Launching today from The Henry Ford, Innovate Curriculum helps students connect core subjects like STEAM, social studies and English to real-world applications through an interdisciplinary, hands-on online curriculum that accelerates 21st century skills development.

Innovate Curriculum leverages primary sources of The Henry Ford Archive of American Innovation, an unparalleled collection of 26 million artifacts that sheds light on the way people have innovated across 300 years of history.

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Lee and Kendra in partnership with their signed Memoranda of Understanding.

The Henry Ford recently celebrated the one-year anniversary of its acquisition of The STEMIE Coalition, an alliance of youth invention, innovation, and entrepreneurship programs committed to teaching K-12 students the innovative mindset. The program has seen considerable success and continues to rapidly expand globally under a new brand, Invention Convention Worldwide. This week, The Henry Ford welcomed its affiliated program leadership from as far away as Singapore and Ukraine and from across the U.S. to collaborate and share best practices to advance youth invention education worldwide.

New to the community, and representing all K-12 students across the Republic of Korea, is the Korea Invention Promotion Association (KIPA), a relative analog to our U.S. Patent and Trademark Office (USPTO) government agency’s educational and outreach activities. KIPA was established in 1994 to promote intellectual property rights – patents, trademarks, copyrights, and more – and expand patent management support for companies across South Korea.

Today, KIPA is overseeing an audacious goal -- to train all students in Korea in the process of invention. The Republic of Korea is the first country in the world to legislate that all students in grades 4-12 receive annual training in the invention process. KIPA has created a wealth of content to support teachers across Korea, including classroom materials, training for teachers, and national events designed to excite, guide, and celebrate young inventors.

The Henry Ford shares this mission – that within every child exists the potential to change the world. Under The Innovation Project and the Invention Convention Worldwide initiative, The Henry Ford is seeking to convene and collaborate with the world’s leading changemakers around invention education, and work to develop an innovative mindset in students everywhere.


Lee and Kendra enjoy an authentic Model-T ride through The Henry Ford’s Greenfield Village.

KIPA and The Henry Ford Invention Convention Worldwide will collaborate to expand invention education across Korea, the U.S., and worldwide, working with the World IP Organization (WIPO). KIPA and The Henry Ford will take advantage of The Henry Ford’s extensive collection of stories and artifacts across 300 years of American Innovation – not to mention its curated lesson plans, teacher training, and digital media. They will similarly leverage KIPA’s own deep educator written, audio, video, and software content and tools in invention learning. Together, KIPA and The Henry Ford will build new and expanded pathways for young inventors, innovators, and entrepreneurs to build life-long skills and innovative mindsets.



Carol Kendra, Vice President of The Henry Ford, welcomed Du Seong Lee, Vice President of KIPA, along with Jimmy Han, Director and Danny Yoo, Section Manager, to The Henry Ford for a formal signing ceremony of the new partnership. Set against the backdrop of the world’s first research and development laboratory, the original renowned Menlo Labs of Thomas Edison, Lee and Kendra exchanged signatures, memoranda of understanding, and gifts to celebrate the occasion. The signing was held on the second floor of Edison’s lab where Edison first successfully created his first working light bulb, lighting up the world.

Lee and his staff joined American school children in a viewing a demonstration of one of the original first 200 working phonograph devices.  As Global Director of the Invention Convention Worldwide program, I presented Lee with an actual recording from the historic phonograph.

The Henry Ford and KIPA will begin collaborations and planning starting in October in Korea on joint efforts.  The Henry Ford’s President and CEO Patricia Mooradian received the Korean delegation in her offices and invited KIPA to discuss how we might include young Korean inventors at our Invention Convention showcases and competitions globally, and to work together to cultivate each child’s skill sets to create solutions to our world’s most pressing problems. Among the potential areas for collaboration include application of The Henry Ford’s digital assets, including clips from its award-winning Innovation Nation and Did I Mention Invention? television shows and digital artifact cards from its 26 million piece collection, to KIPA's extensive content for educators, and creating new artificial reality and gaming approaches to invention education.

The Henry Ford’s Invention Convention Worldwide initiative is part of its Innovation Learning suite of learning resources, and today impacts more than 120,000 students across its affiliated network of partners.

Danny Briere is former Chief Entrepreneur Officer and Global Director, Invention Convention Worldwide, at The Henry Ford.

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“I was angry at the world, but The Henry Ford changed my life. Every time I felt like giving up, the people here have encouraged me to do better. Because they saw something in me I couldn’t see for myself.” - Sylvia Maddox, 19 years old. Graduate of the Youth Mentorship Program, June 2019

“Celebration” was a word that echoed through the Youth Mentorship Program office frequently over the 2018/2019 school year, and with good cause. Going into its 30^th year of existence next year, the YMP celebrated not only the accomplishments of 14 student participants, but four graduates; Ann Odom of Tinkham Educational Center in January, and Natalie Wilkie of Wayne Memorial High School, Sylvia Maddox and Jada Shorter of Tinkham Educational Center in June. All four graduates were accepted to colleges of their choice prior to graduation and are preparing to begin this upcoming fall.

The Youth Mentorship Program, a direct partnership between The Henry Ford and the Wayne-Westland Community School District, gives high school students the chance to earn additional credits and life experience by spending the second half of each school day working with a full-time employee of The Henry Ford, who volunteers to serve as a mentor. People learn in different ways and normal schooling isn’t for everyone; the YMP provides an atmosphere where students can succeed in an environment different from the traditional classroom. When the students graduate, they leave with strong communication and interpersonal skills, responsibility, and the awareness that they can succeed, reflecting the goal of the YMP to provide positive changes in young lives. This past year students have participated in placements at the William Ford Barn, Firestone Farm, Pottery Shop, Glass Shop, Call Center, and Institutional Advancement, Photography, and Food Services departments.

Over the past two years, with the assistance of our committed and generous donors, we have expanded the framework of YMP to increase educational and engagement opportunities for our students specifically catered to their interests. Our students have participated in campus tours of local colleges, with career guest speakers in employment fields of their interest, and Employment Boost workshops where they are thoroughly trained in resume writing and job interview skills. The YMP aims to ease the transition of life after high school for our students, and these new opportunities assist whether our students are heading to college, a school of trade, or the workforce.

Thirty years is an incredible feat for a program such as the YMP. The longevity of this program is a result of the strong partnership between The Henry Ford and the Wayne-Westland Community School District and their overwhelming commitment to student success. A phrase we hear time after time from present and past students is how the YMP is like a second family and further, home. We are incredibly honored to serve the students of the Wayne-Westland community and be a part of their journeys. The past 30 years of YMP has had a huge impact on not only the students it serves, but The Henry Ford as a whole. We look forward to seeing what the next 30 years bring!

Emily Koch is Program Director of the Youth Mentorship Program at The Henry Ford. The Youth Mentorship Program at The Henry Ford is made possible thanks to our partners at the Comerica Charitable Foundation and the Applebaum Family Compass Fund.

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Congratulations to all winners from the 2019 Invention Convention U.S. Nationals, presented by United Technologies! See the award ceremony for yourself above, and then read our complete list of winners here.

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Matthew (third from left) and workshop colleagues visit the Roundhouse and hands-on turntable. 

In the summer of 2017 I had the opportunity to study at The Henry Ford through the National Endowment for the Humanities American History and Culture Workshop, “America’s Industrial Revolution at The Henry Ford.” As a history instructor, the workshop had numerous benefits, most importantly, the opportunity to work with an excellent and diverse team of educators. Too often as teachers, we are overwhelmed with lesson planning and so many other tasks, that there is little time in the school year to collaborate with master teachers in our field. This workshop provided me one of the greatest opportunities to work directly with some of the finest teachers I have known in my ten plus years as a public educator. 

The opportunity to visit The Henry Ford is like no other workshop experience I know. The Henry Ford helps bring history to life. The training consisted of studying the development of modern technology and its scientific and social impact on American society from as early as colonial settlement through the early 1900s. In our tours of the grounds, we met with numerous museum staff who explained the purpose and effect of each invention, from the Spinning Jenny to the steam engine. The workshop’s guides took their time to discuss how life, from the structure of the family to that of the labor force, changed as a result of these innovations.  Our team of teachers were able to go behind the scenes at the museum and actually get a hands-on experience working with a replica of a Model T Ford and viewing the notes and journals of some of America’s top scientists, such as Thomas Edison. At one point we visited the replica of Edison’s lab, viewing and discussing each project and item that shaped the life’s work of that inventor.

Moreover, the time in lecture with the workshop’s guest speakers was of equal benefit. The Henry Ford provided specialized lectures on the history and cultural effects of the American Industrial Revolution led by history professors from multiple universities including Oakland University and the University of Michigan. The speakers were engaging, examining a range of social issues of the past brought on by the rise of technology. This made me think more about how students, and teachers, for that matter, overlook the importance of science in history. As teachers, we often have students examine how one invention led to the rise of another and how this all brought on the move to the cities and the near abandonment of a farming culture, but there is often little mention as to what new ideas sprang up from these changes. With the rise of modernity also came a challenge to older institutions and the growth of modern social movements.  The lectures were more like conversations that tapped into a range of questions crossing over a multitude of academic fields. We left each day with a wealth of knowledge.

Photos on view during behind-the-scenes archives tour for workshop, support learning about the changing roles of women in the home and workplace during the Industrial Revolution.

In addition to lectures and hands-on activities, The Henry Ford’s program allowed our group to work in cohorts and develop lesson plan material of our own. One memory that stands out to me was delving into archived materials with my team partner John of California. We were researching the automotive industry during the 1930s and had uncovered individualized letters and published essays by Henry Ford. As I sat there with John, fumbling through cartloads of historical materials I thought to myself, ”Where else could I have the chance to do something like this?” We spent hours going through the personalized history of one of the great names of the 20 century.

The program required that we create a unique lesson plan pertaining to our field. At the conclusion of our training we presented our projects, breaking down the sequencing and pedagogical strategies to our colleagues who later offered their advice and suggestions. As a result, I left the training with a treasure trove of resources and discovered new perspectives that has since benefited my students’ learning and impacted and altered my own philosophy of teaching.

Firestone Farm presenter DJ drilling (planting) buckwheat grain at Firestone Farm in Greenfield Village.

The experience of the workshop did not end with my training at The Henry Ford but continues on to today as I continuously fall back on my notes and memories of my past summer experience. I now ask my students to consistently investigate how science connects with all aspects of society and how these innovations represent more than just a demand for consumer products, but of the goals and values of that particular generation for that invention. My students use the digital collections, videos and articles from The Henry Ford and lessons from teachers from my cohort to help relive these great moments in history. The result has been wonderful. I have seen students begin a unit on the Industrial Revolution considering the topic boresome but leave class with a new interest. I am grateful for having been selected for this summer workshop and hope that many teachers from across the nation apply for this program.

Matthew Bunin is an NEH Summer Scholar. 

innovation learning, by Matthew Bunin, teachers and teaching, educational resources, education

The Henry Ford is proud to announce that the National Endowment for the Humanities has awarded our institution a grant to again host the Landmarks of American History and Culture Workshop, “America’s Industrial Revolution at The Henry Ford.” This workshop is a professional development opportunity for K-12 teachers of various disciplines. Two workshops will be held June 23-28, 2019 and July 14-19, 2019.

Participating teachers will explore the varied ways that Americans experienced social change between the 1760s and the 1920s through lectures and discussions by noted scholars and by visiting select sites at The Henry Ford, Greenfield Village and Henry Ford Museum of American Innovation, including Thomas Edison’s Menlo Park Laboratory, working farms, historic transportation, and Ford Motor Company’s Rouge industrial complex. In addition, participants will explore archival sources in the Benson Ford Research Center and dedicate time to lesson plan development. 




Next year will be the ninth time The Henry Ford has hosted the America’s Industrial Revolution Workshop. This engaging and in-depth learning experience has touched almost 600 teachers in the past 14 years – we estimate almost 900,000 students have been impacted!

We have made some new and exciting changes with the hope to encourage teachers of all disciplines to participate in a discussion surrounding the innovations in industry and culture that happened during this period. These changes will provide a learning experience that encourages teachers to learn from their peers and carry their new understandings back to their classrooms. For instance, we have added a lecture on art history and the Industrial Revolution as well as an optional trip to the Detroit Institute of Arts to see the automotive industry as depicted by Diego Rivera. 

This year we have also made changes to the workshop reading list to include some more recent and more diverse pieces of scholarship on the Industrial Revolution. Alongside this change we have divided the reading list into “Must, Should, and Could,” providing an outline of what is expected to be read for the next day as well as additional reading material based on individual interest. 

This workshop will be useful in many types of K-12 classrooms. Obviously, if you teach the period of the Industrial Revolution, or eras following it, this background is indispensable for you. Science, technology and engineering teachers will discover concrete, society-changing examples of the concepts they teach. English language arts teachers will experience a taste of the eras that produced literature like “Little House on the Prairie,” “The Jungle,” works from Mark Twain, slave narratives, and Charles Dickens. Art and art history teachers will explore the societal impacts of the Industrial Revolution, be inspired by the beauty of the factory as did Diego Rivera, delve deeper into manufacturing design, and experience art as a primary source.

To learn more about the workshop, and to apply, please visit our website. Applications are due March 1, 2019. 

Alex Cavinee is NEH Program Coordinator at The Henry Ford.

by Alex Cavinee, innovation learning, educational resources, education, teachers and teaching

I’m pleased to announce that The Henry Ford and the STEMIE Coalition have officially joined forces to strengthen our invention education offerings across the country and around the world. Several members of the STEMIE Coalition are now part of The Henry Ford organization.

For those of you who don’t know, The STEMIE Coalition is a non-profit, umbrella membership organization of youth invention and entrepreneurship programs across the U.S. and globally and is best known for producing NICEE, the National Invention Convention and Entrepreneurship Expo.

We held the 2018 NICEE for the very first time here in Henry Ford Museum of American Innovation this past June, and now we will be the permanent home of that program during which more than 400 students from 20 states and two countries qualified to attend.   

In fact, when we started the conversations around the planning and hosting of NICEE here at The Henry Ford, it was then that we realized how similar our missions are, that both organizations shared a vision of creating the next generation of innovators, inventors and entrepreneurs and it was apparent to us that combined, we could reach significantly more students and make a greater impact.

I see this as a marriage of missions. The STEMIE Coalition’s mission to train every child in every school in invention and entrepreneurship skills aligns with The Henry Ford’s quest to move our country forward through innovation and invention. This expands the pipeline of products available to address kids preK-12 and to increase the accessibility of invention education for students of all backgrounds. This is an investment in unleashing the next generation of innovators and entrepreneurs and creating tomorrow’s workforce.

Thank you, as always, for helping The Henry Ford activate our mission and for your continued support. See you soon.

Patricia E. Mooradian is President & CEO of The Henry Ford.

education, childhood, Invention Convention Worldwide, entrepreneurship, innovation learning, by Patricia E. Mooradian

Henry Ford Museum of American Innovation is a place of wonder and inspiration, and this past March and April, it was my privilege to work with staff behind the scenes. My name is Jamison Van Andel, and I am an 11th-grade student at Henry Ford Academy. As part of the school’s curriculum, students are expected to complete a six-week internship with a local organization. While searching for an internship placement, I contacted The Henry Ford in hopes that a curator would be willing to work with me. A history aficionado, I had fallen in love with The Henry Ford and was overwhelmingly curious about the work that goes into a curator’s day-to-day experience.

Dr. Kristen Gallerneaux, Curator of Communication and Information Technology, responded with a project. The Mathematica exhibit, a recent addition to the museum floor, was in need of some background research to improve its representation of diverse mathematicians. I was thrilled to tackle the challenge.

Going into my first week of work, I imagined that curators worked in secluded offices, reading and researching various subjects individually. In actuality, curatorial research is a highly collaborative process. As I met several curators, it became clear that they all bounce ideas off each other as they conduct research.

As I completed more and more research, Dr. Gallerneaux introduced me to the art of writing narratives--capsules of information about an object or topic, in 60 words or less. A delicate exercise, narrative writing requires the author to communicate lots of information on in a terse, but erudite fashion. I found this was especially difficult when I had spent a great deal of time with a subject, because every discovery of my research seemed incredibly meaningful in my eyes.

I’m quite fond of the following narrative, largely because Artur Avila was a fun character to research, but also due to the fact that I believe I was able to capture the cultural significance of his achievements as well as their mathematical implications:

Along with his easygoing persona, Artur Avila is known for his remarkable ability to clarify very complex material. Avila, a Fields Medalist in 2014, holds citizenship in both his native Brazil and France. He has become an ambassador for Brazilian mathematicians, working in the dynamical systems field that analyzes the correlation between time and geometrical position of a point.

Later, I composed a narrative about the International Mathematical Olympiad after noting that several of the mathematicians I researched had participated in it. This was an entertaining exercise for me, as many of the Olympiad competitors are close to my own age. Curators often face the challenge of making subjects compelling for all museum guests, and it helps to have several connection points within an exhibit that pertain to different groups. In this case, a narrative about teenage mathematicians might serve as common ground with current-day students.  

The International Mathematical Olympiad is the premier contest for high school mathematicians. Held yearly in different countries, the Olympiad invites six-person teams from over 100 countries to participate. Each student individually constructs answers to six problems, with content ranging from complicated algebra to number theory. Winners may receive a gold, silver, or bronze medal as well as an honorable mention.

Besides the research and narrative writing, I was able to attend several curatorial meetings. One particular gathering, a Collections Committee meeting, was especially entertaining. Twice a month, the curatorial team meets to determine what artifacts are to be added to the collection. Humorous, engaging, and thought-provoking, the meeting was the epitome of curatorial work at The Henry Ford. I left with a concrete idea of the qualities an artifact must have in order to fit into a museum’s mission.

After compiling a portfolio of 20 narratives, I arranged them in a digital platform that serves as a prototype for a future digital project that will support the interpretation of the Mathematica exhibit. The capstone project of my internship, it presents the narratives in an interactive way for guests to experience, similar to many of the digital resources currently on the museum floor. For now, the finished narratives will be stored in the museum’s database for future implementation, with the eventual goal that guests will be able to interact with this information.

An absolutely unforgettable experience, the internship gave me an extensive, behind-the-scenes look at the inner workings of a world-class museum. The intentionality with which everything was done was remarkable to someone who often only sees the finished product. It was an honor to work beside the masterminds responsible for making The Henry Ford the wonderful, inspirational place that it is.

Jamison Van Andel is an 11^th Grade student at Henry Ford Academy.

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The 2017 Teacher Innovator Award winners. From Left to Right: Sean McCarroll, Joseph Boggs, Dawn Burton, Kathy Boisvert, Spencer Kiper, Wanda Small, Jon Paddock, Denise Scribner, Steven Lamb, Lisa Weis. 

For three years now, The Henry Ford as had the privilege of honoring a select group of educators who demonstrated the ability to teach their subjects in innovative ways, inspiring their students to think creatively. These educators inspire their students to challenge the rules and take risks, who demonstrate how to be collaborative and empathetic, and teach the value of staying curious and learning from failure.

Now, The Henry Ford and Litton Entertainment are proud to sponsor a fourth year of Teacher Innovator Awards so that another crop of educators can be honored. Just as The Henry Ford’s Innovation Nation television show seeks out the stories of forward-looking visionaries and innovators each week, we are looking for teachers who showcase an original and creative approach to teaching, inspire innovation in their students, exhibit resourcefulness, engage students, and are making a positive impact on not only their classroom but their community, colleagues, administrators, school, and/or district.

Twenty teachers in total will receive prizes, with the top 10 grand prize winners receiving a week-long “Innovation Immersion Experience” at The Henry Ford in Dearborn, Michigan. Winners will be announced in June 2018.

Nominate yourself or a teacher you know by completing the online submission form (click on the “nominate” button). Tell us what innovation means to you and show us and let your students tell us what you have meant to them. Be sure to include supporting materials that show an innovative teaching methodology, curriculum, and/or model in action. All entries must be submitted by the February 28, 2018 deadline.

Please be sure to read our official rules carefully before nominating. For more details about the awards or the television show please go here.

We look forward to learning how teachers across the country are innovating in their classrooms.

Frederick Rubin is Learning and Engagement Team Coordinator at The Henry Ford

innovation learning, by Frederick Rubin, education, Teacher Innovator Awards, teachers and teaching

THF213753 / George Washington Carver at Dedication of George Washington Carver Cabin, Greenfield Village, 1942.

On this day in 1946, George Washington Carver Recognition Day was designated by a joint act of the U.S. Congress and proclaimed by President Harry S. Truman. Carver died just three years earlier on this day in 1943.

Immediately, public officials and the news media began to celebrate his life and create lasting reminders of his work in education, agricultural science, and art. Carver, mindful of his own legacy, had already established the Carver Foundation during the 15^th annual Negro History Week, on February 14, 1940, to carry on his research at Tuskegee. It seems fitting to pay respects to Carver on his death day by taking a closer look at the floral beautis that Carver so loved, and that we see around us, even during winter.

Carver recalled that, “day after day I spent in the woods alone in order to collect my floral beautis” [Kremer, ed., pg. 20]. He believed that studying nature encouraged investigation and stimulated originality. Experimentation with plants “rounded out” originality, freedom of thought and action.
THF213747 / George Washington Carver Holding Queen Anne's Lace Flowers, Greenfield Village, 1942.

Carver wanted children to learn how to study nature at an early age. He explained that it is “entertaining and instructive, and is the only true method that leads up to a clear understanding of the great natural principles which surround every branch of business in which we may engage” (Progressive Nature Studies, 1897, pg. 4). He encouraged teachers to provide each student a slip of plain white or manila paper so they could make sketches. Neatness mattered. As Carver explained, the grading scale “only applies to neatness, as some will naturally draw better than others.”

Neatness equated to accuracy, and with accuracy came knowledge. Farm families could vary their diet by identifying additional plants they could eat, and identify challenges that plants faced so they could correct them and grow more for market.

Carver understood how the landscape changed between the seasons, and exploring during winter was just as important as exploring during summer. Thus, it is appropriate to apply Carver’s directions about observing nature to the winter landscape around us, and to draw the winter botanicals that we see, based on directions excerpted from Carver’s Progressive Nature Studies (1897). (Items in parentheses added to prompt winter-time nature study - DAR and DE, 3 Jan 2018.)

• Leaves – Are they all alike? What plants retain their leaves in winter? Draw as many different shaped leaves as you can.
• Stems – Are stems all round? Draw the shapes of as many different stems as you can find. Of what use are stems? Do any have commercial value?
• Flowers (greenhouses/florists) – Of what value to the plant are the flowers?
• Trees – Note the different shapes of several different trees. How do they differ? (Branching? Bark?)  Which trees do you consider have the greatest value?
• Shrubs – What is the difference between a shrub and a tree?
• Fruit (winter berries) – What is fruit? Are they all of value?

Carver worked in greenhouses and encouraged others to use greenhouses and hot beds to start vegetables earlier in the planting system. The sooner farm families had fresh vegetables, the more quickly they could reduce the amount they had to purchase from grocery stores, and the healthier the farm families would be. 


THF213726 / George Washington Carver in a Greenhouse, 1939.

In 1910, Carver included directions for work with nature studies and children’s gardens over twelve months. Selections from “January” suitable for nearly all southern states” included:

• Begin in this month for spring gardening by breaking the ground very deeply and thoroughly
• Clear off and destroy trash (plant debris) that might be a hiding place for noxious insects.
• Cabbages can be put in hot beds, cold frames, or well-protected places.
• Grape vines, fruit trees, hedges and ornamental trees should receive attention (pruning, fertilizing)
• Both root and top grafting of trees should be done.

THF213314 / Pamphlet, "Nature Study and Children's Gardens," by George Washington Carver, circa 1910.

Carver illustrated his own publications, basing his botanical drawings on what he observed in his field work. He conveyed details that his readers needed to know, be they school children tending their gardens, or farm families trying to raise better crops.


THF213278 / Pamphlet, "Some Possibilities of the Cow Pea in Macon County, Alabama," by George Washington Carver, 1910 / page 12.

Edible wild botanicals, also known as weeds, appeared in late winter. Carver encouraged everyone from his students at Tuskegee to Henry Ford to consumer more wild greens year round, but especially in late winter when greens became a welcome respite from root crops and preserved meats which dominated winter fare. His pamphlet, Nature’s Garden for Victory and Peace, prepared during World War II, featured numerous drawings of edible wild botanicals, also called weeds. Americans could contribute to the war effort by diversifying their diets with these greens that sprouted in the woods during the late winter and early spring. Carver illustrated each wild green, including dandelion, wild lettuce, curled dock, lamb’s quarter, and pokeweed. Following the protocol used in botanical drawing, he credited the source, as he did with several illustrations identified as “after C.M. King.” This referenced the work of Charlotte M. King, who taught botanical drawing at Iowa State University during the time of Carver’s residency there, and who likely influenced Carver’s approach to botanical drawing. King’s original of the “Small Pepper Grass” drawing appeared in The Weed Flora of Iowa (1913), written by Carver’s mentor, botanist Louis Hermann Pammel. 


THF213586 / Pamphlet, "Nature's Garden for Victory and Peace," by George Washington Carver, March 1942.

To learn more about Carver, consult these biographies:

 

• Hersey, Mark D. My Work is that of Conservation: An Environmental Biography of George Washington Carver. Athens: University of Georgia Press, 2011.
• Kremer, Gary R. George Washington Carver: A Biography. Santa Barbara, Cal.: Greenwood, 2011.

• Kremer, Gary R. ed. George Washington Carver in His Own Words. Columbia: University of Missouri Press, 1987.
• McMurry, Linda O. George Washington Carver, Scientist and Symbol. New York: Oxford University Press, 1981.

To read more about Carver and Nature Study, see:

• Carver, G. W. Progressive Nature Studies. (Tuskegee Institute Print, 1897), Digital copy available at Biodiversity Heritage Library, https://www.biodiversitylibrary.org/item/98621#page/132/mode/1up
• Harbster, Jennifer. “George Washington Carver and Nature Study,” blog, March 2, 2015, https://blogs.loc.gov/inside_adams/2015/03/george-washington-carver-and-nature-study/

Debra A. Reid is Curator of Agriculture and the Environment at The Henry Ford. Deborah Evans is Master Presenter at The Henry Ford.

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