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Cooking and the Industrial Revolution: the Assembly Line Versus the Cottage Industry

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Cooking and the Industrial Revolution: the Assembly Line Versus the Cottage Industry Cooking and The Industrial Revolution: The Assembly Line Versus The Cottage Industry Prepared by Michele Jeanmarie Lesson Overview Lesson Details Students will read Matthew 25. Subject area(s): History, U.S. History, Progressive Era Students will make analogies of the Ten Virgins vis-a-vis pre-planning. Grade Level: Middle School, Elementary Students will make connections to being Resource Type: Close Reading/Reflection, prepared and the weather forecast. Game/Contest/Activity, Lab/Practicum, Role-Play Students will decipher how the market projects for the future. Students will decipher how their Special Learners parents, like 5 of the 10 Virgins project for their college savings..., etc. This resource was developed with the following special learners in mind: Students will make appropriate analogies between Henry Ford and the Bags of Gold. Traditional Classroom Advanced Placement Students will make appropriate conclusions that Gifted Learners investment may be a good thing, just like Henry English Language Learners Ford did in creating the assembly line to increase productivity. The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org. Lesson Plan Cooking and The Industrial Revolution: The Assembly Line Versus The Cottage Industry By Michele Jeanmarie The Industrial Revolution brought to us the assembly line. How effective was the assembly line? How does the Industrial Revolution compare to the cottage industry? Caveat: Make sure to have an alternate, like almond butter in lieu of peanut butter, should there be any allergies (to peanut butter). Students will read Matthew 25. Students will make analogies of the Ten Virgins vis-a-vis pre-planning. Students will make connections to being prepared and the weather forecast. Students will decipher how the market projects for the future. Students will decipher how their parents, like 5 of the 10 Virgins project for their college savings..., etc. The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org. Students will make appropriate analogies between Henry Ford and the Bags of Gold. Students will make appropriate conclusions that investment may be a good thing, just like Henry Ford did in creating the assembly line to increase productivity. The object of the game is to see how effective one is versus the other. I. Materials: Bread Peanut butter Jelly Bananas Disposable plastic knives Disposable paper plates Napkins II. Role Playing / Jobs: Assembler #1: Bread placer Assembler #2: Peanut butter spreader Assembler #3: Jelly spreader Assembler #4: Banana slicer & placer Assembler #5: Bread placer The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org. III. Pre-planning: Place above ingredients/materials where students will re-enact a peanut butter assembly line, based on the above order. Be sure to have a strong student as Assembler #4. Teacher is to represent the cottage industry, whereby s/he is producing the entire product from beginning to end. With this in mind, be sure to have everything ready to go. IV. Job Description on Assembly Line: Assembler #1: Bread placer Grabs a paper plate from stack Places bread on paper plate Passes it to assembler #2 Assembler #2: Peanut butter spreader Spreads peanut butter on bread Passes it to assembler #3 Assembler #3: Jelly spreader Spreads jelly on bread Passes it to assembler #4 Assembler #4: Banana slicer/placer Peels banana The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org. Slices banana Places bananas atop jelly Passes bread to assembler #5 Assembler #5: Bread placer Places other slice of bread atop bananas to complete a PB & J Once everyone understands his role and is positioned in his place, shout, “Go!” V. Conclusion: How many sandwiches were made total? On the assembly line? In the cottage industry? Which sandwiches looked better? The ones made on the assembly line? Or, in the cottage industry? Which industry produced more? The ones made on the assembly line? Or, in the cottage industry? Which were better quality? The ones made on the assembly line? Or, The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org. in the cottage industry? Which industry was better for the nation? the assembly line? Or, the cottage industry? For further studies and more fun: Make wooden cars in the same manner Henry Ford and the Assembly Line: How was his car made? Cite some industries that are like the cottage industry. Cottage industry =Airborne was invented by a teacher Assembly line = computers, electronic devices Make an analogy to show the relationship of the assembly line to the man who received 5 bags of gold. (Matthew 25) The Industrial Revolution versus the Cottage Industry by Michele Jeanmarie is licensed under a Creative Commons Attribution 4.0 International License. The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org..
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