Teacher Toolkit

Social Studies 3rd Grade

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Grade 3

Georgia Performance Standards Self-Guided Tour for Teachers
13 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.

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U.S. Supreme Court building), law, and the Olympic Games on the present.

Location-The Lobby

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There are a number of large decorated Coca-Cola bottles located in the central area of the lobby as you arrive. Approximately 200 countries were invited to decorate a bottle to represent their country as part of Coca-Cola’s celebration of the 1996 Centennial Olympics Games in Atlanta.

Connections

  • There are a number of large decorated Coca-Cola bottles located in the central area of the lobby as you arrive. During the 1996 Atlanta Olympics, approximately 200 countries were invited to decorate a bottle to represent their country. The collection was on display during the1996 Centennial Olympic Games in Atlanta, and has been displayed in various places ever since. You will notice other bottles located in various locations in the Hub after you leave the first theater. Other bottles are located at different areas in Atlanta or are on tour.
  • Since 1928, The Coca-Cola Company has been a major sponsor of the Olympic Games. Ask your students why they think companies would spend a lot of money sponsoring sporting events. (gives great exposure to product, to support community, to give support to particular sporting events)

 

SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

 

Location-The Loft

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You will find fascinating artifacts from the past and present showcasing the rich heritage of Coca-Cola.

Connections

You will find fascinating artifacts showcasing the rich heritage of Coca-Cola.

  • Ask your students to locate the picture of an African-American accordion player on the back wall. Graham W. Jackson was one of President Franklin D. Roosevelt favorite musicians. At this time in American history, African-Americans were given very few rights and were not treated fairly. It was very unusual for an American President to give so much public acclaim to an African-American. Jackson played at Roosevelt’s funeral. A picture was published in Time magazine of Jackson crying at Roosevelt’s funeral and is considered one of the photos of major importance of the 20th century.
  • If you have already studied Roosevelt, ask your students to discuss some of the things he did during his time as President to expand the rights and freedoms of all Americans.

SS3E1 The student will describe the four types of productive resources:

  1. Natural (land)
  2. Human (labor)
  3. Capital (capital goods)
  4. Entrepreneurship (used to create goods and services)

SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties.

  1. Describe the interdependence of consumers and producers of goods and services.
  2. Describe how goods and services are allocated by price in the marketplace.

 

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

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Connections

This gallery showcases the invention of Coca-Cola. Students will notice the coupons in the glass case on the soda fountain and watch the short videos provided in the gallery.

  • Ask your students to view both of the videos located in this area. Review with students some of the problems an entrepreneur such as John Pemberton faced as he developed a new product. (developing a formula, facing many failures, deciding how to sell it, deciding how to price it, where to make it)
  • Review with your students the four kinds of resources (natural, human, capital, and entrepreneurship).
  • Ask your students to list the kinds of resources needed to start a business that John Pemberton had to consider (ingredients (sugar and other ingredients are natural resources), people to make the syrup (people are human resources), start a factory and buy ingredients, the factory building, the money to buy ingredients, and pay workers are all capital resources.
  • Ask students to take out a piece of paper and write a sentence or two telling why John Pemberton was an entrepreneur (he made a new product, he built a business around the new product.)
  • Review the terms producer and consumer with your students. Ask your students who the producer of Coca-Cola was? (Pemberton). Who was and is the consumer (people who buy the drink)?

 

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).

  • Bring your students’ attention to the bottle wall on your right. Explain to students that Asa Candler sold the rights to the Coca-Cola bottle for only one dollar. Discuss with students why he decided to do this (He knew he could sell the syrup to bottling plants, he could use the first plant to influence other entrepreneurs to start their own bottling plants meaning he would sell even more syrup.) Ask students to use the touch screen to see how fast the bottling of Coca-Cola grew. The red dot on the map is the first Coca-Cola bottling plant in Chattanooga, Tennessee.
  • Bring your students’ attention to the yellow truck from Argentina. Coca-Cola syrup was and is sold to entrepreneurs in other countries who start their own bottling plants. Ask your students why it is important for companies to have their product made locally in different parts of the United States and throughout the world. (less shipping cost, local products like sugar and water can be used to make the product, lets other entrepreneurs take much of the risk of opening a new factory) Ask your students why delivering Coca-Cola was an important service in Argentina. (It assured that people who wanted the product could get it, it helped bring jobs and money to the country.)

 

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

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Connections

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

  • A game called “Far & Away” is located in this room. Groups of two can play the game or a class can be divided into two groups. Students “compete” to see whose bottle was made the farthest away from Atlanta. Students can use their paper and pencil to determine the greatest distance. After three turns, the team with the farthest distance is the winner.

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

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Connections

This Milestones of Refreshment gallery showcases how innovations have been used to change how customers purchase Coca-Cola.

  • Producers depend on consumers to buy their product. Point out to your students that this room shows how The Coca-Cola Company moved their product from being sold primarily in soda fountains to being available almost everywhere. Notice the six pack & first Coca-Cola vending machines. Read the information located throughout the room for your students. Ask your students why a producer would try to find more ways to get their product to the consumer (he makes more money, becomes a more popular product). Review the vocabulary words of “goods” and “services”. Ask your student to list the “good” that is being showcased at the attraction.

 

Location- Milestones of Refreshment, Gallery 8
(International)

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Connections

Through a tour with the ambassador in this gallery, students will notice how Coca-Cola has been important in world trade.

  • Coca-Cola is a “good” that is made and distributed throughout the world. Bring your students’ attention to the World War II case. The Coca-Cola Company made the decision to continue providing soldiers with Coca-Cola at 5 cents no matter where they were located in the world. At the time, there were no bottling plants anywhere outside of North America, so sixty-four mobile bottling plants were sent to locations where U.S. troops were located. When the war was over, entrepreneurs in the countries asked to take over the bottling plants which led to Coca-Cola being bottled and enjoyed all over the world.
  • Ask your students to explain why making sure the troops could enjoy the Coca-Cola product was a good idea. (increased areas where Coca-Cola was bottled, made other cultures aware of the product, kept U.S. soldiers interested in the soft drink, when they returned from the war soldiers would remember the efforts of The Coca-Cola Company to bring the drink to them during wartime and would stay loyal to the product.)
  • Ask your students how bottling plants in other countries could help those countries economically (gave jobs to local people, used local natural resources such as glass, sugar, and water to be used, gave customers a product they wanted.)
  • Ask your students to read the WWII display and discover what product was unavailable in World War II and how this unavailability led to a new product called Fanta. (Coke syrup was not available in Germany due to a blockade.) Ask students how this shows the interdependence of producers and consumers. (When consumers want a product, producers sometimes have to improvise to give them the “good” that they want.)

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present.

 

Location- Milestones of Refreshment, Gallery 9
(Sports and Entertainment)

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Connections

This Milestones of Refreshment gallery showcases both sports and entertainment figures who were important in Coca-Cola advertising.

  • Bring your students’ attention to the case containing the Olympic torches. Ask students to take out a piece of paper and a pencil and draw, in as much detail as possible, two of the torches. They should make sure to label the country it is from. These pictures will be used in a post-visit lesson.
  • Show your students’ the display case of pins from the past Olympic Games. Ask your students to look the display over and choose one they like best. Ask students why they think the design of their particular choice was chosen to represent the games and what makes it an effective Olympic pin. Ask students to observe who makes the pins. Does this sometimes have anything to do with marketing a product? Ask students if they would buy a product whose pin they thought was outstanding.

 

Grade 3

Lesson Plan
13 Social Studies Standards Met

I’m Here at the Olympics!

Pre-visit Activity

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U.S. Supreme Court building), law, and the Olympic Games on the present.

Objectives:

  • Students will review how the ancient Olympic Games began through an Internet video and discuss when the modern Olympics began.
  • Students will discover games played in ancient Greece and compare them to games played today through the use of the Internet.
  • Students will make a map and place three important Greek cities on it.
  • Students will become familiar with the origin of the Olympic torch.
  • Students will design their own torch on paper.

Materials

  • Computers
  • Paper
  • Copy of a blank Greek map (Website given below), one per child

Time — 2 days: 1 hour each day

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Procedure

Day One
  1. Review with students the origins of today’s Olympic Games. Go to http://www.metacafe.com/watch/517817/birth_of_the_olympics/ to see a very good video by Discovery Channel on the birth of the games. Please be aware that this video speaks of the god Zeus and his importance in the games.
  2. Share with students that the Olympics stopped in 394 A.D; but were brought back in 1896 by Frenchman Pierre DeCoubertin who wanted to see competitiveness and a real team spirit among the nations of the world, and it has continued ever since.
  3. Review with students the games played by the first Olympians. (Javelin, foot racing, chariot races, horse racing, boxing, wrestling). Remind students that the marathon foot race was not a part of the original Olympics. What did the winner receive for winning? (Palm branch, olive branch, free meals for life, fame, calendar months named after them). Ask students how long the first Olympics in Greece continued. (1200 years)
  4. Compare the ancient games to those played today. Go to: http://www.olympic.org/uk/sports/index_uk.asp to see a list and pictures of each event played today. Ask students to name events played today that are the same as in ancient Greece.
  5. Use a classroom map of ancient Greece. Ask your students to find Olympia (where the Olympics began), Sparta, and Athens.
  6. Distribute one copy per student of the blank map at: http://geography.about.com/library/blank/blxgreece.htm Ask students to locate and write the three cities on the map, as well as the names of the water areas surrounding Greece. Students can then color the map. Remind students that Greece is surrounded by water. Make sure to keep a master map available for students to look at as they do this activity.

Assessment

Use the map done by students to assess their understanding of where the Greek cities were located and to see if they can discern between land and water.

Day Two
  1. Share with your students that the idea of an Olympic torch started in 1929 in Amsterdam. The first Olympic torch relay was in Berlin in 1936. There were no Olympic torches in ancient Greece.
  2. Visit: http://www.fotosearch.com/photos-images/olympic-torch.html to show your students pictures of past Olympic torches. Remind them that they will see a number of torches at the World of Coca-Cola and may be able to hold the torch used in Italy.
  3. Ask students to get into groups of two. Each group should design their own Olympic torch on drawing paper. When finished, students can share their ideas and tell why they chose that particular design.

Closing

Tell students that they will be seeing real Olympic torches at the World of Coca-Cola. They will also see an Olympic pin display. Ask your students to do research at home to find out when the first Olympic pin was sold. (1912 in Stockholm)

Assessment

Assess your students’ pictures of their own Olympic torch. Did students work well in pairs, did each pair complete the assignment?

 


Olympic Game Day

Post-Visit

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U.S. Supreme Court building), law, and the Olympic Games on the present.

Objectives

  1. Students will understand what games were played at the ancient Olympics by participating in simple versions of these games.
  2. Students will use sportsmanlike behavior.

Materials

Procedure

  1. Discuss with your students competitive games they enjoy playing. Make a list of them on the board. Review games played by athletes in the ancient Olympics. Tell students they will be playing a few of the games played in the ancient Olympics, but in a simple way. Discuss the meaning of competition and good sportsmanship.
  2. Ask students to share instances where poor sportsmanship ruined a game. (Since there are only two teams and three levels of medals, you may either use only gold or use both gold and silver so everyone wins something.)
  3. Divide your class into two groups. One will be the Spartans, one the Athenians. If you wish, you could ask your students to use a small sheet as a toga over their clothes as they play the games. Choose one student from each group who will keep score for their team. They will go last and then record their score.
  4. Set up stations in your classroom (foot race is outside). Each team is competing against the other in a one on one relay for each event:
    1. Javelin relay: Throw pencils into a small ring. Medal winning team has the pencils land in the ring.
    2. Discus throw relay….make a discus out of aluminum foil, and throw it into a trash can. The medal winner is the one with the most discuses in the can.
    3. Foot race…Outside across the playground and back for each team member
    4. Wrestling thumbs relay….Two teams compete in a game of “thumb war,” one pair at a time. Team with the most winners gets the medal.
    5. Boxing relay… A pair of students (one from each team) will be shown a box with 20 items in it for ten seconds. They then write down as many as they can remember. Team with the most winners gets the medal.
    6. Award paper medals for each event.

Closing

Discuss with students incidents of good/poor sportsmanship. Discuss how good sportsmanship makes games more fun. Review your class’s experience at the World of Coca-Cola attraction.

Assessment

When the games are over and the medals have been awarded, ask students to take out a piece of paper and a pencil. Ask them to list four events found in the first Olympic Games.