENGR-II-1 Students will learn the concept of invention and innovation.

  1. Define related invention and innovation terms.
  2. Compare invention to innovation.
  3. Examine the role that Engineering & Technology and Society play in the invention and innovation process.
  4. Identify an important past invention or innovation.
  5. Research an artifact related to Engineering and Technology that is at least 25 years old.

 

Location-Milestones of Refreshment, Gallery 1
(John Pemberton Invents Coca-Cola)

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Connections

This Milestones of Refreshment gallery showcases the time in which John Pemberton invented Coca-Cola.

  • Before beginning the tour, ask your students to take out paper and pencil. Ask them to make two lists, one labeled Innovations, the other Inventions. Discuss the meaning of these two terms. Throughout the tour, ask students to list different innovations and inventions they discover. This list will be used in a post-visit activity.
  • Ask students to view the videos in this gallery. This gallery details the invention of Coca-Cola and how it was brought to market. On May 8th, 1886 John Pemberton walked to Jacob‘s Pharmacy and mixed one ounce of the syrup he had invented with five ounces of carbonated water. This was the first Coca-Cola. Ask your students what problems John Pemberton must have had as he set out to invent his beverage. (failed many times, money to buy ingredients, deciding how to sell it, finding someone who will sell it)
  • Bring your student‘s attention to the case on the far right wall. In this case, a number of documents concerning a patent that John Pemberton received for the Coca-Cola product are displayed. Ask students how getting a patent for a new product impacts technology today as well as in the 1800‘s. (Patents make more innovation possible within the areas of engineering and technology because people responsible for the invention or innovation know their ideas will remain their intellectual property. This allows profit to be made by inventors and innovators.)

 

Location-Milestones of Refreshment, Gallery 2
(Developing a Logo)

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Connections

This Milestones of Refreshment gallery showcases how a logo is developed

  • Bring your students to the logo area. Ask your students why a logo and name are important to marketing a product. Ask students how marketing impacts innovation and invention.
  • Ask students to watch the video in this area.

 

Location-Milestones of Refreshment, Gallery 3
(Early Marketing)

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Connections

This Milestones of Refreshment gallery showcases how Asa Candler used new types of marketing to grow The Coca-Cola Company.

  • This gallery is filled with innovative techniques used by Mr. Candler to market the Coca-Cola product. Ask your students to point out as many innovations in this room as they can. Ask students how society influenced the innovations made.

SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America.

  1. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
  2. Describe the role of natural resources in a country‘s economy.
  3. Describe the role of entrepreneurship.

MSENGR-II-1 Students will learn the concept of invention and innovation.

  1. Define related invention and innovation terms.
  2. Compare invention to innovation.
  3. Examine the role that Engineering & Technology and Society play in the invention and innovation process.
  4. Identify an important past invention or innovation.
  5. Research an artifact related to Engineering and Technology that is at least 25 years old.

 

Location-Milestones of Refreshment, Gallery 4
(Early Bottling)

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Connections

This Milestones of Refreshment gallery showcases how bottling operations expanded throughout the United States (as shown on the bottle wall) and the world (as shown by the yellow truck from Argentina).

  • After watching the video in this gallery, ask students if selling the bottling rights for only one dollar was an invention or an innovation. (Innovation) Ask how this decision impacted the future of The Coca-Cola Company.
  • Explain to students that bottling plants were built in other countries, including Latin America, because entrepreneurs were willing to take the risk of developing a bottling plant. This decision by entrepreneurs and The Coca-Cola Company helped to stimulate the economy of that country, to provide growth, and increase the number of jobs. The growth of the bottling companies stimulated other entrepreneurs to create jobs related to the bottling of Coca-Cola, such as local glass production, sugar cane production, and delivery jobs. This growth of industry increased the country‘s GDP.
  • Ask students to discuss what investment and capital were necessary in Latin America to get a bottling operation started. (factories, machinery, workers, trucks to deliver product etc.)

 

Location-Milestones of Refreshment, Gallery 5
(1916-The Contour Bottle)

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Connections

This Milestones of Refreshment gallery showcases how the innovation of the contour bottle design was accomplished.

  • Bring your students‘ attention to the prototype of the Coca-Cola bottle that was rejected. People didn’t like it because it was hard to hold. Ask students to explain why prototypes are used as innovations and inventions are made (Companies want to try out innovations and inventions to see if they work or are accepted by customers.) Ask your students to note the contour can in the upper right area of the glass case. Not all innovations are successful. However, innovation continues in all companies that strive to continue to be successful.

 

Location- Milestones of Refreshment, Gallery 7
(Within Arm’s Reach of Desire)

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Connections

This Milestones of Refreshment gallery showcases the innovations and inventions that brought the product of Coca-Cola to more consumers.

  • Bring your students‘ attention to the many inventions and innovations located in this gallery. Ask the ambassador in this area to demonstrate the soft drink can that was used in space. (This can is not on display.) Ask students if this was an invention or an innovation. Ask students to defend their answer.
  • Bring your students‘ attention to the first Coca-Cola dispenser, as well as the dispenser used in space (overhead). Ask students how these inventions impacted the sale of Coca-Cola. Ask students to describe why the company looked at the society of the time and decided that these inventions and innovations were important to the growth of the company. These artifacts represent great efforts of engineering and technology in the 1900‘s.
  • Bring your students‘ attention to the first six pack displayed in this gallery. Is this an innovation or an invention? How did this innovation impact how the society purchased Coca-Cola?

 

Location-Milestones of Refreshment, Gallery 10
(Beverage Choices)

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Connections

This Milestones of Refreshment gallery showcases innovations of The Coca-Cola Company.

  • Bring your students‘ attention to the product wall. Coca-Cola has over 2800 products under 400 brands. Each of these products started out as an innovation.

Location- Pop Culture, 2nd Floor

 

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Connections

This area showcases innovations made in the art world involving Coca-Cola.

  • Ask students to look at the folk art case. Many artists throughout the world have made innovative art and items out of Coca-Cola products.
  • Bring your students‘ attention to the many portraits of Santa Claus on the back wall. Until 1932, there were many different depictions of Santa Claus. It wasn‘t until Haddon Sundblom created these paintings for Coca-Cola advertisements that the idea of Santa Claus became more uniform. Ask students if artwork that changes the views of society is in the category of invention or innovation.
  • Ask your students to look at the carpet used throughout the attraction. This carpet is made from recycled plastic bottles. Ask students if this is an invention or an innovation. Ask students how the engineering and technology involved in recycling impacts society.

SS6G8 The student will locate selected features of Europe…

  1. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom.

Location- Taste It, 2nd Floor

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Connections

This area allows students to taste a variety of products manufactured by The Coca-Cola Company from around the world. The Beverage Connoisseur has a game that students can play that involves placing European countries in the proper place on a master map.

  • The Beverage Connoisseur in this area has a game that can be played with your students. Divide them into two groups as this game is played in teams. Students will place outlines of European countries in the proper place on a master map.

 

Grade 6

Lesson Plan
18 Social Studies Standards Met

What an Innovation!

Pre-visit Activity

MSENGR-II-1 Students will learn the concept of invention and innovation.

  1. Examine the role that Engineering & Technology and Society play in the invention and innovation process.
  2. Identify an important past invention or innovation.

Objectives:

  1. Students will understand the definitions of innovation and invention.
  2. Students will be able to describe the difference between these two terms.
  3. Students will work cooperatively in groups.

Materials

  • Pencils, paper
  • A variety of magazines
  • 2 Large pieces of construction paper per group, glue, scissors, magic markers

Time — 1 Hour

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Procedure

  1. Ask students if they can describe the difference between invention and innovation. Allow them to struggle with this a bit, writing on the board important concepts they discuss.
  2. Explain that the words invention and innovation both describe something that is new. An invention is something new or novel. This fact is why an invention can be patented. Innovation does not have to be new, except in the way it is being used in a new situation. Innovation can be thought of as channeling creativity into something that is useable. Coca-Cola was invented by John Pemberton. He mixed up ingredients and came up with a brand new product. He then patented the formula. However, it took the innovative marketing of Asa Candler to make the drink very desirable to many people. Remind students that they will see how this was done on their field trip to the World of Coca-Cola.
  3. Ask the class to come up with a sentence or two that defines the difference between the two words. Write this definition on the board.
  4. Discuss how an invention like the automobile has many innovations such as GPS systems and CD players, etc. Discuss how devices like the GPS system themselves were new inventions at one time, but their use in an automobile is an innovation.
  5. Gather students into groups of four. Pass out two sheets of large construction paper, magic markers, glue and scissors to each group. Pass out a variety of magazines. One construction paper is to be labeled “Innovations”, the other “Inventions”.
  6. Tell groups that they have 15 minutes to find ten innovations and ten inventions located in their magazines. Pictures should be cut out and glued onto their construction paper under the correct heading.
  7. When finished, ask each group to come to the front and discuss their findings. Discuss how their inventions may contain many innovations, and their page of innovations may make an invention better or more desirable.
  8. Discuss with students any pictures that show innovation/invention in the field of engineering or technology. Ask students what role society plays in the invention/innovation process.

Assessment

The terms invention and innovation can be confusing to students. When discussing the innovation/invention pictures, assess each group‘s understanding of these terms. Correct misconceptions as they arise.

Closing

Remind students that during their trip to the World of Coca-Cola they will see a number of inventions and innovations. Tell students that it is their responsibility during the field trip to keep a list in their notebook of both inventions and innovations they notice. This list will be used after the trip in the classroom.

English Language Learners

Make sure your English language learners are placed within groups who will be able to help them understand this confusing concept.

 


We Can Make It Better!

Post-Visit Activity

MSENGR-II-1 Students will learn the concept of invention and innovation.

  1. Examine the role that Engineering & Technology and Society play in the invention and innovation process.
  2. Identify an important past invention or innovation.

Objectives

  1. Students will work cooperatively in groups.
  2. Students will work together to solve a problem.
  3. Students will creatively support problem solving through design sketches.
  4. Students will use writing to evaluate the importance inventions play in their lives.

Materials

  • Pencils
  • Paper

Time — 90 minutes

social-studies-1-time

Procedure

  1. Ask students to take out their list of inventions/innovations noted during their field trip to the World of Coca-Cola. Make two columns on the board, one labeled “Invention” the other “Innovation”. As a class, list inventions and innovations noted during the field trip. Discuss.
  2. Discuss with students what roll engineering, technology, and society played in the innovation and invention of Coca-Cola from its beginnings.
  3. Ask students how the technology of bottling changed The Coca-Cola Company.
  4. Divide the class into small groups. Tell each group that it is their job to take one invention that we have today, and brainstorm an innovation that would make that invention better and would cause more people to purchase it.
  5. Each group should make a sketch of their innovation and write one paragraph about how it would work and why it would boost sales. Share with the class.
  6. Discuss with students other inventions that have come about between the time Coca-Cola was invented in the 1800‘s to now. List these inventions on the board. Ask students to look over this list and decide which one they could not live without.
  7. Ask students to take 15 minutes to write about the one invention that they could not live without and why.

Assessment

Students should be assessed by their ability to work and contribute cooperatively in groups, create an acceptable written composition on why an invention is important to them today, as well as create an accurate timeline.

Homework

For homework, ask students to research products that were invented during their lifetime. They will create a timeline of these inventions and note how old they were at the time of the invention. The next day, discuss the percentage of these inventions that involve engineering and/or technology.