GOLD FEVER
Aboard the
TALLSHIP AMERICAN PRIDE
June 2012
Teacher Preparation Package
And
Student Syllabus
CHILDRENS MARITIME FOUNDATION
LONG BEACH, CALIFORNIA
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Children’s Maritime Foundation
4676 Lakeview Avenue 211
Yorba Linda, CA 92886-9933
(714) 970-8800 office
(714) 970-8474 fax
Welcome Aboard!
Recommended for grades:
Available:
Minimum group size:
Maximum group size:
Times:
4 through 8
Year-round 7 days a week
28 students and 5 adults/teachers
45 students and 5 adults/teachers
3:00pm to 9:00am *18 hours plus optional 3
hour sail
You and your students are about to experience a unique educational journey aboard
the schooner American Pride.
Our program will integrate “living history” with experiential education, discipline,
teamwork and fun into an adventure that will enrich each participant.
To truly understand the past, historians have stated that, we must relive it. Through
roles that each of the students will choose, they will strive to relate the past to
themselves. The lessons learned can be very relevant to every day problems.
Students will be engaged in many activities while aboard that require cooperative
effort, problem solving, communication and leadership. It is our goal to help the
student to develop these skills and to leave the program with greater self-esteem and
confidence. We hope to help each student restructure their viewpoint to accept
greater challenges, and to demand more of themselves.
We look forward to having your group aboard and sharing with you a memorable
adventure.
The Crew and Staff of the American Pride.
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“History is not simply the ebb and flow of impersonal forces but is shaped
and changed by the ideas and actions of individuals and governments…
we learn form sometimes painful, sometimes exhilarating, often humdrum
experiences of these who preceded us. We want our students to
understand how people in other times and places have grappled with
fundamental questions of truth, justice, and personal responsibility and to
ponder how we deal with the same issues today… History should be
presented as an exciting and dramatic series of events in the past that
helped to shape the present. The teacher should endeavor to bring the past
to live, to make vivid the struggles and triumphs of men and women who
lived in other times and places. The story of the past should be lively and
accurate as well as rich with controversies and forceful personalities… the
teacher should never neglect the value of good storytelling as a source of
motivation for the study of history…This framework supports methods that
engage students actively in the learning process. Local and oral history
projects, writing projects, debates, simulations, role playing,
dramatizations and cooperative learning are encouraged”
History-Social Science Framework
for California Public Schools K-12
“…fruitful learning, real learning- leading to new understandings, new
attitudes, new behaviors- will occur only when the person as a whole is
actively engaged intellectually, emotionally and practically through
doing...Classroom teachers, however, have the excuse that they are cut off
from real experiences by the walls of the classroom, the asphalt
playground and the chain link fence…Way back in history the Chinese
passed on these words of wisdom: ‘I hear and I forget; I see and I
remember; I do and I understand.’ The National Parks Translation of this
proverb reads: “Learning requires activity on the part of the learner.
People learn best from firsthand experiences. People retain about 10% of
what they hear, 30% of what they read, 50% of what they see and 90% of
what they do.’…Teaching really means creating situations where discovery
can occur.”
You Talk Too Much
Article written by Bob Flacher,
Interpretive Specialist
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Table of Contents
Children’s Maritime Foundation .................... ii
MAINDECK CREW ...................................... 16
Welcome Aboard!.................................................... ii
RIGGER’S CREW ......................................... 16
NOTES ........................................................... 1
ROLES TO PLAY ........................................ 17
CHECKLIST .................................................. 2
Captain ............................................................ 17
POSTER FOR PASSAGE 1 .......................... 3
First Mate ........................................................ 17
TEACHER / LEADER PREPERATION...... 4
Second Mate .................................................... 17
ACADEMIC PREPARATION ........................ 4
Cook ................................................................. 17
SAFETY ABOARD ........................................... 4
Crew ................................................................. 18
CREW PREPARATION .................................. 4
SAFETY OFFICER’S INTRODUCTION . 19
Tallship American Pride ................................ 5
NIGHT WATCH ............................................ 19
IMPORTANT INFORMATION ................... 6
SUGGESTIONS .............................................. 19
PAYMENT ......................................................... 6
WHAT IS GOLD ? ....................................... 20
SAFETY OFFICERS ........................................ 6
THE CALIFORNIA GOLD RUSH............. 22
TRANSPORTATION ....................................... 6
EVOLUTION OF GOLD MINING ............ 27
FUNDING .......................................................... 6
The Early Days................................................ 27
STUDENT’S SNACK........................................ 6
Into the Earth .................................................. 28
NAMETAGS ...................................................... 7
Diminishing Returns....................................... 29
JOURNALS ....................................................... 7
TIMELINE ................................................... 31
LETTERS FROM HOME ................................ 7
KNOTS ......................................................... 34
SAMPLE LETTER ........................................ 9
KNOT TYING ACTIVITY ........................... 35
Medical, Health, and Photo Registration
Form ............................................................. 10
SHIP’S BELL TIME ................................... 36
LOG BOOK .................................................. 37
MAP .............................................................. 12
Construction .................................................... 37
SOUVENIR ORDER FORMError! Bookmark
not defined.
Recording In Their Log Book ........................ 37
Questions ......................................................... 37
GEAR LIST .................................................. 14
SCHOONER’S POEM ................................ 38
STUDENT PREPARATION ....................... 15
The Prairie Schooner ................................... 39
USEFUL VOCABULARY.............................. 15
THE SAILOR’S ALPHABET ..................... 40
CLASS ENSIGN .............................................. 15
SCHOONERS OF CHOICE ....................... 41
DESCRIPTION OF STUDENT CREW ..... 16
POSTER FOR PASSAGE 2 ........................ 42
BOATSWAINS CREW .................................. 16
POSTER FOR PASSAGE 3 ........................ 43
FOREDECK CREW ....................................... 16
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AMERICAN PRIDE RIGGING PLAN QUIZ
....................................................................... 44
AMERICAN PRIDE RIGGING PLAN ...... 45
GOLD FIELD JARGON ............................. 46
GOLD FIELD JARGON QUIZ .................. 48
GOLD FIELD JARGON QUIZ ANSWERS
....................................................................... 49
LETTER HOME .......................................... 50
ACROSTIC POEM ...................................... 51
COST OF ITEMS ........................................ 52
GOLD MINING BUDGET.......................... 53
BUOYANCY ACTIVITY.............................. 54
THE COMPASS........................................... 56
MAKING A MAGNET ................................... 57
TAKING A BEARING ................................... 57
COMPASS CARD ........................................ 58
MINER’S MUSEUM ................................... 59
CREATE A DIORAMA ............................... 59
HOW SAILS WORK .................................... 60
Activity-- Ping Pong Balls and Funnels...... 61
Activity- Air Pressure ................................... 62
BLOCK AND TACKLE DEMONSTRATION
....................................................................... 63
AMERICAN PRIDE QUIZ ......................... 66
AMERICAN PRIDE QUIZ ANSWERS ..... 68
SAILOR’S HARDTACK RECIPE .............. 69
GLOSSARY OF SAILING TERMS ............ 70
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CHECKLIST
Upon receipt of this package…
 Arrange transportation if you have not already done so.
 Organize teaching materials relevant to the programs.
One month prior to your arrival…
 Implement mandatory pre-trip lesson plans.
 Recruit your four Safety Officers.
 Distribute medical forms to student/adult participants.
 Distribute Souvenir Order Form
 Ask parents to write a secret “letter from home”.
One week prior to your arrival…
 Fax or Call in your Souvenir Order Form
 Go over details of program with Safety Officers.
 Collect completed medical forms.
 Confirm transportation.
 Collect “letters from home” from the Parents.
 Design and make a class ensign that will be flown from the American Pride.
 Plan your arrival snack that will be given to students before boarding.
 Make name tags.
 Start Journals.
 Pick 4 mates and divide into crews.
One day prior to your arrival…
 Check to be sure all medical forms have been turned in.
 Prepare student’s snack.
At arrival…
 Arrival 2:30pm
 Use restrooms and eat snack
 Check in with American Pride crew
 Meeting at 2:45 with the First Mate for all the safety Officers
Complete all of the above by 3:00pm so that your program starts on time
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POSTER FOR PASSAGE 1
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TEACHER / LEADER PREPERATION
This packet has been sent to help you prepare for your program aboard American Pride.
We sincerely hope you will take advantage of this information, reference material,
instructions and activities—we cannot stress enough the importance of preparing
the student for this program. The success of the program depends upon the
participants and their willingness to take this experience seriously. The program is
strenuous and tasks are hard, but through challenge comes growth. They need to
know that they are a “team” working together, and succeeding through
communication, listening and keeping a positive attitude. The American Pride crew is
always there to help each student reach his/her potential.
ACADEMIC PREPARATION
The students should have completed all the Activities suggested. It is helpful to give
the student a good overview of sailing ships and their dynamics. The students should
know why they are attending the program. Students must understand that the life of
an 1800’s sailor was very hard and uncomfortable. If orders are some times given
loudly or harshly it is only an attempt to recreate life aboard a tall ship of the
time. If at any point you are uncomfortable with the tone of the crew with
your students please let the crew or captain know.
SAFETY ABOARD
Upon your arrival you will be informed of safety rules you will need to know. Most
dangers are readily apparent once aboard. During the entire voyage we require
students to wear sturdy, rubber-soled shoes, stay aboard the ship, stay off of and away
from the rails, stay out of the rigging, follow orders, do not run and keep decks
orderly and clean. The American Pride crew will quickly point out safety violations to
an offender.
CREW PREPARATION
Your class is the “crew” and the Safety Officers are also included in those crews. Your
class should be divided into four groups, each with a student “mate” who will be in
charge. You or the group can select the mates; however, it is wise to select students who
can accept the responsibility and the pressure of leadership. The student mates are always
addressed as “Mr. _______”. Each crew group will have a different job aboard and the
student mate will relay orders to his sailors, make certain theirs tasks are done well and
watch for their safety. The mate will take orders from and be assisted by the American
Pride crew, and of course, by the all-powerful Captain. There will be four adult Safety
Officers, one for each crew.
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Tallship American Pride
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IMPORTANT INFORMATION
PAYMENT
The Institute can only accept a single check for the total amount of the program;
less the deposit you have already paid. We cannot accept multiple checks. Payment
must be brought with group or sent before group arrives.
SAFETY OFFICERS
It is necessary that four Safety Officers, who will be assigned to each crew,
accompany participants. Safety Officers help keep discipline and will keep an eye
out for safety problems. They are also expected to obey orders given by their
student mate and to stand a minimum two-hour night watch with their assigned
crew. Plan to recruit and involve your Safety Officers early. Please see the
enclosed Safety Officer’s Introduction.
TRANSPORTATION
Student transportation should be arranged well in advance.
1. School buses—arranged through your District Office
2. Buses—privately contracted
3. Private cars—subject to district policy
FUNDING
1.
2.
3.
4.
5.
Parents of the PTA
Student fund raisers
Community service organizations
Business and corporations
Scholarships—for information call the Institute.
STUDENT’S SNACK
The dinner meal is not served until at least 7:00pm. The program is an active one
and requires a lot of energy; we highly recommend that a snack be provided to the
students upon arrival at the Institute. You should arrive at the Harbor no later
than 2:15pm.
After gear is unloaded and while you are checking in, there is time for a snack.
Snack suggestions:
1. Cheese/peanut butter and crackers
2. Granola bars
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3. Fruit and cookies
4. Boxed juice
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NAMETAGS
We ask that each child have a nametag to be worn through out the voyage. The tag
should have only the student’s last name and crew to which he belongs. Only the
Mate should have a “Mr.” in front of their last name
JOURNALS
Please provide each student with a journal, such as a composition book, or have the
students make a journal during your classroom activities. Also, please provide pencils
for each student to write with. The children will have several opportunities to write in
their journals throughout their “voyage”.
LETTERS FROM HOME
“Dog Watch” is a very special time of the program. In the evening, the Captain and
entire crew assemble below decks in the main hold. The students sit spellbound while
the Captain discusses history of the times, shares nautical lore and leads in singing sea
chanteys. At this time, he will also hand out “letters from home”, which the students
can read and share if they wish. These letters greatly enhance this time and we urge
you to have the parent take a moment to write them.
The letters are written to their children as if the year were 1850. They will be
telling the “sailor” how life is back home in New York. They can be farmers or
city dwellers, but either should incorporate news of the times. The letters are to be
a SECRET and should be delivered from the parent to the teacher, who will
secretly turn them over to the First Mate. The students always love this surprise!
The Captain will use these letters to open his discussion of history and they should
contain information about the sailors’ home, family and pets, world and national
news. Remember, the sailor has been away from home for over a year when he
receives his letter, they can be serious or comical, and be from a parent, sibling or
friend. It is most important to recreate the atmosphere and news of the time.
Helpful information:
∗ The California Bear flag has flown over the state for two years.
∗ There are no cars or telephones
∗ Slavery still existed in the United States and tension was strong
between abolitionists and pro-slavery factions.
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∗ The Mexican War had just added a half million square miles of
territory to the U.S. and made the Union from sea to sea
∗ James K. Polk was President
∗ The first U.S. women’s rights convention was held in Seneca Falls,
N.Y.
∗ Irish potato famine sends 105,000 people fleeing to America.
∗ There were no super markets and people grew much of their own
food, baked bread and did their own canning and food preservation.
∗ Stephen Foster wrote “O Susanna” which became the anthem of the
California Argonauts (Gold seekers).
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SAMPLE LETTER
Albany, New York
March 3, 1950
Dearest Tom,
We miss you so much! It seams such a long time since you sailed from New York
harbor aboard American Pride.
We are all fine. Your father bought some sheep for the farm and also a new wagon to
take us to town. Your brother, John, is doing so well in school. He is reading almost
perfectly from his “McGuffey Reader”. He is a great admirer of President Polk, and says
he would like to be President someday.
There is much talk about the slavery issue, and everyone has strong opinions.
Thankfully, here in New York, most of the folks are abolitionists. And always, we hear
of such cheap land and opportunities in California--$100 for 80 acres! We hope you
will find a nice piece of land.
Our neighbors, the Becks, sold everything but the wagon and team. They took
furniture and other necessities in the wagon to St. Louis, where they will join a larger
group going to California on the Oregon Trail.
Please write to us soon and tell us about your adventures in California.
Our love,
Mother and Dad
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CHILDREN’S MARITIME FOUNDATION
PARTICIPANT’S NAME (Please print)
AGE
BIRTHDATE
/
SEX
Male
/
ADDRESS (include city and zip)
(
(
NAMES OF CUSTODIAL PARENT/GUARDIAN(s)
EMERGENCY CONTACT NAME (1)
EMERGENCY CONTACT NAME (2)
Female
DAY PHONE
)
–
EVENING PHONE
)
–
E-MAIL
(
DAY PHONE
)
–
(
EVENING PHONE
)
–
(
CELL PHONE
)
–
(
DAY PHONE
)
–
(
EVENING PHONE
)
–
(
CELL PHONE
)
–
HEALTH HISTORY: The following information must be filled in by the parent/guardian. Please complete the form in detail
so that we can be aware of your child’s needs.
PLEASE NOTE ANY HEALTH PROBLEMS YOUR CHILD MAY HAVE EXPERIENCED IN THE MONTH PRIOR TO
ATTENDING:
Has/does the participant:
YES
Ever have bleeding / clotting disorders?
Have convulsions?
Have diabetes?
Ever have chronic ear infections?
Have heart defects / hypertension?
Ever had psychiatric treatment?
Have epilepsy?
Ever had seasickness?
Ever had back problems?
Ever had joint problems?
PLEASE EXPLAIN ANY “YES” ITEMS CHECKED:
NO
YES
NO
Have asthma?
Have hay fever?
Ever had poison oak?
Ever been allergic to penicillin?
Ever been allergic to iodine?
Ever been allergic to latex?
Ever been allergic to bee stings?
Any physical impairment?
Wear contact lenses or glasses?
Other (Please list)
EXPLAIN ANY ACTIVITY RESTRICTIONS:
ANY SPECIAL NEEDS YOU WOULD LIKE YOUR CHILD’S COUNSELOR TO KNOW ABOUT:
MEDICATION Please list ALL medications (including over-the-counter or nonprescription drugs) taken routinely. Bring enough
medication to last the entire time. Keep it in the original packaging/bottle that identifies the prescribing physician (if a prescription
drug), the name of the medication, the dosage, and the frequency of administration.
This person takes NO medications on a routine basis.
This person takes medications as follows:
Med #1
Dosage:
Specific time taken each day:
Med #2
Dosage:
Specific time taken each day:
Med #3
Dosage:
Specific time taken each day:
Does the participate carry:
An Inhaler?  Yes  No
An EpiPen?  Yes  No
Non- Prescription Medications: I authorize the following medications to be administered as needed:
Tylenol
Chloraseptic
 Yes  No
 Yes  No
Benadryl
 Yes  No
Cough Drops  Yes  No
Tums
Ibuprofen
 Yes  No
 Yes  No
Sudafed
 Yes  No
Calamine Lotion  Yes  No
Over, please
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Name (last, first):_____________________________ School/Organization__________________ Date: ____________
Medical, Health, and Photo Registration Form
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PARTICIPANT’S NAME (Please print)
HEALTH QUESTIONNAIRE:
DATE OF LAST COMPLETE PHYSICAL EXAMINATION:
LIST ANY ALLERGIES (Food, Medications, other):
DIETARY RESTRICTIONS EXPLAIN:
 Vegetarian  Vegan Nut Allergy
NAME OF PHYSICIAN:
ADDRESS:
(
I eat:  Chicken  Pork Beef  Kosher
DOES PARTICIPANT
CARRY ANY MEDICAL
INSURANCE?
PHYSICIAN’S
TELEPHONE:
)
–
Yes
CARRIER:
POLICY NO:
No
WAIVER: Please review, initial and check one box in each of the following sections. When complete, please sign at the X at the end.
A. AUTHORIZATION FOR TREATMENT:
As parent/guardian, I certify that my child is in excellent health and has no physical, mental or emotional problems which are likely to
prevent participation in strenuous physical activity. I give permission for participant to be medically treated for illness occurring or
injury sustained during such participation. I certify that I have completed the Health History and Health Questionnaire fully and
accurately, and accept full responsibility for any errors or omissions. I have read the foregoing and fully understand it.
 I agree
 I disagree
Initial: ___________
B. PHOTOGRAPH/INTERVIEW AUTHORIZATION: I agree that any photographs and videos taken by any Children’s Maritime
Foundation (CMF) personnel shall be the property of CMF, and may be used by CMF, at its discretion, for any publicity, marketing
and/or advertising purposes, and I hereby consent to and authorize such use without restriction. I also give permission for my child to
be interviewed about CMF by the news media.
 I agree
 I disagree Initial: ___________
C.WAIVER OF LIABILITY INDEMNIFICATION AND HOLD HARMLESS AGREEMENT
1. In consideration of being allowed to participate I hereby RELEASE, WAIVE, DISCHARGE AND COVENANT NOT TO SUE THE
CHILDREN’S MARITIME FOUNDATION, THEIR OFFICERS AND EMPLOYEES (hereinafter collectively referred to as the “RELEASEES”) from
any and all liabilities, claims, demands, actions and causes of action whatsoever arising out of or related to any loss, damage, or injury, including
death, that may be sustained by minor, or to any property belonging to me or minor, WHETHER CAUSED BY THE NEGLIGENCE OF THE
RELEASEES, or otherwise, while participating in such activity, or while in, on or upon the premises where the activity is being conducted.
However, I am not releasing the releasees from any clamis or losses arising from intentionally wrongful acts or omissions, or the gross negligence
of the releasees.
2. I am fully aware of risks and hazards connected with the activity of CHILDREN’S MARITIME FOUNDATION, the risk of which include but
are not limited to risks associated with water activities, hiking, tide pooling, kayaking and snorkeling activities and transportation to and from sites,
and I hereby elect to voluntarily participate in said activity, and to enter the above-named premises and engage in such activity knowing that the
activity may be hazardous to participant and my property. I VOLUNTARILY ASSUME FULL RESPONSIBILITY FOR ANY RISKS OF LOSS,
PROPERTY DAMAGE OR PERSONAL INJURY, INCLUDING DEATH, that may be sustained by participant, or any loss or damage to property
owned by me, as a result of being engaged in such an activity, WHETHER CAUSED BY THE NEGLIGENCE OF RELEASEES or otherwise.
However, I am not releasing the releasees from any claims or losses arising from intentionally wrongful acts or omissions, or the gross negligence
of the releasees.
3. I further hereby AGREE TO INDEMNIFY AND HOLD HARMLESS the RELEASEES from any loss, liability, damage or costs, including court
cost and attorney’s fees, that they may incur due to participation in said activity, WHETHER CAUSED BY NEGLIGENCE OF RELEASEES or
otherwise. However, I am not releasing the releasees from any clamis or losses arising from intentionally wrongful acts or omissions, or the gross
negligence of the releasees.
4. It is my express intent that this Release, and Hold Harmless Agreement shall bind the members of my family and spouse, if I am alive, and
my heirs, assigns and personal representative, if I am deceased, and shall be deemed as a RELEASE, WAIVER, DISCHARGE AND
COVENANT NOT TO SUE the above-named RELEASEES. I hereby further agree that this Waiver and Liability and Hold Harmless Agreement
shall be construed in accordance with the laws of the State of California.
IN SIGNING THIS RELEASE, I ACKNOWLEDGE AND REPRESENT THAT I have read the foregoing Waiver of Liability Indemnification and
Hold Harmless Agreement, understand it and sign it voluntarily as my own free act and deed; no oral representations, statements, or
inducements, apart from the foregoing written agreement, have been made. As parent/guardian, I certify that he/she is in excellent health and
has no physical, mental or emotional problems which are likely to prevent participation in strenuous physical activity. I give permission for
participant to be medically treated for illness occurring or injury sustained during such participation and certify that he/she is covered by medical
insurance.
X
Signature of Parent / Guardian
Date
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MAP
Tallship
AMERICAN PRIDE
Rainbow Harbor, Dock #3
Long Beach, CA
From Los Angeles:
Take the 405 Freeway south to the 710 Freeway south. Follow signs to downtown
Long Beach and the Aquarium Exit. The Aquarium exit will lead to the American
Pride. Make a right on Aquarium Way and park in the parking structure. The
American Pride is located in Rainbow Harbor, Dock #3 across from the Aquarium
of the Pacific .
From Orange County:
Take the 405 Freeway north to the 710 Freeway south. Follow signs to downtown
Long Beach and the Aquarium Exit. The Aquarium exit will lead to the American
Pride. Make a right on Aquarium Way and park in the parking structure. The
American Pride is located in Rainbow Harbor, Dock #3 across from the Aquarium
of the Pacific .
Parking in the Aquarium Structure is $8 per day per vehicle with Validation.
For More Information Call:
Children's Maritime Foundation
(714) 970-8800
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SOUVENIR ORDER FORM
TALLSHIP AMERICAN PRIDE
CHILDREN’S MARITIME FOUNDATION
•T-SHIRTS- High quality Hanes Beefy-T’s Sizes- Small, Medium, Large, X-Large, XX-Large
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BURGUNDY (With White Logo/ PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
WHITE (With Burgundy Logo / PRE-SHRUNK ADULT SIZES ONLY)
XX-Large
Small
Medium
Large
X-Large
NAVY (With White Logo / PRE-SHRUNK ADULT SIZES ONLY)
XX-Large
FRONT
Small
Medium
Large
X-Large
XX-Large
NATURAL (With Burgundy Logo /PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
XX-Large
** Please enter the number of shirts in the Boxes**
TOTAL NUMBER OF SHIRTS __________ @ $15.00 each = $_____________
•LONGSLEEVE SHIRTS-NAVY ONLY (White Logo /
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PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
XX-Large
TOTAL NUMBER OF SHIRTS __________ @ $18.00 each = $_____________
•ENAMEL PINS (1 1/4" Diameter)
TOTAL NUMBER OF PINS ____________ @ $5.00 each = $______________
•HATS (Beige with Burgundy Embroidered Logo) One Size Fits All
TOTAL NUMBER OF HATS ____________ @ $16.00 each = $ ________________
•COLOR POSTCARDS (A 5½” x 7” picture of the American Pride)
TOTAL NUMBER OF POSTCARDS __________ @ $0.75 each = $ _____________
•PATCHES (Embroidered Logo 3.5” iron on)
TOTAL NUMBER OF PATCHES _________@ $2.00 each = $_____________
•SWEATSHIRTS (Hooded ZIP-UP Navy Blue only with Logo on Front & Back)
□ □
Small
Medium
□ □
Large
X-Large
□
XX-Large
**Please enter the number of sweatshirts in the Boxes**
TOTAL NUMBER OF SWEATSHIRTS ___________@ $28.00 each = $___________
TOTAL AMOUNT OF YOUR ORDER $________________
You MUST Fax or mail your “GROUP” order 5 days before your arrival to the ship!
Your group order will be waiting for you at the American Pride.
If you have any questions, please call the:
Children’s Maritime Foundation
Office (714) 970-8800/ FAX (714) 970-8474
4676 Lakeview Ave. 211 • Yorba Linda, CA 92886
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GEAR LIST
The crew aboard American Pride will be trying to recreate the harsh and demanding life
of a typical sailor in the mid 1800’s. However, we do not wish to have any student be
uncomfortable during the program and suggest that they bring adequate warm
clothing, rain gear, etc. Night watch can be foggy, cold and windy and we want all
crewmembers to be prepared.
Things to bring:
Sleeping bag/pillow/blanket
1 Bowl, 1 cup and 1 spoon (PLASTIC, METAL—NO PAPER OR FOAM)
Rain gear/poncho
Jacket (warm)
Hat with a brim
Extra change of clothing
Two pair shoes and socks
Log (the journal you began before the trip)
Pen/Pencil
Sea Sick medicine (Bonine or Non-drowsy Dramamine)
Extra Black Trash Bag for packing home
You may not bring:
Games or toys
Cameras (Safety Officers OK)
Sunglasses unless they are prescription ones
Baseball hats
Watches
Jewelry
Gum, candy, food, sodas, etc.
Electric anything (Adults—this includes cell phones, pagers, etc.)
Everything you bring must fit in a large plastic trash bag that will keep your gear dry
and together. You should label your bag so that it can be easily identified. Do not
bring more gear than you can carry by yourself!
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STUDENT PREPARATION
The better prepared the students are before coming to the American Pride, the more they
will gain from the program and the more enjoyable it will be. PLEASE take advantage of
the following material provided in this preparation package. You may also wish to show a
Nautical or Maritime Video to your class before the program. Please contact us if we can
be of assistance.
USEFUL VOCABULARY
In the interest of realism, the following nautical words are used aboard. The students must
know their meaning.
1. Avast: Stop
2. Aye, Aye: I understand the order and I will carry out the order -“Yes”
3. Carry-on: Continue what you are doing or begin the order now. If given
a series of orders, the student will wait for the “carry-on” order before
they begin.
4. Sir: This is the Captain’s title and he alone will always be addressed as
Sir or Captain.
5. Mr.: You will use this title when speaking to one of the American
Pride’s Officers, or one of the student “mates”. Remember the Captain is
“Sir”.
Other nautical terms they might like to become acquainted with are listed in the
Glossary.
CLASS ENSIGN
Some classes make a creative and fun project out of designing and making a flag, or ensign. We
will be happy to fly the class ensign on American Pride, along with the Captain’s personal ensign
and the American flag. Hint an old white pillow cover makes a great and sturdy flag.
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DESCRIPTION OF STUDENT CREW
BOATSWAINS CREW
Pronounced: Bo-sun
This crew is responsible for the schooner’s maintenance. They will be taking
themselves and the other crew aloft in the “boatswain’s chair” to prepare the mast for
painting. They should know essentially the same things as the rigger’s crew and at
least the bow-line knot.
FOREDECK CREW
This crew is responsible for raising and lowering the sails on the foredeck. They
should practice the bow-line, reef, clove hitch and figure eight knot.
MAINDECK CREW
This crew is responsible for raising and lowering the sails on the maindeck. They
should practice the bow-line, reef and figure eight knots.
RIGGER’S CREW
The Rigger’s will be responsible for rigging a “block and tackle” system. They should
have an understanding of the concept of mechanical advantage.
NOTE: All crews will rotate through each activity! Crews will work together and
participate in the loading of “cargo”, raising and lowering the bo-sun chair. Raising
sails will be done when the ship sails.
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ROLES TO PLAY
We cannot stress enough the importance of making the students aware that this
program is based on role-playing that means that each American Pride crewmember
will be acting a part. If orders are some times given loudly or harshly, it is only
an attempt to recreate life aboard a tall ship of the time. Students must
understand that the life of an 1800’s sailor was very hard and uncomfortable. They
too are role-playing, and should speak and act like a sailor of that time from the first
muster on shore. The students usually step into their own roles very quickly and there
is seldom a problem.
The crew of the American Pride will be in the following roles:
Captain
He is master of the ship and crew. He sees all and knows all—truly a
man to be “feared” if angered. He does not own the ship, but is
employed by the shipping company to sail this vessel with passengers
and freight. He must make a profit for the owners
and keep a hard-working, dependable crew. He has
lost some of his crew and needs immediate
replacements. He also must have a crew on the
return voyage back to New York and he will try very
hard to convince the “lads” of the joys of life at sea.
First Mate
He is usually the most knowledgeable sailor aboard.
He works for the Captain, and is very strict about
how the sailors behave and do their tasks aboard. He is also a
“shrewd businessman” and has been known to figure his own
“profit” on top of the ship’s usual charges. He is not above
padding his own pockets or making a deal! He wants to hire a
crew that will impress the Captain and you must somehow
convince him to hire you.
Second Mate: He is a better sailor than the average “green hand” and tries hard
to please the Captain. He is often in trouble with the First Mate
because he has “connections” in San Francisco and is always
working on his own “deals”. Beware!
Cook
He is the ship’s cook and has to make the provisions last the
entire voyage. The crew treats him well because they want good
meals and like to warm themselves in his galley. He knows many
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sea chanteys and stories—also, the superstitions of the sea! He is
very funny, but takes cooking for the Captain very seriously.
Crew
You are young and adventurous “lads” from New York. You
were “hired hands” on a farm, but the pay was low, the hours long
and the outlook for owning your own farm was bleak. You
decided to catch a ship bound for California and the cheap land
you have heard about. Your ship will bring you around the
terrifying Cape Horn San Francisco where you hoped to find
work.
Gossip abounds about the “get rich quick schemes” offered to
passengers by the unscrupulous, and you know you must be very
careful if you hope to keep your money. What little money you
have, you will need to buy your implements, seed and provisions.
The problem is, you must convince the First Mate to hire you on
as a “greenhand”.
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SAFETY OFFICER’S INTRODUCTION
Welcome aboard! We are happy that you will be joining us in an exciting adventure
aboard the schooner American Pride. This living history program teaches with a hands-on
approach and students will be re-living life during the great “Manifest Destiny” westward
movement. The students have been prepared to role-play on this imaginary voyage to San
Francisco, during which they will be green hand sailors working hard to get there.
We will integrate history, geography, physics and ecology into this program and the students
will be working hard while they have fun. The children will be divided into crews and will
experience many “team work” activities; throughout these activities we encourage
development of problem solving skills, responsibility and self-confidence.
As a Safety Officer, you will be an active participant in the program and you sign on as a
“green hand”. You will be part of a crew under the leadership of a student mate. You
will also be alert to any possible safety or discipline problems. Play along with the role—
always be ready to lend a hand. The children will learn best if they do the problem
solving—it is the process that is encouraged. As a “tall sailor” the children will expect you
to have the answers, but since you are a greenhand too, you will seem not to have the
answers. Your attitude influences the success of the entire voyage. Be positive,
energetic and most of all have fun!
NIGHT WATCH
As a Safety Office you will assist your crew by standing night watch. What is involved is
keeping an eye out for students’ safety and motivation of students during their duty will be
your main responsibility.
SUGGESTIONS
1. Read a book about the settling of the American frontier to refresh your
memory.
2. Familiarize yourself with some basic nautical terminology—the Glossary will
help you.
3. Do not sign up for your child’s crew.
4. Role-playing is more fun if you dress the part; a striped cotton top and a
bandana will do very nicely.
5. Be sure to check the list of things to bring.
6. You and the teacher are the only crew members allowed to bring a camera to
record your voyage.
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WHAT IS GOLD ?
Gold is a highly sought-after precious metal that for many centuries has been used as money, a
store of value and in jewelry. The metal occurs as nuggets or grains in rocks and in alluvial
deposits and is one of the coinage metals. It is a soft, shiny, yellow, dense and malleable.
Modern industrial uses include dentistry and electronics. Gold forms the basis for a monetary
standard used by the International Monetary Fund (IMF) and the Bank for International
Settlements (BIS). Gold is a chemical element in the periodic table with the symbol Au (from
the Latin aurum) and atomic number 79.
It is the most malleable and ductile metal known; a single gram can be beaten into a sheet of
one square meter, or an ounce into 300 square feet. Gold readily forms alloys with many other
metals. These alloys can be produced to increase the hardness or to create exotic colors. Gold
is a good conductor of heat and electricity, and is not affected by air and most reagents. Heat,
moisture, oxygen, and most corrosive agents have very little chemical effect on gold, making it
well-suited for use in coins and jewelry.
Pure gold is too soft for ordinary use and is typically hardened by alloying with silver, copper,
or other metals. In various countries, gold, and its many alloys, are most often used in jewelry,
coinage and as a standard for monetary exchange. When sold in the form of jewelry, gold is
measured in carats (k), with pure gold being designated as 24k. It is, however, more commonly
sold in lower measurements of 22k, 18k, 14k and 10k. A lower "k" indicates that a higher
percent of copper or silver in the alloy, with copper being the more commonly used metal.
Gold has been known and highly valued since prehistoric times. It may have been the first
metal used by humans and was valued for ornamentation and rituals. Egyptian hieroglyphs
from as early as 2600 BC describe gold, which king Tushratta of the Mitanni claimed was as
"common as dust" in Egypt. Egypt and Nubia had the resources to make them major goldproducing areas for much of history. The south-east corner of the Black Sea was famed for its
gold. Exploitation is said to date from the time of Midas, and this gold was important in the
establishment of what is probably the world's earliest coinage in Lydia between 643 and 630
BC.
The European exploration of the Americas was fueled in no small part by reports of the gold
ornaments displayed in great profusion by Native American peoples, especially in Central
America, Peru, and Colombia.
Gold in antiquity was relatively easy to obtain geologically; however, 75% of all gold ever
produced has been extracted since 1910. It has been estimated that all the gold in the world
that has ever been refined would form a single cube 20 m (66 ft) on a side (8000 m³).
During the 19th century, gold rushes occurred whenever large gold deposits were discovered,
including the California, Colorado, Otago, Australia, Witwatersrand, Black Hills, and Klondike
gold rushes.
Because of its historically high value, much of the gold mined throughout history is still in
circulation in one form or another. Like other precious metals, gold is measured by troy
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weight and by grams. When it is alloyed with other metals the term carat or karat is used to
indicate the amount of gold present, with 24 karats being pure gold and lower ratings
proportionally less. The purity of a gold bar can also be expressed as a decimal figure ranging
from 0 to 1, known as the millesimal fineness, such as 0.995.
Historically gold was used to back currency; in an economic system known as the gold
standard, a certain weight of gold was given the name of a unit of currency. For a long period,
the United States government set the value of the US dollar so that one troy ounce was equal
to $20.67 ($664.56/kg), but in 1934 the dollar was revalued to $35.00 per troy ounce
($1125.27/kg). By 1961 it was becoming hard to maintain this price, and a pool of US and
European banks agreed to manipulate the market to prevent further currency devaluation
against increased gold demand. Central banks still hold historical gold reserves as a store of
value although the level has generally been declining. The largest gold depository in the world
is that of the U.S. Federal Reserve Bank in New York. Since 1968 the price of gold on the
open market has ranged widely, with a record high of $850/oz ($27,300/kg) on 21 January
1980, to a low of $252.90/oz ($8,131/kg) on 21 June 1999 (London Fixing). On 11 May 2006
the London gold fixing was $715.50/oz ($23,006/kg). In 2005 the World Gold Council
estimated total global gold supply to be 3,859 tones and demand to be 3,754 tones, giving a
surplus of 105 tones.
Great human achievements are frequently rewarded with gold, in the form of medals and
decorations. Winners of races and prizes are usually awarded the gold medal (such as the
Olympic Games and the Nobel Prize), while many award statues are depicted in gold (such as
the Academy Awards, the Golden Globe Awards the Emmy Awards, the Palme d'Or, and the
British Academy Film Awards).
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THE CALIFORNIA GOLD RUSH
The Gold Rush dramatically affected California's environment, but much had been
changed well before 1848. Primeval California was a unique and extraordinarily diverse
natural environment, with a remarkable range of geography and geology, of plants and
animals, of weather and natural resources. California had been inhabited or visited by
many different people before gold was discovered. Each new group of people brought its
own system of values. They related differently to the beauty of California and its immense
bounty of natural resources. Each saw a different kind of "gold" to be reaped from the
land. They also related differently to each other. California Indians had been here for more
than ten thousand years. They encountered successive waves of explorers, would-be
colonizers, and immigrants, including Spanish missionaries, Mexican rancheros, Russian
hunters, and American trappers, traders and farmers. Who was a Californian? And what
did California mean to them?
Gold! One of the most galvanizing events in California history occurred on January 24,
1848. John Sutter had a huge land grant at the junction of the American and Sacramento
Rivers. He hired James Marshall to build a sawmill at a place the Maidu Indians called
Coloma. On that cold January morning, Marshall spotted something shining up from the
millrace. He picked up several pieces. Were these small nuggets really gold? He tested one
by smashing it between two rocks. It flattened and didn't shatter. The woman who cooked
for the construction crew tested another in a pot of lye. It was gold!
With this chance discovery of a few, small gold nuggets on the American River, everything
changed in California. Sutter had hoped to keep the news of this discovery quiet while
completing his construction. But there was no containing gold fever!
Tens of thousands of years of erosion had loosened gold nuggets from the solid rock of
the Sierra Nevada. Large and small pieces of placer gold were washed down by mountain
streams over the millennia, often just resting in the stream beds waiting to be picked up by
anyone who cared. Gold had not been valued by California Indian cultures--they regarded
other products of nature as precious.
The news spread like wildfire locally. "Gold on the American River!" But news to other
regions spread slowly in 1848. Accounts of extraordinary finds were relayed by the wordof-mouth of travelers. Newspapers from California's early presses responded at first with
cautionary reports, then unbridled enthusiasm. Trading ships carried the word to Hawaii,
China, Mexico and Chile. Letters and wild rumors eventually made their way back to the
eastern United States and Europe, adding fuel to the fever. This was the first time in
history that this most precious metal was available for the taking by anyone and everyone.
The gold was literally free for all. When 220 ounces of gold were carried back to
Washington D.C., President Polk confirmed the extraordinary rumors to Congress in
December 1848, and the world responded. The rush for Gold was on.
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The world in 1848 was poised to rush to California. A remarkable coincidence of
worldwide events and conditions set the stage: political instability and revolution, class
tensions and social unrest, economic depression and repression. Add widespread drought
and famine to the mix, and suddenly there were tens of thousands of people around the
world primed to emigrate from their homelands to almost anywhere. The Old World
seemed faded and chaotic, and the New World appeared bright with limitless prospects
and promise. California offered a destination, an irresistible temptation. A golden carrot
was dangled in front of the world's nose. California Gold . . . free for the taking! This
Mother Lode of gold suddenly seemed a compelling answer to the problems of those
tumultuous times. The world responded, and rushed to California.
Many of the immigrants who rushed to California from the eastern United States, Canada
or Mexico chose to come by land. The journey was long, hard and dangerous--a six to nine
month trek--and it meant parting from family and friends. Immigrants crossed the
continent in great numbers--at least 32,000 walked overland in 1849, and another 44,000
came in 1850. The "forty-niners" recorded the challenges, hardships, struggles, and
dangers they encountered. Gold fever was quickly diminished by the harsh realities of the
trip. Equipment and cherished personal objects were cast aside in a desperate struggle to
survive. If cholera, exhaustion, starvation, or the on-set of winter in the Sierra didn't claim
them, the argonauts arrived in the foothills of California only to discover that most of the
easy placer gold had already been picked up. But they had survived, and new opportunities
awaited them.
Most of the immigrants rushing to California from around the world had no choice but to
come by sea. The journey was long, hard and very dangerous. After preparing for a four to
eight month journey, and parting from family and friends, thousands of argonauts set sail.
The promises of ships' advertisements were quickly disproved by the realities of life
onboard, and gold fever was soon replaced with sea sickness. The "forty-niners" recorded
the challenges, hardships, struggles, and dangers they encountered in diaries and letters:
terrible storms, inadequate food and water, rampant diseases, overcrowding, and
shipwrecks. Between April 1849 and January 1850, nearly 40,000 argonauts arrived in San
Francisco by sea. There they discovered that they were still 150 miles from the closest gold
fields, and that most of the easy placer gold had already been picked up. But they had
survived, and opportunities were plenty in California.
In the middle of the 19th century, the popular phrase "I have seen the elephant" referred
to overcoming the adversities and hardships in one's life. A fable revolved around a farmer
who heard that the circus was coming to town. He had never seen an elephant, and
headed to town with his produce to see the elephant. On the road, he encountered the
elephant. Unfortunately, the farmer's horse had never seen an elephant, either. The horse
spooked, upset the cart, and ran off, destroying the farmer's produce. Even so, the farmer
declared "I don't care, for I have seen the elephant."
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Most immigrants rushing to California by land or by sea had seen the elephant, "from the
tip of his trunk to the end of his tail" by the time they arrived in California. For any who
hadn't, two or three weeks in California were certain to bring on the vision.
Forty-niners rushed to California with visions of gilded promise, but they discovered a
harsh reality. Life in the gold fields exposed the miner to loneliness and homesickness,
isolation and physical danger, bad food and illness, and even death. More than anything,
mining was hard work. Fortune might be right around the corner, but so too was failure.
The promises and commitments to remain faithful in body and spirit to families left
behind were constantly tested by the struggles and temptations of the moment.
Miners responded to these challenges with humor, resiliency, and sometimes despair.
"Escape" from the realities of their conditions might be found in correspondence with
home, in community with fellow miners, at a gambling table, or in a bottle of whiskey. The
temptations of Saturday night were inevitably followed by the chores and rituals of Sunday
morning, as miners contrived to create a semblance of community out of life in the mines.
Those who followed their dreams to the bottom of a stream in the Sierras found
themselves confronted with hard work, harsh weather, and a rapidly diminishing supply of
gold. The efforts, tools and equipment required to get at the gold which remained quickly
became more elaborate. As California flooded with people from around the world, the
easy surface gold was quickly skimmed. Suddenly the streams were crowded, and
competition became stiff. Tensions, conflicts and discrimination/racism intensified, along
with a few nuggets of gold.
Not all who came to California spent their time mining. Not all who struck it rich found
gold at the bottom of a river. Many failed miners became business entrepreneurs, seeing
needs and filling them with a variety of goods and services. By 1852 nearly 275,000 gold
seekers had rushed to California. They all needed food and housing, transportation and
banking services, mining equipment and clothing, and just about everything else. They
represented immense commercial potential, and there was an enormous amount of gold
ready to be spent! Businesses sprang up overnight, and many became cornerstones of the
state's growing economy. Several continue to thrive as influential corporations today, but
most quickly failed. Yet California was unusually tolerant of failure, and bursting with
opportunity. Chances were you could find some other endeavor and make a go of it.
With ships, merchandise and equipment, and thousands of sea-route argonauts pouring
into California through the Golden Gate, San Francisco instantly became the hub of the
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gold rush. No city grew bigger or faster, or with more hustle and bustle. Its population in
January 1848 was 800; by 1853 it had mushroomed to over 50,000, with tens of thousands
more passing through to and from the mines each year. San Francisco quickly became the
most culturally and ethnically diverse place in the world. While the gold rush laid the
foundation of the city, it took the wealth of the Comstock silver bonanza in Nevada to
really build and refine it. The Comstock created fortunes for men like William Ralston, the
builder of the Palace Hotel. Ralston and other newly-wealthy San Franciscans sought to
create their own vision of San Francisco as an "Imperial City," a sophisticated, cultured
city to rival New York, London and Paris.
California's easy gold was soon picked clean, and the challenge of mining took on new
proportions. There was still plenty of gold in California in the 1850s, but it took the giants
of the mining industry to make it pay: giant machines and giant companies. Yankee
ingenuity took over, accompanied by an aggressive attitude of man-versus-nature.
California's giant gold machines were the best in the world, but wrecked havoc on
California's environment. Massive floating dredges scooped up millions of tons of river
gravels; hard rock miners blasted and tunneled their way into the mountains; giant
hydraulic monitors literally blew apart the hills and washed them into the streams and
rivers. Tons of mercury used to extract the gold escaped into the rivers and entered the
food chain. Nature didn't stand a chance. Neither did the farmers and towns downstream.
Decades of legislative and legal battles between miners and farmers eventually resulted in
controls on mining, and the emergence of agriculture as the dominant industry in
California.
Gold is a gleaming symbol of California's bounty and wealth. It was the lure, the promise
of California for hundreds of thousands of argonauts who overwhelmed California during
the Gold Rush. Gold unleashed the forces that rocketed California to immense growth
and development. It sparked a swirl of hopes and dreams, myths and legends,
contributions and conflicts.
But the legacies of the Gold Rush are complex--sometimes triumphant, sometimes
troubled. It what seemed the blink of an eye, California's first people were overrun by a
world rush. Miners saw nature as a force to be overcome to get at the golden treasure.
Other rushes followed gold: agriculture, oil, real estate, motion pictures, military industry,
computers. California became the nation's industrial, agricultural, and population leader.
But the bounty and beauty of the region have paid a price for these achievements. The
scales have not always been balanced. Immigrants still come, but the gold they seek is
mostly metaphorical; not precious metal but “GOLDEN” opportunity.
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Early San Francisco
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EVOLUTION OF GOLD MINING
The methods of gathering gold changed rapidly as the 'easy pickings' disappeared. Tools were
invented at a rapid rate as miners from all over sought new and more effective means of mining the
ore. Here is a look at three basic stages in the evolution of gold mining.
The Early Days
Gold could be found loose in riverbeds. Miners would divert streams, sending smaller
streams off to each side, leaving stream beds exposed. The dry days of summer and early
fall were best as low water levels exposed stone areas where gold may have been hiding.
1 Placer mining
Using shallow metal pans, miners mixed water with soil from the riverbed. By gently
swirling in circular motion, the lighter soils washed away, leaving the gold.
2 Winnowing
Chileans, Sonorans from Mexico and Indians gently bounced dry soil on wool sarapes.
Wind took the dried sand, leaving the heavier gold.
3 Crushing quartz
This and similar devices of Mexican origin were powered by mule, horse or man. Quartz
was crushed between a heavy stone above and tightly fitted stones beneath. The pulverized
soil was then processed through traditional mining techniques. Although effective, most
Americans considered the process too slow.
4 The rocker or cradle
With one man to load water and soil and a second to rock it, this gold washing machine
could process 200 bucketfuls per day.
It is set on sloping ground to allow water to run through it.
Wooden or metal spikes were fastened on the bottom level to catch heavier gold.
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5 The long tom or Sluice
With a two men, it is capable of handling 400-500 bucketfuls per man per day.
F E V E R
1. Miner shovels dirt into the long tom.
2. Another removes large rocks and keeps dirt moving through the trough and across an
iron plate with holes in its bottom.
3. Sand and gold drops through holes.
4. Particles of gold lodge in the riffles of a lower box while sand washes away.
5. The final separation is done by panning.
Wooden flume widens at one end.
A downward slope allowed water to run through it continuously.
6 The waterwheel
Introduced by the Chinese, it could be placed in a bypass flume. The water- driven wheel
powered various mining operations. It powered the bailers needed to keep the working
area dry. Water and paydirt are lifted into the sluicing flume. Although widely used, this
method was not very profitable as gold deposits were more frequently found along river
banks and bars than in the main river channel.
Into the Earth
Once the earth's surface had been picked clean, miners organized into larger camps and
began digging deeper into the earth.
7 Quartz or hardrock mining
Shafts were sunk and large machinery was needed to remove the veins of gold from the
quartz rock. Drilling could be done by hand or by compressed air-drill. Dynamite was
placed into the holes created and detonated.
8 Hydraulic drills
A hole would be started using a drill bit. As the hole deepened, bits would be exchanged
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for progressively longer and narrower ones. Water was added to the hole to create a
grinding compound and to help remove dirt and debris.
9 The stamp
Larger rocks removed from the mines were crushed by these machines.
Rock was fed from bins into dies at the base of the machine.
Heavy iron crushers called stamps rose and fell onto the rock.
Pulverized soil was then processed using traditional mining methods.
Diminishing Returns
By 1858, only those with big machinery could effectively mine the hills. Individual miners
and their small claims were replaced by large companies that worked large tracts of land,
employing scores of men. Many of the miners moved on to newer diggings in such places
as Pike's Peak in Colorado and Nevada's Comstock Lode.
10 Hydraulic mining
This method was developed to explore the soil of older, dried riverbeds and later, any
available soil.
1. Riveted pipes guided water down from higher elevations. As the water travelled down,
its pressure increased.
2. The water was channeled into iron nozzles called monitors.
3. By this time, the pressure was sufficient to blast away hillsides.
4. The monitors were systematically waved back and forth, boring into the land.
5. The soil would run down into a valley and a series of sluices where the silt and water
would be separated through traditional mining techniques.
The environmental effects of hydraulic mining
Water that was diverted to dry land created a boggy mud that destroyed habitats and
flooded the land of farmers living downstream.
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TIMELINE
End of the Ice Age
It is believed the earliest settlers of the land that would become California
were nomadic people from Asia, who crossed the Bering Sea when a land
bridge existed. With the end of the Ice Age, melting polar snow caps raised
sea level and closing the bridge. These nomads followed the animal food
supply south. Estimates place the population of the California “Indians” as
high as 275,000 when the Spanish explorers came. They lived in small bands
and practiced very little agriculture: they were hunters, gathers, and fishermen.
They gathered acorns and mesquite pods, grinding them to make a meal.
With baskets, nets and sharpened poles they fished. Some tribal names are
Pomo, Mojave, Caliente and Chumash
1542
Jaun Cabrillo, a Portuguese, who sailed for Spain sailed into San Diego.
1579
Englishman, Sir Francis Drake, Sailed into San Francisco harbor.
1770
Father “Fray” Junipero Serra founded the first of California’s 21 missions in
San Diego.
1802
West Point Military Academy established.
1814
Francis Scott Key wrote “Star Spangled Banner”.
1819
Spain ceded Florida to United States. Eli Whitney invented the
Cotton Gin.
1821
United States population is 9.6 million. Russian American Fur
Company established at Fort Ross on Mendocino Coast.
1822
Gas lighting first used on streets of Boston. Stephen Austin
founded first American settlement in Texas. Californians change
loyalty from Spain to Mexico after the Mexican Revolution and
appoint Mexican Governor.
1824
Erie Canal is completed. Fur trapper and scout Jim Bridger
discovered the Great Salt Lake.
1827
Sulfur friction matches invented by John Walker.
1829
James Smithson founded Smithsonian Institute in Washington
D.C. First commercial railroad, the Baltimore and Ohio carried
passengers in a horse-drawn excursion train.
1830
Mission land broken up into huge “ranchos”. They produce
cattle, hides, and tallow for trade with the United States. Ships
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sailed up and down the coast with goods that were then carried
back to Eastern markets.
1831
Cyrus McCormick invented mechanical reaper.
1832
First school for the blind bounded in Boston. First horse drawn
tractors in New York. New England Anti slavery Society
founded in Boston.
1833
First co-educational college opens in United States.
1835
Samuel Colt patents single-barrel pistol and rifle. P.T. Barnum
began his career as a “showman”.
1836
Davy Crockett American politician and frontiersman, was killed
at the Alamo. The Republic was proclaimed by Unites States
settlers after independence was won from Mexico.
1837
Samuel Morse exhibited first telegraph in New York. John Deere
invented steel plow.
1838
Trail of Tears claims 4,000 lives as 15,000 Cherokee are forcibly
removed from the Southeast Oklahoma Territory.
1839
Charles Goodyear invented vulcanized rubber and opened up
commercial use. Abner Doubleday, an army officer, invented
baseball.
1840
United states population is 17 million.
1842
First gummed postage stamp issued in New York.
1845
Jon Fremont arrived in California with a civilian “army”.
He overpowered the Mexican citizens at Sonoma and for the first
time flew a hand-made Bear Flag.
1847
Mexican war added the territory of California to the United States.
The Union was now a Continental empire- from sea to shinning
sea. Yerba Buena is renamed San Francisco. By the end of the
year, the city has 200 buildings and 800 inhabitants
1848
Gold discovered a Sutter’s Mill in California and one of the
greatest migrations in the history of man begins, changing the
land, the people and the economics forever.
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F E V E R
1849
The Gold Rush becomes a wild stampede with fortune-seekers
from not only the United States, but from around the world,
arriving by land and ship.
1850
California becomes the 31st State in the Union.
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KNOTS
Figure Eight
Bowline
Clove Hitch
Reef or Square
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F E V E R
KNOT TYING ACTIVITY
This activity should increase the student’s understanding of how to tie knots that used by
the sailors, and what their purpose was.
You should begin by teaching the students the four basic knots that are pictured in this
packet. To do this you will need at least 18” if rope, “line”, per student. We recommend
clothes line, because it is inexpensive.
Begin with the figure eight knot and clove hitch. Next move to the reef knot and finally,
teach them the bowline. The bowline is the hardest and will take some patience, but it is
also one of the most important knots to know in sailing.
Knots and Their Uses
Bend- A knot used in joining two ropes often of different diameters, or the
securing of a rope to an eye, ring, Becket, spar, etc. and may be easily cast off if
required. Examples: sheet or Becket bend, anchor bend.
Hitch- A knot whose constituent loops jam together in use, particularly under
strain, yet remain easily separable when the strain is removed. Examples: clove
hitch and half hitch.
Knot- Some combination of loops, mostly interlocking, used to fasten ropes
together or to objects, or to enlarge the end of a rope as in a stopper knot like the
figure eight knot. One simply cannot intertwine or tangle a piece of rope and call it
a knot. A knot must be able to be “broken”, meaning that it has a way in which it
can be easily undone when required- each knot has its own trick that must be
learned.
When the students have mastered these knots, pretend that they are depending upon their
skills as knot-tiers to get a place aboard a ship as a Marlinespike sailor. This was the term
used for a sailor who is particularly adept at tying knots.
The student must tie at least four knots in front of the First Mate and explain their uses. If
the First Mate is still not convinced of your skill and tells you the following:
“Many time a sailor is required to work aloft in the rigging at night when there is no
or very little moon, it is very dark and difficult to see. A sailor’s life can depend on
the quality of the knot he ties no matter what the conditions are. If you can tie
these knots with your eyes closed and then behind your back, the job is yours”.
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SHIP’S BELL TIME
Ship's bells are a system to indicate the hour by means of bells, used aboard a ship to
regulate the sailors' duty watches. Unlike civil clock bells, the strikes of the bell do not
accord to the number of the hour. Instead, there are eight bells, one for each half-hour
of a four-hour watch. Bells would be struck every half-hour, and in a pattern of pairs for
easier counting, with any odd bells at the end of the sequence.
The classical system was:
First Last
Number of bells Middle Morning Forenoon Afternoon dog dog First
watch watch watch
watch
watch watch watch
0:30
4:30
8:30
12:30 16:30 18:30 20:30
One bell
1:00
5:00
9:00
13:00 17:00 19:00 21:00
Two bells
1:30
5:30
9:30
13:30 17:30 19:30 21:30
Three bells
2:00
6:00
10:00
14:00 18:00
22:00
Four bells
2:30
6:30
10:30
14:30
22:30
Five bells
3:00
7:00
11:00
15:00
23:00
Six bells
3:30
7:30
11:30
15:30
23:30
Seven bells
4:00
8:00
12:00
16:00
20:00 0:00
Eight bells
Most of the crew of a ship would be divided up into between two and four groups
called watches. Each watch would take its turn with the essential activities of manning
the helm, navigating, trimming sails, and keeping a lookout.
The hours between 16:00 and 20:00 are so arranged because that watch (the "dog
watch", which is cur-tailed) was divided into two. The odd number of watches aimed to
give each man a different watch each day. It also allows the entire crew of a vessel to eat
supper, the normal time being at 1700 with First Dog watchmen eating at 1800. Some
"ship's bell" clocks use a simpler system:
The number of bells may be used to refer to the hour so indicated.
Number of bells
One bell
Two bells
Three bells
Four bells
Five bells
Six bells
Seven bells
Eight bells
Hour (a.m. and p.m.)
12:30 4:30
8:30
1:00
5:00
9:00
1:30
5:30
9:30
2:00
6:00
10:00
2:30
6:30
10:30
3:00
7:00
11:00
3:30
7:30
11:30
4:00
8:00
12:00
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LOG BOOK
This activity will increase the student’s ability to use their senses (other than just sight) to help
enrich their experience aboard the American Pride.
Sailors on watch are responsible for the safety of the ship, the cargo and the lives on board. It
is important to keep a record of all occurrences on board in the ship’s log book. The Oxford
English Dictionary defines a log book as: 1) a book with a permanent record made of all events
occurring during a ship’s voyage. 2) a travelers diary. 3) a regularly maintained record of
progress or performance. This activity will use all three definitions of a Log book for the
students to record their preparation and expectations in anticipation of their voyage. On board
the vessel the students will then be prepared to make entries into their Log book while they are
standing watch.
Construction
You will need enough construction paper and writing paper to make a log book for each
student. Each book should have enough paper to make an entry each day for a week, some to
record events and other data during their watch, plus enough to make some entries after their
voyage aboard the American Pride. Have them design or draw on it to make it more personal.
Bring a few extras as some will forget or loose them overboard, yes it does happen.
Recording In Their Log Book
Students are to create their own log book and record their thoughts, feelings, and experiences
in anticipation of their voyage aboard the America Pride. In making their log entries, the
students should describe things in terms of their five senses. Some questions to consider while
making log entries might be:
How will the American Pride smell?
What is it made of?
How will the ocean air feel?
What sounds does the ocean make?
How will the America Pride food taste?
How will the weather be on the ocean?
Questions
1. Why is the ship’s log so important?
2. When might a sailor be without one or more of his senses?
3. Can you think of an experience that stimulates only one of each of the senses? Two? Three?
4. What do you imagine would be the most difficult sense to be without?
5. How are emotions and feelings part of your sensory abilities?
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SCHOONER’S POEM
I am 80 yeas old and somewhat
But I give to God the praise
That they made a sailor of me
In the good old schooner days.
Then men loved ships like women
And going to sea was more
Than signing on as a deckhand
And scrubbing a cabin floor,
Or chipping rust from iron
And painting, and chipping again—
In the days of schooner sailing
The sea was the place of men.
You could spy our great ships running
White-clouded, tier on tier,
You could hear their tramping thunder
As they leaned-to racing near;
And it was “Heigh-ho and ho, my lad,”
When we were outward bound,
And we sang full many a chanty
As we walked the capstan round.
Aye, we sang full many a chanty
As we drove through wind and wet,
To the music of five oceans
That rings in memory yet.
Go, drive your dirty freighters
That fill the sky with reek—
But we — we took in skysails
High as a mountain peak...
Written by Harry Kemp
(Cassell’s Magazine 1940)
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3 9
The Prairie Schooner
Slow was the weary, toilsome way
Where creaked the heavy-laden wain
Quaint follower of the speeding day
Across the plain.
White canvas covers, bulging, fair,
Enclosed fond hearts athrob with joy;
The builders of an empire there
Found safe convoy.
Along its, course child-voices sweet
Marked all the strangeness of each scene;
While parents sought new homes to greet
With vision keen.
No luxury or ease was there
To lap the traveler into rest;
But staunch it bore the, pioneer,
On toward the West.
Deserted now, its ragged sails
Are furled--the port has long been won.
Sport of the boisterous, hurrying gales,
Through cloud and sun.
Unused, forlorn and gray, it stands,
A faded wreck cast far ashore,
The Mayflower of the prairie lands,
Its journey o'er.
___
Charles Moreau Harger
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4 0
THE SAILOR’S ALPHABET
A is the anchor that holds a bold ship,
B is the bowsprit that often does dip,
C is the capstan on which we do wind, and
D is the davits on which the jolly boat hangs.
Oh, hi derry, hey derry, ho derry down,
Give sailors their grog and there's nothing goes wrong,
So merry, so merry, so merry are we,
No matter who's laughing at sailors at sea.
E is the ensign, the red, white, and blue,
F is the fo'c'sle, holds the ship's crew,
G is for the galley where the cook hops around,
H is the hawser that seldom does strand.
I is the irons where the stuns'l boom sits,
J is the jib-boom that often does dip,
K are the keelsons of which you've told, and
L are the lanyards that always will hold.
M is the main mast, so stout and so strong,
N is the north point that never points wrong,
O are the orders of which we must be'ware, and
P are the pumps that cause sailors to swear.
Q is the quadrant, the sun for to take,
R is the riggin' that always does shake,
S is the starboard side of our bold ship, and
T are the topmasts that often do split.
U is the ugliest old Captain of all,
V are the vapours that come with the squall,
W is the windlass on which we do wind, and
X, Y, and Z, well, I can't put in rhyme!
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SCHOONERS OF CHOICE
If you had to head west in a “prairie schooner” these are some of the:
Advantages:
-you could usually bring more of your possessions with you
-it was much less expensive
-you could look for land as you traveled
-security and companionship in the wagon train
-fresh water was often available
-a well-marked trail
Disadvantages:
-very strenuous travel
-hostile Indians
-trip took 1-2 years
-desserts and mountains to cross
-weather and floods
-many died on the trip from disease and exhaustion
If you chose a “sailing schooner”:
Advantages:
-you could be in California in six months
-your food was ample and prepared for you
-the comfort that was offered by a ship’s cabin
-your possessions traveled safely in trunks or crates
-spare time for books and games
Disadvantages:
-seasickness
-storms at sea
-you didn’t know if a ship and crew were competent
-very little fresh meat and produce
-confinement of shipboard life
-high cost of trip
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F E V E R
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POSTER FOR PASSAGE 2
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POSTER FOR PASSAGE 3
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4 4
AMERICAN PRIDE RIGGING PLAN QUIZ
1.______________________
2.______________________
3.______________________
4.______________________
5.______________________
6.______________________
7.______________________
8.________________________
9.________________________
10._______________________
11._______________________
12._______________________
13._______________________
14._______________________
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- G O L D
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AMERICAN PRIDE RIGGING PLAN
1. BOW
2. STERN&RUDDER
3. FOREMAST
4. MAINMAST
5.MIZZENMAST
6. BOWSPRINT
7. OUTERJIB
8. INNERJIB
9. STAYSAIL
10. FORESAIL
11. MAINSAIL
12. MIZZENSAIL
13. HULL
14. HELM
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GOLD FIELD JARGON
ALACALDE-mayor or judge
BAR-a ridge of sand at the bend of a river
BATEA-a flat wooden Indian bowl used by miners when they did not have a metal pan
BOOM TOWN-a town that grew fast, generally as a result of mining
CRADLE-a device to separate rocks and gravel from gold
“COME DOWN WITH THE DUST”-pay cash at the time of purchase
DRY DIGGINGS-mining without water; digging gold out of cracks in the rocks or from dry
river beds
GHOST TOWN-a town where few, if any, people still live
GRUBSTAKE-a loan of money of food until the miner could repay
HOPPER-a part of the cradle rocker
LODE-vein or deposit of gold
MOTHER LODE-vein or deposit of gold running through quartz in the Sierra Nevada
Mountains
NUGGETS-lumps of gold in various sizes and weights
“PAY DIRT”-clay, sand or gravel with gold in it
POKE-bag used for carrying gold dust or nuggets
PROSPECTOR-a person who searches for gold
ROCKER-shaped like a cradle. This device rocked the sand or gravel and water, but could
“pan” much larger amounts than a pan.
SLUICE-trough that separates gold from sand or gravel using water to push the sand along
STAKE A CLAIM-marking the boundary line of miner’s property with a stake or pile of
rocks
STRICK IT RICH-to find a large amount of gold
TAILINGS-the waste pile of rocks and gravel after washing for gold
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“THROW DOWN THE BOX”-term used by robbers when they held up stagecoach; it
refers to the box that holds the gold
WET DIGGINGS-mining where there is water, digging gold from streams or rivers
“WHIP”-the driver of a stagecoach
SQUATTER- a person who started to live and work on land not belonging to him with
the intent of owning
BUCKBOARD- a wagon pulled by a team of horses, with one seat and a cargo area
behind it.
SHOVEL- a farm tool used to work the soil for planting
GENERAL STORE- a country store that sold food, seed, cloth, grain, medicine and
many other items needed by settlers
SAW MILL- where trees are cut up into building timber
CALICO- a popular, printed cotton fabric used for dresses and shirts
SLATE- school children wrote lessons on hand held chalk boards because paper was
expensive and scarce
STAGECOACH- an enclosed wagon, pulled by horses, used to transport passengers and
freight
SASSPARILLA- a popular “root beer” flavored drink
PANHANDLER- someone down-on-his-luck asking for help
TINKER- a roving peddler who used a wagon to bring his merchandise to the customer
BLACKSMITH- someone who used hot iron to make shoes for horses, farm
implements and wagon parts
LAW OF SUPPLY AND DEMAND- economic law which states that prices rise when
demand is high and supply is low; and that prices fall when demand is low and
supply is high
ARGONAUNTS- Forty-niners as they were known that travel by sea
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4 8
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F E V E R
GOLD FIELD JARGON QUIZ
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
HOPPER______
“PAY DIRT”______
BOOM TOWN______
MOTHER LODE______
ALCALDE______
STRIKE IT RICH______
POSPECTOR______
GHOST TOWN______
ARGONAUNTS
TAILINGS______
ROCKER______
“THROW DOWN THE BOX”_____
SLUICE______
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
GRUBSTAKE______
BAR______
LODE______
CRADLE______
BATEA______
NUGGETS______
DRY DIGGINGS______
POKE______
STAKE A CLAIM______
QUARTZ______
“PAN OUT”_____
“COME DOWN WITH THEDUST”___
“SEEING THE ELEPHANT”______
DEFINTIONS
A. the waste pile of rocks and gravel after washing for gold
B. a loan of money of food until the miner could repay
C. mayor or judge
D. vein or deposit of gold
E. a town that grew fast, generally as a result of mining
F. a ridge of sand at the bend of a river
G. vein or deposit of gold running through quartz in the Sierra Nevada Mountains
H. pay cash at the time of purchase
I. lumps of gold in various sizes and weights
J. seeing gold in the gold fields
K. a person who searches for gold
L. mining without water; digging gold out of cracks in the rocks or from dry river beds
M. bag used for carrying gold dust or nuggets
N. a part of the cradle rocker
O. a town where few, if any, people still live
P. trough that separates gold from sand or gravel using water to push the sand along
Q. clay, sand or gravel with gold in it
R. marking the boundary line of miner’s property with a stake or pile of rocks
S. shaped like a cradle. This device rocked the sand or gravel and water, but could
“pan” much larger amounts than a pan.
T. term used by robbers when they held up stagecoach; it refers to the box that holds
the gold
U. a mineral or rock found in which gold deposits may be found
V. a flat wooden Indian bowl used by miners when they did not have a metal pan
W. a device to separate rocks and gravel from gold
X. to find a large amount of gold
Y. Forty-niners as they were known that travel by sea
Z. gold played out or gone
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G O L D
F E V E R
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4 9
GOLD FIELD JARGON QUIZ ANSWERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
N
Q
E
G
C
X
K
O
Y
A
S
U
P
B
F
D
W
V
I
L
M
R
T
Z
H
J
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F E V E R
LETTER HOME
You have arrived in California six months ago and have been prospecting in the Mother Lode. Write a
letter to a relative back home, telling them about your adventures. Use words from Gold Field Jargon
Dear_____________,
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________
Love,
_______________________
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5 1
- G O L D
ACROSTIC POEM
A______________________________________________
M______________________________________________
E______________________________________________
R______________________________________________
I_______________________________________________
C______________________________________________
A______________________________________________
N______________________________________________
P_______________________________________________
R______________________________________________
I_______________________________________________
D______________________________________________
E______________________________________________
By ____________________________
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F E V E R
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5 2
- G O L D
F E V E R
COST OF ITEMS
The sailors have come ashore in San Francisco. They are eager to set out in search of land. But, first they
must have proper gear and clothing. Everything is very expensive and they have only $150.00 to spend
for supplies. They must choose very carefully among the items offered for sale before they decide. If
they don’t have enough money they will need to work and earn more before setting out? How much do
they need to earn and how long will it take them? Remember to allow for some cash to take along.
ITEMS FOR SALE:
Beef
Mutton
Veal
Pork
Chicken
Tea
Molasses
.50lb
1.00lb
.75lb
1.00lb
6.00ea.
5.00lb
4.00gal
Flour .75lb
Sugar .65lb
Potato 1.00lb
Onions 1.00lb
Eggs 2.00ea.
Fruit .50ea.
Shovels
Hoe
Plow
Shirts
Boots
Socks
Hats
Underwear
25.00ea
10.00ea
25.00ea
40.00ea
40.00pr
10.00pr
10.00ea
15.00pr
Horses 150.00ea
Mules 100.00ea.
Saddles 50.00ea
Rifle 75.00ea
Seed 25.00sack
Knife 10.00ea
Ammunition 10.00box
Feed 25.00sack
Haircut
Shave
Laundry
1.50
1.00
.50piece
Billiards1.00game
Lodging
1.00night (own blanket on floor)
AVILABLE WORK:
Saloonkeeper
Cargo Handler
Wagon Hauler
Innkeeper
Merchant Asst.
Riverboat Crew
$ 2.00/day meals included
$ 4.00/day 2 days only
$ .50/hour 10 hour days
$10.00/week
4 days a week
$50.00/month
room and board included
$15.00/week
6 days a week
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5 3
- G O L D
F E V E R
GOLD MINING BUDGET
You have $150 that you earned from working as a sailor on the “American Pride”. You
are ready to start looking for GOLD in the gold fields. Here is a budget worksheet to
help track of what you purchased. Use the sheet on the first page to see what things cost
in 1849. Remember to save some money to take along with you for those unforeseen
expenses. Land cost about $1.25 an acre.
Category
Quantity
Cost
Total
Food:____________
_________________
_________________
_________________
_________________
_________________
__________
__________
__________
__________
__________
__________
X
X
X
X
X
X
__________ =
__________ =
__________ =
__________ =
__________ =
__________ =
_________
_________
_________
_________
_________
_________
Tools:____________
_________________
_________________
_________________
_________________
_________________
__________
__________
__________
__________
__________
__________
X
X
X
X
X
X
__________ =
__________ =
__________ =
__________ =
__________ =
__________ =
_________
_________
_________
_________
_________
_________
Miscellaneous:___
________________
________________
________________
________________
________________
__________
__________
__________
__________
__________
__________
X
X
X
X
X
X
__________ =
__________ =
__________ =
__________ =
__________ =
__________ =
_________
_________
_________
_________
_________
_________
Add all your expenses together and place the total here………Total _________
Subtract the “Total” from the $150 you earned……………. -$150 _________
How much is left?.....................................................................................= _________
If you decide to get a gob in the city then use the “Available Work” portion of the first
page. This will let you see how long it will take you to earn the money you will need for
supplies
Job
Wage
Quantity
Total Earned
_____________ __________ X ___________ =
__________
How long will it take for you to earn the money necessary to buy all the supplies you will
need?
It will take me ________________ to earn $ ______________
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5 4
- G O L D
F E V E R
BUOYANCY ACTIVITY
A body of water naturally pushes upward. That’s the water’s buoyancy. You can feel
buoyancy by pushing the palm of your hand against a water surface. An object floats or
sinks depending upon its displacement. Increasing the volume (area that an object
occupies) increases the amount of displacement. This increases the buoyancy, or ability or
float. Increasing the volume an object occupies increases its surface are, and thus
increases the friction it experiences as it moves through the water. Thus, the shape of an
object in liquid can serve two purposes. An object designed for speed must have the
minimum displacement to decrease the friction, i.e. a speed boat. Conversely, an object
designed to carry heavy weights (like the American Pride, a cargo vessel) must be designed
to maximize displacement, thus increasing buoyancy and friction.
In other words, any body of water is always striving to be level. When you place a boat in
the water, gravity pulls it down and the water has to move out of the way (becomes
displaced). The water is no longer level. So, you have two forces at work against the hull
of the boat; the pressure of the water pushing up trying to regain a level plain, and the
gravity pulling the boat down.
The hulls of boats are designed to transfer, or spread out the force of the water under it
over a larger area, thereby decreasing the force at any particular point. If the pressure of
the water pushing on the hull is greater than the force of gravity pulling it down, then the
boat floats! Why? There is no longer sufficient water displacement to counteract gravity
and the desire for water to maintain a level plain.
CHANGE IN BUOYANCY
Some water has more buoyancy than other water. Here’s how to find out. You may want
to take this one out side. It can get wet and messy.
Items needed:
1. Plasticine clay- one third sick per student ( you can purchase plasticine clay at craft
stores)
2. A dishpan full of water
3. Pennies
4. Salt
5. Sand or cornstarch
6. A large spoon
Note: You may use aluminum foil instead of Clay
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Here’s what you do:
1. Give each student one-third stick of clay.
2. Have the student’s role the clay into a ball.
3. Drop the ball into the water—IT SINKS!
NOW BUILD A BOAT
1. Have the students shape their own boats out of their clay. You may want to
suggest that the boats can be like a raft (flat), sailboat (curved but pointed on the
bottom), bowl (round and curved), etc.
2. Have each student place their boats into the water.
3. Using the pennies, have the students place pennies one at a time onto the boats.
Which design floats the longest? Why?
4. Carefully lift the boats out of the water, and remove the coins.
5. Pour 1-2 cups of salt into the water and stir until the salt dissolves.
6. Now see how many coins the boats can hold. Why does adding salt to the water
make the boats float better?
7. Again, carefully lift the boats out of the water. Add 1-2 cups sand or cornstarch to
the water and stir.
8. See how many coins each boat can carry before it sinks.
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THE COMPASS
This activity will help the students gain a basic understanding of magnetism. To gain an
understanding of how a compass works and how one is used:
The students will be able to:
1.
2.
3.
4.
Identify and read a compass card.
Make a simple magnetic compass.
Take a bearing with their handmade compass and a real compass in the classroom.
Understand the meaning of true North and magnetic North.
Vocabulary:
1.
2.
3.
4.
Magnetize
Compass
Magnetic North
True North
5. Bearing
6. Navigation
7. Poles
Magnetism is the measurable relation of the physical force between two objects of metal,
usually iron or an alloy of iron and other metals, of which one has been previously
magnetized. This magnetized metal is commonly referred to as a magnet. The area
around the magnet that the force can be detected is called the magnetic field.
Each magnet has separate poles where the magnetic force seems to be concentrated.
These opposing poles are termed North and South. The basic law of magnetism states
the opposites attract and like poles repel each other.
The earth has magnetic properties which distribute the poles towards the geographical
poles of the earth. The magnetic properties of the earth are distributed unevenly and as
a results the poles are not directly parallel with geographical poles, commonly called the
North and South poles (this is why there is a difference between true North and magnetic
North). The magnetic poles are called the North magnetic pole and the South magnetic
pole. These poles refer to where the concentration of magnetic force is located.
The compass is a simple device consisting of a magnet and a way of allowing the magnet
to rotate freely. The “north seeking” end of the magnet will reliably point toward the
North magnetic pole, thus allowing a direction to be established. For the purpose of
navigation, it is this direction that can be used as a constant means of finding a location.
The compass card is a non-magnetic disc to which the magnet is attached. It is round
and is marked in degrees around its circumference from which the magnet can be read.
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The card rest on a pivot at is center. It is important to note that as the boat changes
direction, the compass card does not change direction (the needle always points to
magnetic North).
MAKING A MAGNET
Here’s what you need:
Shallow clear dishes (Petri dish), water, magnet, needles, compass card, and simple
compasses to verify accuracy, corks (cut in several pieces)
Here’s what you do:
1.
2.
3.
4.
5.
6.
7.
8.
Photocopy and cut the enough compass cards for every four students.
Magnetize the needle by passing the needle over a strong magnet for 20 seconds.
Fill the dish with water and place the dish on the compass card.
Float the slice of cork on the water.
Balance the needles on the corks.
Move the compass card so the North is lined up with the needle.
Use the compass to verify the accuracy of the needle in the dish.
Pass the magnet over the dish to change the direction of the needle. What
happens? Why? Does the needle return North? Why?
TAKING A BEARING
Here’s what you need:
Student made compasses, four compasses, classroom.
Here’s what you do:
1.
2.
3.
4.
5.
Place a text book on top the teacher’s desk.
Divide the students in four groups.
Mark each of the four corners of the room, i.e., A, B, C, D.
Have one group stand at each corner (one group per corner)
Using their hand made compasses, have the student take a bearing of the text
book from their corner and write it down.
6. Now have the groups rotate counter clockwise until each group has taken a
bearing from each corner and written it down or logged it.
7. Compare the bearings from each group.
8. Now follow the same procedure using a real compass and compare the results.
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Questions:
1. Is the needle in the dish accurate enough to navigate? Why or Why not?
2. Is there room for error in navigation? Why? What factors affect taking an
accurate bearing?
3. How would you verify the accuracy of your compass
COMPASS CARD
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MINER’S MUSEUM
Create a museum display of an 1850 Miner’s souvenirs, tools, mementos, etc. Include
the following items in you display, using a large cardboard box tipped on its side.
Make your display interesting, attractive, and authentic in appearance.
1. Find or create an article of clothing that a miner might have worn.
2. Find or crated an article that might have been a treasured or memorable object.
3. Find or make a tool that a 49’er might have used.
4. Draw a picture of a miner and frame it 9paper or wood frame) be creative.
5. Write a short description of each of the first three items. Describe what it is,
why it is memorable or what situation it was used in by the miner. Write as if
you were the old miner telling your grandchild about the “old days”.
6. Write an autobiography or biography of your miner. Where was he born, how
did he travel to California, his experiences on the trip, what life was like in the
goldfields, how he chose to mine, what were the results, his adventures, friends
and what did he do later in life.
CREATE A DIORAMA
Create a diorama that authentically shows life in a California mining camp in 1850.
Use large cardboard box tipped on its side. Create a backdrop by lining the box with
white construction paper. Color or paint your backdrop making it authentic to your
“scene”. A small bulb can be used to light the scene and make it more vivid.
Suggested dioramas:
1. Mining camp- main street scene
2. A typical miner’s tent or cabin with his pack animal
3. A panning site
4. a mining operation
5. a sluice operation
6. An assay office
7. A miner’s campfire, entertainment, and leisure (with his companions).
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HOW SAILS WORK
This activity will help the students gain an understanding of air pressure and how it
relates to a sailing vessel.
The students will be able to:
1.
2.
3.
4.
5.
Understand the concept of force and air pressure.
Understand the concept of air pressure as a force
Understand the meaning of high and low air pressure and how it works.
Understand how a sail of a ship is pulled rather than pushed by the wind.
Create high and low air pressure systems.
Even though we cannot see air, it is a mass made up of molecules we can feel. Wind is
created by differences in air pressure. If the air pressure is even the air is still, if the air
pressure is uneven the air moves. Air under higher pressure moves towards or is pulled
towards air under lower pressure. The amount of difference in pressure will determine
the velocity or strength of the wind or movement of air. A sailing ship follows the same
principles of an airplane wing. The shape of the sail along with the direction the ship is
moving in relation to the wind direction determines how air pressure affects the
movement of the boat. An airplane wing is shaped to create a wind foil. This wind foil
creates a low pressure on top of the wing and high pressure on the bottom of the wing
(the air speeds up going over the curve to keep up with the air moving across the flatter
bottom half of the wing). This increase in air speed over the top of the wing is what
creates the low pressure, causing the lift which is what allows the plane to fly!
A sail on a boat follows the same principle. It is a modern sail maker’s art to cut the sail
with the proper amount of curve creating the desired wind foil shape. Old squares
rigged ships did not have efficient wind foiled sails-the sails were made to be pushed
instead of pulled by the wind. As more was learned about the concept of air pressure
and lift, it was soon realized that a sailing vessel could actually sail more efficiently and
faster being pulled by wind than being pushed by the wind. A strong aerodynamic force
is exerted in a sideways direction by the wind as shown in the illustration. The keel,
situated under the boat, prevents the boat from moving sideways by creating a lateral
resistance force. These two forces combine to create the resultant force which moves
the boat in a forward direction. The interaction of forces is what propels the boat up
wind. Thus the evolution of sail! See Figure 1
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Figure 1
Activity-- Ping Pong Balls and Funnels
Materials needed (for each group):
Ping pong or small Styrofoam ball
Large funnel
Alcohol wipes (to clean the funnel)
Procedure:
1. Explain to the students that they will now see an example of Bernoulli's Principle
in action. In the last activity they learned how moving air creates less pressure.
Here they can experience this principle up close.
2. Divide the class into groups of three to four students each.
3. Give each group a ping pong ball, a funnel, and a few alcohol wipes.
4. Instruct the students to place the ping pong ball into the funnel. One student in
each group should now blow through the hole in the bottom of the funnel to try
to blow the Ping pong ball out of the funnel. Try as they might, they shouldn't
be able to blow the ball out of the funnel.
5. Now tell the students to blow very hard over the top of the funnel. Some of
them may be able to blow hard enough to blow the ball out of the funnel. If not,
they should at least notice that the ball jumps up the side of the funnel.
6. Have the students clean off the end of the funnel and let the next person in their
group try. Continue until each student has had a chance to blow through and
over the Funnel.
Note: if the funnel is too small, and the students have strong lungs, they can usually Pop
the ball out of the funnel easily. Try this activity first and find funnels that are the
right size.
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Activity- Air Pressure
Materials needed (for each group):
Two books of equal size
One sheet of notebook paper
One drinking straw
Procedure:
1.
2.
3.
4.
Position the books 10 cm apart on the table.
Lay the sheet of paper across the space between the books.
Place the end of the straw just under the edge of the paper.
Blow s hard as you can through the straw and watch the paper flop down when
air is blown under it. Why doesn’t the paper blow away?
Before you blew in the straw, the air was pushing on all sides of the paper. As the speed
of air increases, the sideways pressure of the air decreases. Forcing a stream of fastmoving air under the paper reduces the upward pressure on the paper. The air pushing
down on the paper is greater than the air pushing up, thus the paper is sucked down.
Air Flow over a Wing
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BLOCK AND TACKLE DEMONSTRATION
Introduction
How much easier is it to lift a heavy object using a pulley system? Use this simple
broomstick pulley system to effectively demonstrate why a block and tackle pulley
system is so useful.
Science Concepts
• Pulleys • Simple machines • Mechanical advantage
Materials
2-Broom handles (or dowel rods), 1 to 11⁄29 diameter (or 3⁄49 PVC pipe), 2–3 feet long,
String or rope, strong, thin, 25 feet long 3-Student volunteers
Safety Precautions
Please follow normal laboratory safety guidelines. Do not jerk on the rope. Pull the
rope gently with an even force.
Procedure
1. Select three student volunteers.
2. Assign two volunteers as broom-handle holders and the other as the rope puller.
3. Have the two broom-handle holders stand about 5 to 6 feet apart and extend their
arms to hold the broom handles parallel to the floor at waist level.
4. Securely tie one end of the rope to the middle of one of the broom handles.
5. Wrap the rope around the middle of the other broom handle (see Figure 1) and
give the free end to the rope puller. The rope puller should stand behind, and
slightly to the side of one of the holders, so that the rope will be pulled
perpendicular to the length of the broom handles. The free end of the rope
should go under the arms of the broom-handle holder so that the rope is pulled
parallel to the ground as well. See Figure 2.
6. Have the two broom handle holders try as hard as they can to prevent the broom
handles from coming together as the rope puller pulls on the rope. Can the single
rope puller draw the two broom handle holders together? What is the mechanical
advantage of this pulley system?
7. Repeat steps 5 and 6 several times. For each new trial wrap the rope around the
broom handles a different number of times (see Figure 1). How much more difficult
is it for the holders with each new trial? How much easier is it for the puller? What
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is the mechanical advantage of the puller as a new loop is added to the pulley
system? How close are the broom handle holders drawn together compared to the
amount of rope pulled by the rope puller during each new trial?
Figure 1
Figure 2
Figure 3
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Tip
• To enhance the effect of mechanical advantage use two “strong” volunteers to
hold the broom handles and a “weak” volunteer to pull the rope.
Discussion
Pulleys are used extensively when heavy objects need to be lifted, especially in cranes
in shipping and construction areas. Pulleys are one of six types of simple machines
used to easily change the direction and/or the magnitude of an applied force. (The
lever and fulcrum, inclined plane, wheel and axle, wedge, and screw are the five
other types of simple machines.) How does a pulley decrease the amount of force
necessary to lift an object? The advantage of a pulley is its ability to change the
number of “ropes” lifting an object. This gives a lifter a greater mechanical
advantage. Mechanical advantage is a ratio of the output force compared to the input
force. The greater the mechanical advantage is for a system, the greater the output
force is compared to the input force. The greater the mechanical advantage, the
easier it is to do the work. For a block and tackle pulley system, the mechanical
advantage is determined by the number of support ropes that are lifting the object
(see Figure 3). Therefore, the more times the rope is wrapped around the broom
handles, the greater the mechanical advantage is for the puller. However, a pulley
does not give something for nothing. A block and tackle pulley system gives a high
mechanical advantage, but the sacrifice is that the applied force must be carried over
a longer distance compared to the distance the lifted object actually moves. Ideally,
due to the conservation of energy, the work in must be equal to the work out. Work
is defined as a force times a distance. Therefore, even though a pulley (or any simple
machine) makes it easier to lift a heavy object, the total amount of work necessary to
lift the object will be equal. A smaller force will be used over a larger distance in
order to lift a heavy object a short distance.
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AMERICAN PRIDE QUIZ
Matching: Choose the best definition for the following terms.
Aloft
Amidships
Anchor
Belay
Blight
Binnacle
_______________
Bitter End
Block
Captain
Fathom
Forecastle
Head
Poop
Port
Reeve
Sheave
Slack Away
Spar
Tackle
Thwart
Yard
1. Wood or metal case for sheaves.
_______________ 2. In the rigging, above the deck.
_______________
3. Six feet, a measurement of length.
_______________
4. Figure eight tied around the top and bottom of a pin.
_______________
5. Horizontal poles that hold sails.
_______________
6. Line rigged through and around pulleys to increase the effect of
pull.
_______________
7. The very end of a piece of rope.
_______________ 8. First in command on any vessel.
_______________
9. Iron device to hold ship in place by digging into bottom
_______________ 10. Raised part of deck in the bow or the crew’s quarters.
_______________ 11. The left side of a vessel.
_______________ 12. Any support for sails or rigging (a mast, yard, boom, etc.)
_______________ 13. The ship’s toilet.
_______________ 14. Seat in a boat, for the rowers to sit on.
_______________ 15. The highest deck at the stern.
_______________ 16. The middle of the ship.
_______________ 17. A bend or loop in a rope.
_______________ 18. Housing for the ship’s compass.
_______________ 19. To let out line without losing control of the line.
_______________ 20. The grooved pulley wheel in a block.
_______________ 21. To pass a line through a hole, as in a block
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Fill in the Blank: Choose the word that best completes each sentence.
Aft
Avast
Aye, Aye
Bilge
Carry on
Doctor
Ensign
First Mate
Galley
Greenhand
Hatch
Line
Salt
Sir
Starboard
Stow
22. Everyone meet over on the ____________________side of the boat, or the right
side.
23. When the __________________, the one right below the captain, gave me an
order I knew I better do what he said.
24. Go ___________________ your gear in its proper place below deck.
25. The watchman walked to the _______________, or the rear of the boat.
26. The lowest internal part of the hull is where the ________________water collects.
27. Every morning we raised our _________________ up with the America flag.
28. Only the Captain is called ____________ on board ship.
29. After receiving the command, the sailor replied, “________________”, and went
to work.
30. When the Captain said “_________________” we knew that he had finished
giving us an order and it was then time to do it.
31. The _______________________ called out and said it was dinner time.
32. “__________________” mate, its time to stop what you are doing.
33. We could smell dinner being cooked down in the ________________.
34. We knew the new sailor was a ____________________ because he was
inexperienced aboard the vessel.
35. Open up the ___________________ and climb down.
36. The ____________________ showed his experience by how he handled the
rigging.
37. Hold on to that __________________ and hoist the sail up.
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AMERICAN PRIDE QUIZ ANSWERS
1. Block
2. Aloft
3. Fathom
4. Belay
5. Yard
6. Tackle
7. Bitter End
8. Captain
9. Anchor
10. Forecastle
11. Port
12. Spar
13. Head
14. Thwart
15. poop
16. Amidships
17. Bight
18. Binnacle
19. Slack Away
20. Sheave
21. Reeve
22. Starboard
23. First Mate
24. Stow
25. Aft
26. Bilge
27. Ensign
28. Sir
29. Aye, Aye
30. Carry On
31. Doctor or Cookie
32. Avast
33. Galley
34. Greenhand
35. Hatch
36. Salt
37. Line
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SAILOR’S HARDTACK RECIPE
Ingredients:
4 cups flour (preferable whole wheat)
2 teaspoons salt
2 cups of water
Pre-heat oven to 375 degrees F.
Makes about 10 pieces
Mix the flour and salt together in a bowl. Add just enough water (no more than the
2 cups), and mixing with the hands, produce a mixture that will stick together but won’t
stick to the hands, rolling pin or pan Roll the dough out, shaping it roughly in a
rectangle. Cut the dough into squares about 3 x 3 inches and ½ inch thick.
After cutting the squares, press a pattern of four rows of four holes each into each
square, using a nail or other such object. Do not punch through the dough. The
appearance you want is similar to that of a modern saltine cracker. Turn each square
over and do the same thing to the other side.
Place squares on an ungreased cookie sheet and place in the oven to bake for 30
minutes. Turn each piece over and bake for another 30 minutes. The crackers should
be slightly brown on both sides.
The fresh crackers are easily broken but as they dry, they harden and assume the
consistency of fired brick!
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GLOSSARY OF SAILING TERMS
Abaft - Toward the rear (stern) of the boat. Behind.
Abeam - At right angles to the keel of the boat, but not on the boat.
Aboard - On or within the boat.
Above Deck - On the deck (not over it - see ALOFT)
Abreast - Side by side; by the side of.
Adrift - Loose, not on moorings or towline.
Aft - Toward the stern of the boat.
Aground - Touching or fast to the bottom.
Ahead - In a forward direction.
Alee - Away from the direction of the wind. Opposite of windward.
Aloft - Above the deck of the boat.
Amidships - In or toward the center of the boat.
Anchorage - A place suitable for anchoring in relation to the wind, seas and bottom.
Astern - In back of the boat, opposite of ahead.
Athwartships - At right angles to the centerline of the boat; rowboat seats are generally
athwart ships.
Aweigh - The position of anchor as it is raised clear of the bottom.
Avast- Command meaning "stop what you're doing".
Baggywrinkle - Clumps of frayed rope that protect the sails from chafing against the
lines.
Ballast Weight - usually metal, placed low in a boat to provide stability.
Batten Down - Secure hatches and loose objects both within the hull and on deck.
Beam - The greatest width of the boat.
Bearing - The direction of an object expressed either as a true bearing as shown on the
chart, or as a bearing relative to the heading of the boat.
Belay- To temporarily secure a line to a cleat, or as a command "disregard the last
order"
Below - Beneath the deck.
Bight - The part of the rope or line, between the end and the standing part, on which a
knot is formed.
Bilge - A rounding of the hull along the length of the boat where the bottom meets the
side.
Binnacle - A support for the compass, raising it to a convenient position.
Bitter End - The last part of a rope or chain. The inboard end of the anchor rode.
Boat - A fairly indefinite term. A waterborne vehicle smaller than a ship. One definition
is a small craft carried aboard a ship. A submarine
Boat Hook - A short shaft with a fitting at one end shaped to facilitate use in putting a
line over a piling, recovering an object dropped overboard, or in pushing or fending off.
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Bobstay - Wire Stay underneath the bowsprit; helps to counteract the upward pull
exerted by the forestay.
Doctor – Also know as the cook
Boom - free swinging spar attached to the foot of the sail with forward end pivoting on
the mast.
Bow - The forward part of a boat.
Bowline - Knot used to form a temporary loop in a line
Bowsprit - A short spar extending forward from the bow. Normally used to anchor the
forestay.
Brightwork - Varnished woodwork and/or polished metal.
Bulkhead - An interior partition commonly used to stiffen the hull. May be watertight.
Bulwark - A vertical extension above deck level designed to keep water out of and
sailors in the boat
Bunk - Sleeping Berth
Cabin - A compartment for passengers or crew.
Cap - A piece of trim, usually wood, used to cover and often decorate a portion of the
boat, i.e., caprail.
Capsize - To turn over.
Cast Off - To let go.
Chafing Gear - Tubing or cloth wrapping used to protect a line from chafing on a
rough surface.
Chain plate - The fitting used to attach stays to the hull.
Chart - A map for use by navigators.
Chock - A fitting through which anchor or mooring lines are led. Usually U-shaped to
reduce chafe.
Cleat - A fitting to which lines are made fast. The classic cleat to which lines are belayed
is approximately anvil-shaped.
Clove Hitch - A knot for temporarily fastening a line to a spar or piling.
Coach Roof - Also trunk. The cabin roof, raised above the deck to provide headroom
in the cabin.
Coaming - A vertical extension above the deck to prevent water from entering the
cockpit. May be broadened to provide a base for winches.
Coil - To lay a line down in circular turns.
Companionway - The main entrance to the cabin, usually including the steps down
into the cabin.
Course - The direction in which a boat is steered.
Current - The horizontal movement of water.
Davits - Small cranes used to raise or lower small boats and light items from deck to
water level.
Dead Ahead - Directly ahead.
Dead Astern - Directly aft.
Deck - A permanent covering over a compartment, hull or any part thereof.
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Dinghy - A small open boat. A dinghy is often used as a tender for a larger craft.
Displacement - The weight of water displaced by a floating vessel, thus, a boat's
weight.
Ditty Bag - Small bag used for carrying and stowing small personal items or kits
Dock - A protected water area in which vessels are moored. The term is often used to
denote a pier or a wharf.
Draft - The depth of water a boat draws.
Ebb - A receding current.
Fathom - Six feet.
Fender - A cushion, placed between boats, or between a boat and a pier, to prevent
damage.
Fid - Tool used by riggers in splicing line
Figure Eight Knot - A knot in the form of a figure eight, placed in the end of a line to
prevent the line from passing through a grommet or a block.
Fo'c'sle- An abbreviation of forecastle. Refers to that portion of the cabin which is
farthest forward. In square-riggers often used as quarters for the crew.
Fore And Aft - In a line parallel to the keel.
Forepeak - The compartment farthest forward in the bow of the boat. Often used for
anchor or sail stowage. In larger ships the crews quarters
Forestay - Wire, sometimes rod, support for the mast, running from the bowsprit or
foredeck to a point at or near the top of the mast.
Forward - Toward the bow of the boat.
Fouled - Any piece of equipment that is jammed or entangled, or dirtied.
Frames - Ribs that form the shape of the hull
Gaff - a free swinging spar attached to the top edge of a sail
Galley - The kitchen area of a boat.
Gangway - The area of a ship's side where people board and disembark.
Grab Rails - Hand-hold fittings mounted on cabin tops and sides for personal safety
when moving around the boat.
Halyards - lines used to haul up or lower the sails and the wooden spars (boom and
gaff) that hold the sails in place. Lines used to hoist or lower flags.
Hatch - an opening in the deck for entering below.
Head - Marine toilet.
Heading - The direction in which a vessel's bow points at any given time.
Headsails - Any sail forward of the foremast.
Headway - Forward motion of boat opposite to sternway
Helm - The wheel or tiller controlling the rudder.
Helmsman - Sailor who steers the boat.
Hitch - A knot used to secure a rope to another object or to another rope, or to form a
loop or a noose in a rope.
Hold - A compartment below deck in a vessel, used solely for carrying cargo.
Hull - The main body of a vessel.
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Inboard - More toward the center of a vessel; inside; an engine fitted inside a boat.
Jacobs Ladder - A rope ladder, lowered from the deck, as when pilots or passengers
come aboard.
Jetty - A structure, usually masonry, projecting out from the shore; a jetty may protect a
harbor entrance.
Jettison - To throw overboard.
Jib - A triangular foresail in front of the foremast.
Keel -the timber at the very bottom of the hull to which frames are attached.
Knot - A measure of speed equal to one nautical mile (6076 feet) per hour.
Knot - A fastening made by interweaving rope to form a stopper, to enclose or bind an
object, to form a loop or a noose, to tie a small rope to an object, or to tie the ends of
two small ropes together.
Latitude - The distance north or south of the equator measured and expressed in
degrees.
Lazy Jack - Light lines from the topping lift to the boom, forming a cradle into which
the mainsail may be lowered.
Lee - The side sheltered from the wind.
Leeward - The direction away from the wind. Opposite of Windward.
Leeway - The sideways movement of the boat caused by either wind or current.
Lines - Rope or cordage used for various purposes aboard a boat.
Log - A record of courses or operation. Also, a device to measure speed.
Longitude - The distance in degrees east or west of the meridian at
Mainmast - the tallest mast of the ship; on a schooner, the mast furthest aft.
Mainsail - The lowest square sail on the mainmast.
Marline - A light twine size line which has been tarred.
Mast - Main vertical spar used to support sails and their running rigging and in turn is
supported by standing rigging
Mechanical advantage (or purchase) - A mechanical method of increasing an applied
force. Disregarding the effects of friction, if a force of 100 pounds applied to a tackle is
magnified to a force of 400 pounds, the purchase or mechanical advantage is said to be
four to one, or 4: 1.
Midship - Approximately in the location equally distant from the bow and stern.
Mizzen - A fore and aft sail flown on the mizzenmast.
Mooring - An arrangement for securing a boat to a mooring buoy or a pier.
Nautical Mile - One minute of latitude; approximately 6076 feet - about 1/8 longer
than the statute mile of 5280 feet.
Navigation - The art and science of conducting a boat safely from one point to
another.
Oar - Device used to propel small boats by rowing
Outhaul - Usually a line or tackle, an outhaul is used to pull the clew of the mainsail
towards the end of the boom, thus tightening the foot of the sail.
Overboard - Over the side or out of the boat.
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Pier - A loading platform extending at an angle from the shore.
Planking - wood boards that cover the frames outside the hull.
Port - The left side of a boat looking forward. A harbor.
Quarter - The sides of a boat aft of amidships.
Rake - The fore or aft angle of the mast. Can be deliberately induced (by adjustment of
the standing rigging) to flatten sails, balance steering, etc. Normally slightly aft.
Reef points - A horizontal line of light lines on a sail which may be tied to the boom,
reducing the area of the sail during heavy winds.
Rigging: - the lines that hold up the masts and move the sails (standing and running
rigging).
Rode - The anchor line and/or chain.
Rope - In general, cordage as it is purchased at the store. When it comes aboard a vessel
and is put to use it becomes line.
Rudder - A vertical plate or board for steering a boat.
Run - To allow a line to feed freely.
Running rigging -The adjustable portion of the rigging, used to control sails and
equipment.
Running Lights - Lights required to be shown on boats underway between sundown
and sunup.
Sail - a piece of cloth that catches or directs the wind and so powers a vessel.
Sailing Rig - the equipment used to sail a bost, including sails, booms and gaffs,
lines and blocks.
Schooner - Sailing ships with at least 2 masts (foremast and mainmast) with the
mainmast being the taller. Word derives from the term “schoon/scoon” meaning to
move smoothly and quickly. ( a 3-masted vessel is called a “tern”).
Screw - A boat’s propeller.
Scupper - Drain in cockpit, coaming, or toe-rail allowing water to drain out and
overboard. When in toe rail, properly known as “freeing port”
Seamanship - All the arts and skills of boat handling, ranging from maintenance and
repairs to piloting, sail handling, marlinespike work, and rigging.
Sea Room - A safe distance from the shore or other hazards.
Seaworthy - A boat or a boat’s gear able to meet the usual sea conditions.
Secure - To make fast.
Set - Direction toward which the current is flowing.
Sheets-Lines used to control the position of a sail.
Shrouds-Lateral supports for the mast, usually of wire or metal rod.
Ship - A larger vessel usually thought of as being used for ocean travel. A vessel able
to carry a “boat” onboard.
Slack - Not fastened; loose. Also, to loosen.
Sounding - A measurement of the depth of water.
Spring Line - A pivot line used in docking, undocking, or to prevent the boat from
moving forward or astern while made fast to a dock.
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Squall - A sudden, violent wind often accompanied by rain.
Square Knot - A knot used to join two lines of similar size. Also called a reef knot.
Standing Part - That part of a line which is made fast. The main part of a line as
distinguished from the bight and the end.
Standing rigging - Permanent rigging used to support the spars.
Starboard - The right side of a boat when looking forward.
Stay - a line or wire from the mast to the bow or stern of a ship, for support of the mast
(fore, back, running,
and triadic stays).
Staysail - A sail that is set on a stay, and not on a yard or a mast.
Stem - the timber at the very front of the bow.
Stern Line - A docking line leading from the stern.
Stow - To put an item in its proper place.
Sweat And Tail - Sweat is the act of hauling a halyard to raise a sail or spar done by
pulling all slack outward and then downward. Tail is controlling, coiling, and securing the
running end of the halyard.
Tack - On a triangular sail, the bottom forward corner. Also, to turn the bow of the boat
through the wind so the wind exerts pressure on the opposite side of the
sail.
Thwart – Seat in a boat, for the rowers to sit on.
Tide - The periodic rise and fall of water level in the oceans.
Topping lift - A line or wire rope used to support the boom when a boat is anchored or
moored.
Topsides - The sides of a vessel between the waterline and the deck; sometimes referring
to onto or above the deck.
Transom - The flat, or sometimes curved terminating structure of the hull at the stern of
a boat.
Trim - Fore and aft balance of a boat.
Underway - Vessel in motion, not moored or aground
V bottom - A hull with the bottom section in the shape of a “V”.
Wake - Moving waves, track or path that a boat leaves behind it, when moving across the
waters.
Waterline - A line painted on a hull which shows the point to which a boat sinks when it
is properly trimmed.
Way - Movement of a vessel through the water such as headway, sternway or leeway.
Wheel - device used for steering a boat.
Widow-maker - a term for the bowsprit (many sailors lost their lives falling off the
bowsprit while tending sails).
Windward - Toward the direction from which the wind is coming.
Yard – is a horizontal spar on a mast from which square sails are set made from wood.
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