You Can Be an Innovator Like Henry Ford Digikit

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You Can Be an Innovator ... Like Henry Ford Henry Ford and Innovation Educator DigiKit

Transportation in America overview

The Henry Ford® invites you and your students to explore Henry Ford’s world-changing innovation, the Model T, and how it continues to influence manufacturing and many other aspects of our lives today. While using this Educator DigiKit and our digitized artifacts, students will answer the overarching question, “How do people solve problems?” By examining this case study of Henry Ford and the Model T, we hope that they, too, will be inspired to imagine, take risks and persevere as Henry Ford did.

This Educator DigiKit is divided into two sections: a Teacher Guide and a Unit Plan.

The Teacher Guide section includes resources to complement the You Can Be an Innovator … Like Henry Ford Unit Plan. You will find a glossary, timeline, context-setting activities, bibliography, curriculum links and curriculum-supporting field trip suggestions.

The Unit Plan section follows the Teacher Guide and includes lesson plans, student handouts, answer keys, culminating project ideas, extension activities, and review and assessment questions. Many of the lessons include the use of digitized artifacts from the collections of The Henry Ford, which can be accessed through the hyperlinks in the Unit Plan or through our website, mission statement TheHenryFord.org/education. If you cannot incorporate the The Henry Ford provides unique edu- whole unit into your schedule, use the lessons or activities most cational experiences based on authentic relevant to your needs. objects, stories and lives from America’s This Educator DigiKit promotes educational use of The Henry Ford’s traditions of ingenuity, resourcefulness extensive Transportation in America collections. We hope you and your and innovation. Our purpose is to inspire students will find these resources engagingand relevant. people to learn from these traditions to help shape a better future. These resources are made possible, in part, by the generous funding of the Ford Foundation.

© 2010 The Henry Ford. This content is offered for personal and educational use through an “Attribution Non-Commercial Share Alike” Creative Commons. If you have questions or feedback regarding these materials, please contact [email protected].

2 You Can Be an Innovator … Like Henry Ford | Educator DigiKit thehenryford.org/education contents

2 Overview 32 Lesson 2 48 Lesson 4 Case Study with Primary Sources Using Human Resources 5 Teacher Guide on the Assembly Line 34 Student Activity Sheet 2A: 6 Glossary Artifacts Tell About Us 51 Student Activity Sheet 4: 7 Timeline 36 Answer Key 2A: Henry Ford and the Moving Artifacts Tell About Us Assembly Line 8 Context-Setting Activities 37 Student Activity Sheet 2B: 9 Bibliography Henry Ford: Biography 54 Lesson 5 11 Connections to National of an Innovator Impacts of Henry Ford’s Solution and Michigan Standards 40 Answer Key 2B: and Expectations Today – and Tomorrow Henry Ford: Biography 19 Field Trip Learning of an Innovator 55 Student Activity Sheet 5: Enhancement Suggestions 41 Student Activity Sheet 2C: The Automobile in My Life Primary Sources Tell About 21 Unit Plan Henry Ford 57 Supplemental Resources 42 Answer Key 2C: Primary Sources Tell 58 Culminating Projects 22 Unit Plan Overview About Henry Ford 59 Extension Activities

25 Sign: How do people 60 Student Activity Sheet 6: solve problems? 43 Lesson 3 Review/Assessment Questions Resources and Location 63 Answer Key 6: Review/Assessment Questions 26 Lesson 1 46 Student Activity Sheet 3: Henry Ford and the Beginnings My Factory of the Auto Industry

29 Student Activity Sheet 1: Please refer to the online version of the Educator My Innovation DigiKits for the most updated links and content.

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Educator DigiKit 3 4 You Can Be an Innovator … Like Henry Ford | Educator DigiKit thehenryford.org/education teacher guide | for grades 3-5

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Teacher Guide 5 Glossary

Artifact Iron ore Production A man-made object representing A soft, heavy, magnetic metallic Making or building something. a specific time or culture. mineral. One of the raw materials necessary to make steel. Secondary source Car culture Another person’s explanation of a In so many ways, our daily lives are Lumber past event; it is one or more steps based around automobiles: the way Timber or logs, often removed from the event. Examples we travel, the things we buy, the trimmed for use. include textbooks and encyclopedias. things we build. Even the songs we sing and movies we watch often Model T Specialization involve cars. Henry Ford’s most successful car and A way of manufacturing so that the first affordable automobile. Made each worker only has to learn Collaborate between 1908 and 1927. Nicknamed and perform one step or task. To cooperate or work with others. Tin Lizzie. Unintended consequences Consumption Mechanical inclination An action’s unexpected effects. Buying things. A natural ability to easily build and fix machines. Union Curiosity A group of workers with shared A desire for learning. Moving assembly line interests, like safety and good A way of manufacturing so that the wages, who agree to stick together Division of labor work and the assembly of a product so that their employer must either Each worker does one step moves from worker to worker. Each agree to their requests or not have or task of a larger job. worker puts on a new piece of the any workers. part, then the part moves along to Human resource the next worker. Vision The people required to make An idea or plan for the future. a product or provide a service. Perseverance Being unwilling to give up, even Wage Innovation when things are difficult. The money a person is paid An invention, idea or improvement for work. adopted by society. Primary source Documents or objects that have survived from the past, like letters or automobiles, which give us a first- hand view of that time.

6 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education Unit Plan Timeline Other Innovators 1867 Wilbur Wright is born in Millville, Indiana. 1871 Orville Wright is born in Dayton, Ohio. Henry Ford and Innovation 1879 Thomas Edison develops first practical 1863 Henry Ford is born in Springwells electric light bulb. Township, Michigan. 1896 George Washington Carver becomes agricul- 1876 Henry sees his first steam traction engine tural director at Tuskegee Normal and Industrial moving under its own power. Institute, where he educates former slaves and 1896 Henry completes his first car: researches crops to help feed the poor. the Quadricycle. 1903 Wilbur and Orville Wright make their first 1903 After failing at two companies, Henry flight at Kitty Hawk, North Carolina. starts Ford Motor Company. Its first 1908 General Electric Company patents the car is the Model A. electric toaster. 1908 Henry introduces the Model T. 1911 Holt Company adds internal combustion 1914 Ford Motor Company initiates the $5 workday. engines to its combines, increasing their 1927 Ford Motor Company ends grain-harvesting potential. Model T production. 1929 Celebration of the light bulb’s 50th anniversary 1947 Henry Ford dies at 83 years of age. in Greenfield Village.

National Events World Events 1863 The Emancipation Proclamation 1867 Das Kapital by Karl Marx critiques capitalism goes into effect. as exploitive of labor. 1892 Ellis Island opens; 12 million immigrants pass 1871 Germany is unified. through Ellis Island before it closes in 1954. 1890s Russian imperialism focuses on the Far East. 1901 President William McKinley is shot 1904 Japan defeats China and annexes Taiwan. by an anarchist. 1905 Albert Einstein’s theory of relativity 1906 San Francisco experiences the revolutionizes physics. Great Earthquake. 1914 World War I begins. 1919 The 19th Amendment gives women 1931 Penicillin’s medicinal properties are discovered the right to vote. by Dr. Howard Florey at Oxford, England. 1929 The stock market crashes, initiating 1945 The U.S. drops atomic bombs on Japan; the Great Depression. World War II ends. 1941 Pearl Harbor is bombed by the Japanese, and the U.S. enters World War II.

thehenryford.org/education YouYou CanCan BeBe anan InnovatorInnovator …… LikeLike HenryHenry FordFord || TeacherTeacher GuideGuide 7 Context-Setting Activities

These activities are excellent ways to prepare and excite Model T Road Trip Interactive Module your students for the You Can Be an Innovator … like Henry Use The Henry Ford’s Model T Road Trip interactive Ford. Unit Plan or for a visit to The Henry Ford. module to help students learn more about the Model T. In this module, students follow a fictional family’s adventures as Classroom Museum they shop for, buy, drive and plan a vacation in a brand-new Assemble a “museum collection” for your classroom. Find Model T. The module explores how early 20th-century old tools, appliances, clothing, photographs, advertisements, cars offered a new level of freedom and personal mobility. etc., at home, or purchase them at garage sales to build your Spend time in the computer lab so students can work on classroom collection. Ask your students to carefully examine the module in pairs. The module also includes five online the artifacts, perhaps even wearing gloves, as museum staff lesson plans with selected primary sources, which you can do when handling or examining some types of artifacts. use in your classroom to build historical content and think- Have your students research how these artifacts were used in ing skills. Lesson plan titles are: Remembering the Model T, the past, how they were made and how they have changed The Road Trip: Then and Now, The $5 Day: Mixed Blessing?, over time. Use their research and observations to create a A Picture Is Worth a Thousand Words and The Ad Game. museum exhibit or produce a creative writing piece focused on the artifacts.

What Is a Model T?

Because a Model T looks so different from our automobiles today, students may not initially identify it as a car. Show students an image of a Model T, like our Ford Model T Touring Car, 1914, Given to John Burroughs by Henry Ford ID# THF70573, and ask if they know what it is. Compare the Model T with an image of a car of today, like our Toyota Prius Automobile, 2002 ID# THF68248. Have students develop their observation skills by identifying similar and different features on each car.

8 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education Bibliography

Brinkley, Douglas. Wheels for the Olson, Sidney. Young Henry Ford. Quackenbush, Robert. Along Came the World: Henry Ford, His Company Detroit: Wayne State University Model T: How Henry Ford Put the World and a Century of Progress, 1930-2003. Press, 1997. on Wheels. New York: Parents’ Magazine New York: Viking, 2003. Press, 1978. Watts, Steven. The People’s Tycoon: Bryan, Ford. Beyond the Model T. Detroit: Henry Ford and the American Century. Online Teacher Resources Wayne State University Press, 1990. New York: Knopf, 2005.

Bryan, Ford. The Fords of Dearborn. Advancing a Culture of Innovation Detroit: Wayne State University Print (children’s books) http://oninnovation.com/templates/_ Press, 1989. pdf/THF_OnInnovation_Advancing_A_ Barry, James. Henry Ford and Mass Culture_of_Innovation.pdf Casey, Robert. The Model T: A Centen- Production. New York: Franklin Watts, A speech by Patricia Mooradian, nial History. Baltimore: Johns Hopkins 1973. Press, 2008. president of The Henry Ford, El Nabli, Dina. Time for Kids: Henry summarizing the institution’s analysis Hounshell, David A. Chapter 6: Ford. New York: HarperCollins, 2008. of oral history interviews of leading “The Ford Motor Company and the Gibbons, Faye. Mama and Me and the contemporary innovators. Rise of Mass Production in America,” Model T. New York: HarperCollins, Chapter 7: “The Limits of Fordism 1999. Automobile in American and the Coming of ‘Flexible Mass Life and Society Production,’” Chapter 8: “The Ethos of Gourley, Catherine. Wheels of Time. autolife.umd.umich.edu Mass Production” in From the American Brookfield, CT: Millbrook Press, 1999. System to Mass Production, 1800-1932: Annotated bibliographies as well as Harris, Jacqueline. Henry Ford. New The Development of Manufacturing teacher/student resources on topics of York: Franklin Watts, 1984. Technology in the United States. race, gender, labor, environment and Baltimore: Johns Hopkins Press, 1984. Metz, John, Ed. “Henry Ford and the design as they relate to the automobile Model T.” Cobblestone. March 2007. in American life and society. Lacey, Robert. Ford: The Men and the Machine. Boston: Little, Brown Mitchell, Barbara. We’ll Race You, Henry: and Co., 1986. A Story about Henry Ford. Minneapolis: Carolrhoda Books, 1986. McCalley, Bruce W. Model T Ford: The Car That Changed the World. O’Hearn, Michael. Henry Ford and the Iola, WI: Krause Publications, 1994 Model T (Inventions and Discovery series). Mankato, MN: Coughlan Publishing Continued… Company, 2007.

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Teacher Guide 9 Bibliography Continued

Online Teacher Resources Continued

Ford Animated Weekly Excerpts, Model T Road Trip The Life of Henry Ford 1916-1918 thehenryford.org/exhibits/smartfun/ thehenryford.org/exhibits/hf/default.asp youtube.com/watch?v=jIrjSymgKqM welcome.html Online biography. YouTube video of historic footage; the Students follow a fictional family’s first 2:25 minutes include the assembly adventures as they shop for, buy, drive From the Curators – Transportation: line and driving Model Ts. and plan a vacation in a brand-new Past, Present and Future Model T. This module explores how thehenryford.org/education/erb/Trans early 20th-century cars offered a new Ford Model T Assembly Line, 1919 portationPastPresentAndFuture.pdf level of freedom with personal mobility. youtube.com/watch?v=Pf8d4NE8XPw Information on the American auto Includes five online lesson plans with YouTube video of historic footage, industry and its impact, automobile selected primary sources: Remember- with captions, of the Model T assembly issues today and 20th-century ing the Model T, The Road Trip: Then and line at the Highland Park Plant. migration and immigration from Now, The $5 Day: Mixed Blessing?, he curators of The Henry Ford. A Picture Is Worth a Thousand Words Ford Motor Company Chronology and The Ad Game. thehenryford.org/exhibits/fmc/chrono.asp

Online timeline. OnInnovation oninnovation.com From the Curators – Oral histories, digitized artifacts, stories Henry Ford and Innovation and content from some of today’s most thehenryford.org/education/erb/Henry visionary thinkers and doers about FordAndInnovation.pdf what thinking and working like an Information on Henry Ford’s story, innovator really means. the Model T, the assembly line and innovation from the curators of The Henry Ford.

10 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education Connections to National and Michigan Standards and Expectations Michigan Grade Level Content Expectations

Social Studies

3 H3.0.2 4 H3.0.6 3 R.CM.03.02 Explain how historians use primary Use a variety of primary and second- Retell in sequence the story ele- and secondary sources to answer ary sources to construct a historical ments of grade-level narrative text questions about the past. narrative about the beginnings of the and major idea(s) and relevant details automobile industry and the labor of grade-level informational text. 3 H3.0.8 movement in Michigan. Use case studies or stories to 3 R.CM.03.03 describe how the ideas or actions 4 E1.0.5 Compare and contrast relationships of individuals affected the history Explain how specialization among characters, events and key of Michigan. and division of labor increase ideas within and across texts to create productivity (e.g., assembly line). a deeper understanding, including 3 E1.0.4 a narrative to an informational text, Describe how entrepreneurs 4 E3.0.1 a literature selection to a subject combine natural, human and Describe how global competition area text and a historical event to capital resources to produce affects the national economy (e.g., a current event. goods and services in Michigan. outsourcing of jobs, increased supply of goods, opening new markets, 3 L.RP.03.03 4 H3.0.1 quality controls). Respond to multiple text types Use historical inquiry questions listened to or viewed knowledge- to investigate the development of ably by discussing, illustrating and/ Michigan’s major economic activities English Language Arts or writing in order to reflect, make (manufacturing, technology) from connections, take a position and/or statehood to present. 3 R.CM.03.01 show understanding. – What happened? Connect personal knowledge, – When did it happen? experiences and understanding 3 R.CM.03.04 – Who was involved? of the world to themes and Apply significant knowledge from – How and why did it happen? perspectives in text through oral grade-level science, social studies – How does it relate to other events and written responses. and mathematics texts. or issues in the past, in the present or in the future?

– What is its significance? Continued...

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Teacher Guide 11 English Language Arts Continued

3 S.DS.03.03 4 R.CM.04.03 5 R.CM.05.03 Respond to multiple text types Explain relationships among themes, Analyze global themes, universal by reflecting, making connections, ideas and characters within and truths and principles within and taking a position and/or showing across texts to create a deeper across text to create a deeper un- understanding. understanding by categorizing and derstanding by drawing conclusions, classifying, comparing and contrast- making inferences and synthesizing. 3 W.GN.03.04 ing, or drawing parallels across time Use the writing process to produce and culture. 5 R.CM.05.04 and present a research project; initi- Apply significant knowledge from ate research questions from content 4 R.CM.04.04 grade-level science, social studies area text from a teacher-selected Apply significant knowledge from and mathematics texts. topic; and use a variety of resources grade-level science, social studies to gather and organize information. and mathematics texts. 5 L.RP.05.03 Respond to multiple text types 4 W.GN.04.04 4 S.DS.04.03 listened to or viewed knowledge- Use the writing process to produce Respond to multiple text types ably by discussing, illustrating and/or and present a research project using by reflecting, making connections, writing in order to clarify meaning, a teacher-approved topic; find and taking a position and/or showing make connections, take a position narrow research questions; use a deep understanding. and/or show deep understanding variety of resources; take notes; without major misconceptions. and organize relevant information 4 L.RP.04.03 to draw conclusions. Respond to multiple text types 5 S.DS.05.03 listened to or viewed knowledge- Respond to multiple text types by 4 R.CM.04.01 ably by discussing, illustrating and/or analyzing content, interpreting the Connect personal knowledge, writing in order to clarify meaning, message and evaluating the purpose. experiences and understanding make connections, take a position of the world to themes and and/or show deep understanding. 5 W.GN.05.04 perspectives in text through oral Use the writing process to produce and written responses. 5 R.CM.05.01 and present a research project; use Connect personal knowledge, a variety of resources to gather and 4 R.CM.04.02 experiences and understanding organize relevant information into Retell through concise summariza- of the world to themes and central ideas and supporting details tion grade-level narrative and infor- perspectives in text through oral for a teacher-approved narrowed mational text. and written responses. focus question and hypothesis.

5 R.CM.05.02 Retell through concise summariza- tion grade-level narrative and informational text. Continued...

12 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education Career and Employability Skills Topic Two Topic Four

4.1. The History of the Students’ The History of Peoples of Many Identify a problem and explain it Own State or Region Cultures around the World (i.e., why it is a problem, how it affects a situation, etc.). Standard 3 Standard 8 The people, events, problems, Major discoveries in science and

4.2. and ideas that created the history technology, their social and eco- Identify ways to solve a problem. of their state. nomic effects, and the scientists and Then decide and explain which inventors responsible for them. solution to use. Standard 3D The student understands the Standard 8A interactions among all these The student understands the devel- groups throughout the history opment of technological innovations, National History of his or her state. the major scientists and inventors associated with them, and their social Therefore, the student is able to: Standards and economic effects. – Analyze the significance of major For Grades K-4 events in the state’s history, their Therefore, the student is able to: impact on people then and now, – Identify and describe the signifi-

and their relationship to the his- cant achievements of important Topic One tory of the nation. [Analyze cause- scientists and inventors. [ Assess Living and Working Together in and-effect relationships] (3-4) the importance of the individual Families and Communities, Now in history] (K-4) and Long Ago Standard 3E The student understands the ideas Standard 8B The student understands changes in Standard 2 that were significant in the develop- The history of students’ own local ment of the state and that helped to transportation and their effects. forge its unique identity. community and how communities Therefore, the student is able to: in North America varied long ago. Therefore, the student is able to: – Identify and describe the people – Analyze how the ideas of signifi- who have made significant contri- Standard 2A cant people affected the history of butions in the field of transporta- The student understands the history their state. [Assess the importance tion. [ Assess the importance of of his or her local community. of the individual in history] (3-4) the individual in history] (3-4)

Therefore, the student is able to: – Draw upon a variety of sources – Identify historical figures in the to describe the unique histori- local community and explain their cal conditions that influenced the contributions and significance. formation of the state. [Obtain [ Assess the importance of the historical data] (3-4) individual in history] (K-4)

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Teacher Guide 13 Lesson 1 Henry Ford and the Beginnings of the Auto Industry Michigan Grade Level Content Expectations

Social Studies English Language Arts

4 H3.0.1 3 R.CM.03.04 5 L.RP.05.03 Use historical inquiry questions Apply significant knowledge from Respond to multiple text types to investigate the development of grade-level science, social studies and listened to or viewed knowledge- Michigan’s major economic activities mathematics texts. ably by discussing, illustrating and/or (manufacturing, technology) from writing in order to clarify meaning, statehood to present. 3 L.RP.03.03 make connections, take a position – What happened? Respond to multiple text types and/or show deep understanding – When did it happen? listened to or viewed knowledge- without major misconceptions. – Who was involved? ably by discussing, illustrating and/ – How and why did it happen? or writing in order to reflect, make – How does it relate to other events connections, take a position and/or Career and Employability Skills or issues in the past, in the present show understanding. or in the future? 4.1. – What is its significance? 4 R.CM.04.04 Identify a problem and explain it Apply significant knowledge from (i.e., why it is a problem, how it 4 H3.0.6 grade-level science, social studies and affects a situation, etc.). Use a variety of primary and second- mathematics texts. ary sources to construct a historical 4.2. narrative about the beginnings of the 4 L.RP.04.03 Identify ways to solve a problem. automobile industry and the labor Respond to multiple text types Then decide and explain which movement in Michigan. listened to or viewed knowledge- solution to use. ably by discussing, illustrating and/or writing in order to clarify meaning, make connections, take a position and/or show deep understanding.

5 R.CM.05.04 Apply significant knowledge from grade-level science, social studies and mathematics texts.

14 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education Lesson 2 Case Study with Primary Sources Michigan Grade Level Content Expectations

Social Studies English Language Arts

3 H3.0.2 3 R.CM.03.01 4 R.CM.04.01 Explain how historians use primary Connect personal knowledge, Connect personal knowledge, and secondary sources to answer experiences and understanding experiences and understanding questions about the past. of the world to themes and of the world to themes and perspectives in text through perspectives in text through oral 3 H3.0.8 oral and written responses. and written responses. Use case studies or stories to describe how the ideas or actions 3 R.CM.03.03 4 R.CM.04.03 of individuals affected the history Compare and contrast relationships Explain relationships among themes, of Michigan. among characters, events and key ideas and characters within and ideas within and across texts to create across texts to create a deeper 4 H3.0.1 a deeper understanding, including understanding by categorizing Use historical inquiry questions a narrative to an informational text, and classifying, comparing and to investigate the development of a literature selection to a subject contrasting, or drawing parallels Michigan’s major economic activities area text and a historical event to across time and culture. (manufacturing, technology) from a current event. statehood to present. 4 R.CM.04.04 – What happened? 3 R.CM.03.04 Apply significant knowledge from – When did it happen? Apply significant knowledge from grade-level science, social studies – Who was involved? grade-level science, social studies and mathematics texts. – How and why did it happen? and mathematics texts. – How does it relate to other events 4 L.RP.04.03 or issues in the past, in the present 3 L.RP.03.03 Respond to multiple text types or in the future? Respond to multiple text types listened to or viewed knowledge- – What is its significance? listened to or viewed knowledgeably by discussing, illustrating and/or ably by discussing, illustrating and/ writing in order to clarify meaning, 4 H3.0.6 or writing in order to reflect, make make connections, take a position Use a variety of primary and second- connections, take a position and/or and/or show deep understanding. ary sources to construct a historical show understanding. narrative about the beginnings of the automobile industry and the labor movement in Michigan. Continued...

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Teacher Guide 15 4 H3.0.1 Lesson 3 Use historical inquiry questions Resources and Location to investigate the development of Michigan’s major economic activities Michigan Grade Level Content (agriculture, mining, manufacturing, Expectations lumbering, tourism, technology and research) from statehood to Lesson 2 Social Studies present. (C, E) English Language Arts Continued – What happened? 3 G1.0.2 – When did it happen? 5 R.CM.05.01 Use thematic maps to identify and – Who was involved? Connect personal knowledge, describe the physical and human – How and why did it happen? experiences and understanding characteristics of Michigan. – How does it relate to other events of the world to themes and or issues in the past, in the present perspectives in text through 3 G5.0.1 or in the future? oral and written responses. Locate natural resources in – What is its significance? Michigan, and explain the 5 R.CM.05.03 consequences of their use. 4 H3.0.3 Analyze global themes, universal Describe how the relationship between truths and principles within 3 G5.0.2 the location of natural resources and the location of industries (after 1837) affect- and across text to create a deeper Describe how people adapt to, use ed and continues to affect the location understanding by drawing and modify the natural resources and growth of Michigan cities. (G, E) conclusions, making inferences of Michigan. (H) and synthesizing. 3 E1.0.3 4 H3.0.6 Use a variety of primary and second- 5 R.CM.05.04 Analyze how Michigan’s location ary sources to construct a historical Apply significant knowledge and natural resources influenced its narrative about the beginnings of the from grade-level science, social economic development (e.g., how automobile industry and the labor studies and mathematics texts. waterways and other natural resources movement in Michigan. (G, E) have influenced economic activities 5 L.RP.05.03 such as mining, lumbering, automo- 4 H3.0.8 bile manufacturing and furniture Respond to multiple text Describe past and current threats to making). (H, G) types listened to or viewed Michigan’s natural resources; describe knowledgeably by discussing, how Michigan worked in the past 3 E1.0.4 illustrating and/or writing in and continues to work today to Describe how entrepreneurs combine order to clarify meaning, make protect its natural resources. (G, C, E) connections, take a position and/ natural, human and capital resources or show deep understanding to produce goods and services in 4 G5.0.1 without major misconceptions. Michigan. (H, G) Assess the positive and negative effects of human activities on the physical environment of the United States.

16 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education Lesson 4 Using Human Resources on the Assembly Line Michigan Grade Level Content Expectations

Social Studies

3 E1.0.4 4 E1.0.5 4 R.CM.04.01 Describe how entrepreneurs com- Explain how specialization and divi- Connect personal knowledge, bine natural, human and capital sion of labor increase productivity experiences and understanding resources to produce goods and (e.g., assembly line). of the world to themes and services in Michigan. perspectives in text through oral and written responses. 4 H3.0.6 English Language Arts Use a variety of primary and second- 4 R.CM.04.02 ary sources to construct a historical 3 R.CM.03.01 Retell through concise summariza- narrative about the beginnings of the Connect personal knowledge, tion grade-level narrative and infor- automobile industry and the labor experiences and understanding mational text. movement in Michigan. of the world to themes and perspectives in text through oral 4 R.CM.04.03 4 H3.0.1 and written responses. Explain relationships among themes, Use historical inquiry questions ideas and characters within and to investigate the development of 3 R.CM.03.02 across texts to create a deeper Michigan’s major economic activities Retell in sequence the story ele- understanding by categorizing and (agriculture, mining, manufacturing, ments of grade-level narrative text classifying, comparing and contrast- lumbering, tourism, technology and and major idea(s) and relevant details ing, or drawing parallels across time research) from statehood to present. of grade-level informational text. and culture. – What happened? – When did it happen? 3 R.CM.03.04 4 R.CM.04.04 – Who was involved? Apply significant knowledge from Apply significant knowledge from – How and why did it happen? grade-level science, social studies grade-level science, social studies – How does it relate to other events and mathematics texts. and mathematics texts. or issues in the past, in the present or in the future? 3 S.DS.03.03 4 S.DS.04.03 – What is its significance? Respond to multiple text types Respond to multiple text types by by reflecting, making connections, reflecting, making connections, taking a position and/or showing taking a position and/or showing understanding. deep understanding. Continued...

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Teacher Guide 17 Lesson 5 Impacts of Henry Ford’s Solution Today — and Tomorrow Michigan Grade Level Content Expectations

Lesson 4 Social Studies 3 L.RP.03.03 English Language Arts Continued Respond to multiple text types 4 H3.0.1 listened to or viewed knowledgeably by discussing, illustrating and/or writ- 5 R.CM.05.01 Use historical inquiry questions to investigate the development of ing in order to reflect, make connec- Connect personal knowledge, tions, take a position and/or show Michigan’s major economic activities experiences and understand- understanding. (agriculture, mining, manufacturing, ing of the world to themes and lumbering, tourism, technology and perspectives in text through oral 4 R.CM.04.03 research) from statehood to present. and written responses. Explain relationships among themes, – What happened? ideas and characters within and across – When did it happen? texts to create a deeper understanding 5 R.CM.05.02 – Who was involved? by categorizing and classifying, com- Retell through concise summa- – How and why did it happen? paring and contrasting, or drawing rization grade-level narrative – How does it relate to other events parallels across time and culture. and informational text. or issues in the past, in the present or in the future? 4 L.RP.04.03 5 R.CM.05.03 – What is its significance? Respond to multiple text types lis- Analyze global themes, universal tened to or viewed knowledgeably by discussing, illustrating and/or writ- truths and principles within 4 E3.0.1 Describe how global competition ing in order to clarify meaning, make and across text to create a deeper connections, take a position and/or affects the national economy understanding by drawing show deep understanding. (e.g., outsourcing of jobs, increased conclusions, making inferences supply of goods, opening new and synthesizing. 5 R.CM.05.03 markets, quality controls). Analyze global themes, universal truths and principles within and 5 R.CM.05.04 across text to create a deeper un- Apply significant knowledge English Language Arts derstanding by drawing conclusions, from grade-level science, social making inferences and synthesizing. studies and mathematics texts. 3 R.CM.03.03

Compare and contrast relationships 5 L.RP.04.03 5 S.DS.05.03 among characters, events and key Respond to multiple text types Respond to multiple text types ideas within and across texts to cre- listened to or viewed knowledgeably by analyzing content, interpret- ate a deeper understanding, including by discussing, illustrating and/or writing the message and evaluating a narrative to an informational text, a ing in order to clarify meaning, make connections, take a position and/or the purpose. literature selection to a subject area text and a historical event to a current event. show deep understanding without major misconceptions.

18 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education Field Trip Learning Enhancement Suggestions Henry Ford Museum

Explore the Model T in Henry Ford Museum Self-Guided Itinerary Tour the artifacts, exhibits and sites A visit to The Henry Ford’s Henry Greenfield Village associated with the development of Ford Museum®, Greenfield Village® or the Model T. The itineraries are rich Ford Rouge Factory Tour makes history Explore the Model T in Greenfield Village with Model T-related stories that even more real for your students. Self-Guided Itinerary provide in-depth information and The Henry Ford has developed a Tour the artifacts, exhibits and sites questions for teachers, group leaders number of resources to reinforce associated with the development of and students. curriculum in a fun way during the Model T. The itineraries are rich your visit. Please see the list below with Model T-related stories that Henry’s Assembly Line Guided Activity provide in-depth information and If you are unable to visit, The Henry FREE with Museum admission questions for teachers, group leaders Ford offers you the next best thing. What better way to learn about an and students. Visit via the Internet to explore our assembly line than to work on one? many sites, educational resources and In this hands-on 20-minute program, History Hunters digitized artifacts from our collections. your students will work together – Investigating the Model T to assemble a miniature wooden – Investigating the Making of Model T using the station and Programs and Tools at The Henry Ford Inventors: Henry Ford and the moving assembly line methods. 20900 Oakwood Blvd. Wright Brothers Dearborn, MI 48124 Offered Daily, year-round Program Length 20 minutes thehenryford.org Additional Sites to Visit in Greenfield Village (Check the daily schedule at – Ford Home Henry Ford Museum.) – Firestone Farm The Henry Ford – Armington and Sims Build a Model T Guided Activity History Hunters Scavenger Hunts Machine Shop FREE with Museum admission – Henry Ford Theater History Hunters are online, thematic, Grab a wrench and join in the fun as – Bagley Avenue Workshop educationally relevant scavenger hunts we celebrate Henry Ford’s Model T! – Ford Motor Company that you and your students can use Students will gain new perspective – Edison Illuminating Company’s during your visit to The Henry Ford. about Henry Ford and the car that Station A They are self-directed and will help changed the world as they assist in – Ride a Model T focus student observation, listening the assembly of an authentic Model (Additional fee required.) and thinking skills as they explore key T. Spend as much or as little time as aspects of exhibits, sites and artifacts at you want in this one-of-a-kind activ- Henry Ford Museum, Greenfield Village ity led by experienced presenters. and Ford Rouge Factory Tour. Offered Daily, year-round Program Length Flexible

Continued...

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Teacher Guide 19 Field Trip Learning Enhancement Suggestions Continued Other Places to Visit to Learn More About Henry Ford

Henry Ford Estate (Fair Lane) Henry Ford Museum Continued A timeline, glossary, review questions 4901 Evergreen Road and post-visit activities are included Dearborn, MI 48128 History Hunters in this easy-to-use and downloadable 313.593.5580 – Investigating the Model T learning tool. umd.umich.edu/fairlane – Investigating Advertising in Edsel & Eleanor Ford Home Automobile in American Life Flexing for the Future Self-Guided Activity 1100 Lake Shore Road – Investigating Changing American FREE with Ford Rouge Factory Tour Grosse Pointe, MI 48236 Landscapes in Automobile in admission 313.884.4222 American Life New methods of production have fordhouse.org – Investigating Inventions revolutionized the auto industry. in Your Place in Time: During this 10-minute hands-on Model T Automotive Heritage Complex 20th-Century America assembly line activity, students work 461 Piquette Avenue together to discover the flexibility of Detroit, Michigan 48202 Additional Sites to Visit in the modern moving assembly line. 313.872.8759 Henry Ford Museum Offered Daily tplex.org – Made in America: Manufacturing Program Length 10 minutes – Agriculture Collections Edison & Ford Winter Estates – Driving America Test Drive Smart Tools Self-Guided Activity 2350 McGregor Blvd. FREE with Ford Rouge Factory Tour Fort Myers, FL 33901 admission 239.334.7419 Ford Rouge Factory Tour Get your hands on one of the tech- efwefla.org nological innovations transforming The Ford Rouge Complex: the American auto industry. Handle a Alberta Village Museum A Case Study in Industrialization “smart tool” that workers use on the 21235 Alberta Avenue Curriculum Connector factory floor, and simulate steering L’Anse, MI 49946 This new curriculum-aligned tool for wheel installation on a Ford F-150 906.524.6181 teachers to use with students dur- pickup. Discover the connections fordcenter.mtu.edu/ ing and after their Ford Rouge Factory between advanced tooling (process), museum Tour visit reinforces field-trip learning skilled workers (people) and the end when students return to the class- quality of the vehicle (product). room. At the Ford Rouge Factory Tour, Offered Daily students can learn about the natural, Program Length Variable, self-directed human and capital resources needed for manufacturing, the changing face History Hunters of industrialization and entrepreneurs – Investigating Manufacturing in southeastern Michigan.

20 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/education unit plan | for grades 3-5

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 21 You Can Be an Innovator … Like Henry Ford Unit Plan Overview Upper Elementary School

Overarching Question Key Concepts Continued Lesson 2 Case Study with Primary Sources How do people solve problems? – Moving assembly line – Division of labor – Henry Ford used his love of tinker- Introduce the overarching question ing, his persistence, his willingness by posting the sign – Specialization to take risks and his ability to build – Wage — How do people solve problems? — good teams to create the Model T. – Union in a prominent place in the class- – We all have qualities that can help – Consumption room so that it can be referenced us be an innovator. throughout the unit. – Car culture – Unintended consequences Lesson 3 Resources and Location – Opportunity to innovate Key Concepts – Henry Ford used natural resources – Model T from Michigan and other places in the United States and the world to – Life at the turn of the 20th century Lessons and Big Ideas build his Model T. – Vision Lesson 1 Henry Ford and the – Henry Ford had to solve the prob- – Innovation Beginnings of the Auto Industry lem of where to locate his factory; – Collaboration – An innovation is an invention, an Detroit was the answer. – Curious idea or an improvement or change that is used by many people. – Took advantage of opportunities Lesson 4 Using Human Resources to learn – Henry Ford had a vision to on the Assembly Line – Mechanical inclined produce a car for the masses. – To be a successful innovator, – Perseverance after failure Henry Ford determined new ways – Willing to take risks to use labor – another resource. – Able to identify and attract – However, there were some outstanding people unintended consequences of – Iron ore this innovation. – Lumber – Human resources Continued... – Production

Tip For Connections to National and Michigan Standards and Expectations, see the Teacher Guide.

22 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Unit Plan Overview Continued Upper Elementary School

Lesson 5 Impacts of Henry Ford’s Digitized Artifacts Lesson 2 Solution Today – And Tomorrow from the Collections of The Henry Ford: Case Study with Primary Sources – The Model T was a successful in- – Westinghouse Portable Steam novation that has changed people’s Lesson 1 Engine No. 345, Made circa lives in many ways, intentionally Henry Ford and the Beginnings 1881 and Used by Henry Ford and unintentionally. of the Auto Industry ID# THF74884

– Automobiles present us with – “Wabash Avenue, North from – Henry Ford with Other Employees many further opportunities Adams Street, Chicago,” 1900 at Edison Illuminating Company for innovation. ID# THF429 Plant, circa 1895 ID# THF22975

– Hay Wagon Coming Up from a – Ford Quadricycle, 1896, First Car Duration 10 class periods Meadow, Flushing, New York, Built by Henry Ford ID# THF3854 (45 minutes each) circa 1900 ID# THF38312 – Detroit Automobile Company De- – Lesson Plans 6 class periods – Detroit Automobile Company livery Truck Outside the Factory, – Unit Project 4 class periods Delivery Truck Outside the Factory, 1899-1900 ID# THF25005 1899-1900 ID# THF25005 – Henry Ford and Ed (Spider) Huff Field Trips – Duryea Motor Wagon with Driving the Ford Sweepstakes – Greenfield Village Barnum & Bailey Circus, 1896 Racer at Grosse Pointe, Michigan, – Henry Ford Museum ID# THF3979 October 10, 1901 ID# THF23800

– Ford Rouge Factory Tour – First Official Ford Motor Company – Ford Race Car “Sweepstakes,” Portrait of Henry Ford, 1904 1901 ID# THF70565 Assessment ID# THF36449 – Henry Ford and Ford Motor Com- – Performance assessments included – Ford Model T Touring Car, 1914, pany Executives at Henry Ford with each lesson plan Given to John Burroughs by Henry Museum, 1933 ID# THF22279 Ford ID# THF70573 – Culminating projects – Ford Model T Touring Car, 1914, (see Supplemental Resources) – Toyota Prius Automobile, 2002 Given to John Burroughs by – Review/assessment questions ID# THF68248 Henry Ford ID# THF70573 (see Supplemental Resources) – Westinghouse Portable Steam – Henry Ford with the First Ford Engine No. 345, Made circa V-8 Engine, March 26, 1932 1881 and Used by Henry Ford ID# THF22218 ID# THF74884

– Ford Quadricycle, 1896, First Car Built by Henry Ford ID# THF3854

– Bagley Avenue Workshop, Replica Continued... of Henry Ford’s Workshop, in Greenfield Village ID# THF1840 thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 23 Unit Plan Overview Continued Upper Elementary School

Lesson 3 Materials – Scrap paper – lots Resources and Location – Computers with access to the – Full roll of wrapping paper – Exploded Ford Model T in Internet, digital projector and – Empty wrapping paper tube screen (preferred) OR printed Henry Ford Museum – Tape (view 1 ID# THF52709) handouts of digitized artifacts’ – 10 feet of continuous flat (view 2 ID# THF52714) images and descriptions surface, like desks or tables (view 3 ID# THF52715) – Sign: How do people pushed together (view 4 ID# THF52721) solve problems? – Student Activity Sheet 4: – Aerial View of Ford Rouge Plant – Student Activity Sheet 1: Henry Ford and the Moving Complex, 1948 ID# THF24040 My Innovation Assembly Line – Student Activity Sheet 2A: – Magazines – 1 for every 2 students Artifacts Tell About Us Lesson 4 – Student Activity Sheet 5: – Answer Key 2A: Using Human Resources on the The Automobile in My Life Artifacts Tell About Us Assembly Line – You Can Be an Innovator … Like – Student Activity Sheet 2B: Henry Ford. Culminating Projects – Women Workers Assembling Henry Ford: Biography – You Can Be an Innovator … Like Magnetos at Ford Highland Park of an Innovator Plant, circa 1913 ID# THF23810 Henry Ford. Extension Activities – Answer Key 2B: – Student Activity Sheet 6: – Workers Assembling Car Bodies Henry Ford: Biography You Can Be an Innovator … at Ford Rouge Plant, 1932 of an Innovator ID# THF23466 Like Henry Ford. – Student Activity Sheet 2C: Review/Assessment Questions – 1924 Ford Model T Cars on Primary Sources Tell – Answer Key 6: Assembly Line at Highland Park About Henry Ford Plant, October 1923 You Can Be an Innovator … – Answer Key 2C: ID# THF23577 Like Henry Ford. Primary Sources Tell Review/Assessment Questions – Swift & Company’s Meatpacking About Henry Ford House, Chicago, Illinois, – United States map Splitting Backbones and Final (classroom copy) Inspection of Hogs, 1910-1915 ID# THF32081 – World map (classroom copy) – Student Activity Sheet 3: My Factory

24 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Unit Plan Overarching Question:

HOW do people solve problems

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 25 Lesson 1 Henry Ford and the Beginnings of the Auto Industry

Big Ideas – Westinghouse Portable Steam Engine No. 345, Made – An innovation is an invention, an idea or an circa 1881 and Used by Henry Ford ID# THF74884 improvement or change that is used by many people. – Ford Quadricycle, 1896, First Car Built by – Henry Ford had a vision to produce a car Henry Ford ID# THF3854 for the masses. – Bagley Avenue Workshop, Replica of Henry Ford’s Workshop, in Greenfield Village ID# THF1840

Key Concepts – Model T Materials – Life at the turn of the 20th century – Computers with access to the Internet, digital projector and screen (preferred) OR printed handouts – Vision of digitized artifacts’ images and descriptions – Innovation – Sign: How do people solve problems? – Collaborate – Student Activity Sheet 1: My Innovation

Digitized Artifacts From the Collections of The Henry Ford Duration One class period (45 minutes)

Lesson 1 Instructional Sequence: Henry Ford and the Beginnings of the Auto Industry

– “Wabash Avenue, North from Adams Street, 1 Engagement Chicago,” 1900 ID# THF429 Discuss what Henry Ford is known for and his impact – Hay Wagon Coming Up from a Meadow, Flushing, on our lifestyles and culture today. To spark conversation, New York, circa 1900 ID# THF38312 compare and contrast the images of the Ford Model T – Detroit Automobile Company Delivery Truck Touring Car, 1914, Given to John Burroughs by Henry Outside the Factory, 1899-1900 ID# THF25005 Ford ID# THF70573 and the Toyota Prius Automobile, – Duryea Motor Wagon with Barnum & Bailey 2002 ID# THF68248. Circus, 1896 ID# THF3979 2 The Problem – First Official Ford Motor Company Portrait of Henry Ford, 1904 ID# THF36449 Henry Ford will serve as an example of a problem solver as you and your students explore the unit’s overarching – Ford Model T Touring Car, 1914, Given to question, “How do people solve problems?” John Burroughs by Henry Ford ID# THF70573

– Toyota Prius Automobile, 2002 ID# THF68248 Continued…

26 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 1 Henry Ford and the Beginnings of the Auto Industry Continued

2 The Problem Continued To introduce Henry Ford’s problem of how to build an automobile for the masses and his solutions to this problem, discuss the following concepts and show the accompanying images.

Concept Image

City life at the turn of the 20th century was bustling. “Wabash Avenue, North from Adams Street, Chicago,” People got around by walking or using horses, 1900 ID# THF429 streetcars and trains.

Farm life at the turn of the 20th century required hard Hay Wagon Coming Up from a Meadow, Flushing, labor and lots of land for growing crops and raising New York, circa 1900 ID# THF38312 animals. It was not always easy for farm families to travel long distances to visit town or relatives.

Automobiles at the turn of the 20th century were experi- Duryea Motor Wagon with Barnum & Bailey Circus, mental and only very wealthy people owned them. 1896 ID#THF3979 Detroit Automobile Company Delivery Truck Outside the Factory, 1899-1900 ID# THF25005

Henry Ford built automobiles because he had Westinghouse Portable Steam Engine No. 345, Made experience with engines and enjoyed tinkering. circa 1881 and Used by Henry Ford ID# THF74884

Bagley Avenue Workshop, Replica of Henry Ford’s Workshop, in Greenfield Village ID# THF1840

Ford Quadricycle, 1896, First Car Built by Henry Ford ID# THF3854

Henry Ford’s vision was to build an affordable car for First Official Ford Motor Company Portrait the masses. It would especially help farm families to of Henry Ford, 1904 ID# THF36449 become less isolated.

Continued… thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 27 Lesson 1 Henry Ford and the Beginnings of the Auto Industry Continued

3 Students’ Innovations 4 Henry Ford chose collaborators who had knowledge and skills that helped him solve problems: As a group, define the word “innovation”. – Henry’s friend Ed “Spider” Huff was a great Ask students what they would like to invent or innovate engineer and helped design the Model T. and how might they do so? Distribute the Student Activity Sheet 1: My Innovation to help them think about – Henry chose James Couzens, who had excellent and answer this question. Before students complete the business skills, to be his second-in-command. Activity Sheet, share the following information about Henry Ford to help them understand and respond to 5 Henry Ford persevered and took risks in order the questions. to solve problems and achieve his vision: – Henry Ford founded two companies that went 1 Henry Ford had interests and skills that helped out of business before he was finally successful him to solve problems: with his third company, the Ford Motor Company. – He liked doing things and working with his hands. – To attract attention and get supporters for – He was curious about building things, Ford Motor Company, Henry Ford built and especially engines. drove race cars, risking his life. – He enjoyed taking apart and repairing After students have completed the Activity Sheet, watches as a child. invite them to share their innovations and their vision for achieving them. 2 Henry Ford saw problems that he wanted to solve: – He grew up on a farm and knew how isolated farm Assessment families were from towns or relatives. Assess students’ participation in the discussions, their – He knew how complex machines were by having thoughtfulness in completing Activity Sheet #1: to help his neighbor operate Westinghouse Portable My Innovation and their skill in communicating Steam Engine No. 345, Made circa 1881 and Used by their innovations and vision Henry Ford ID# THF74884 when no other neighbors knew how to make it work.

3 Henry Ford wanted to break some of the rules about the type of cars available before his Model T: – Cars were expensive, and only the very wealthy could afford them. – Cars were also very heavy, making them even more expensive. – Cars were complicated to drive and maintain.

28 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 1 Henry Ford and the Beginnings of the Auto Industry Student Activity Sheet 1 | Page 1

my Innovation Name

These questions and activities will help you develop your ideas about a problem you’d like to solve and an invention or innovation you’d like to create!

Part I: Brainstorming 1. What are you curious about or interested in? 2. What problems do you, your family or people List at least three things. around you have to deal with every day? List all you can think of here.

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 29 Lesson 1 Henry Ford and the Beginnings of the Auto Industry Student Activity Sheet 1 | Page 2

Part II: Thinking Like an Innovator

Look back at questions 1 and 2. Choose two problems you’d like to solve or innovative products you’d like to create. Use them to fill in the following tables.

3. What do you know about these problems or products? These “facts” are rules that innovators may need to courage to break!

Problem/product Rules of the past

4. Name one person you think could collaborate or work together with you on each problem/product. Why do you think this person would be a good collaborator?

Problem/product Collaborator Why

5. If you made it your mission to work on one of these problems/products, what risks might you have to take?

Problem/product Risks

30 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 1 Henry Ford and the Beginnings of the Auto Industry Student Activity Sheet 1 | Page 3

Part III: Vision

Now, chose one of the two problems or products. Think about your idea or vision for improving this problem or product. Remember:

An innovation does not have to be a brand-new invention. Innovation is about improving.

An innovation does not have to be a physical object. It can be an idea, a process, or a way of doing things that is better.

It could be better for many different reasons. It might work better, be simpler, use new technology or be environmentally friendly.

It must be adopted by society at large, so it has to be something people would want.

Once you have your idea or vision, describe who and what you need to make it happen through writing, drawing or another form of communication. Be creative! Share your idea or vision with your classmates, family and friends. What do they think?

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 31 Lesson 2 Case Study with Primary Sources

Big Ideas – Henry Ford used his love of tinkering, his persistence, – Henry Ford and Ford Motor Company Executives at his willingness to take risks and his ability to build good Henry Ford Museum, 1933 ID# THF22279 teams to create the Model T. – Ford Model T Touring Car, 1914, Given to John – We all have qualities that can help us be an innovator. Burroughs by Henry Ford ID# THF70573 – Henry Ford with the First Ford V-8 Engine, March 26, Key Concepts 1932 ID# THF22218 – Curious Materials – Took advantage of opportunities to learn – Mechanically inclined – Computers with access to the Internet (preferred) OR printed handouts of digitized artifacts’ images – Perseverance after failure and descriptions – Willing to take risks – Sign: How do people solve problems? – Able to identify and attract outstanding people – Student Activity Sheet 2A: Artifacts Tell About Us Digitized Artifacts From the Collections of The Henry Ford – Answer Key 2A: Lesson 2 Case Study with Primary Sources Artifacts Tell About Us – Westinghouse Portable Steam Engine No. 345, Made – Student Activity Sheet 2B: circa 1881 and Used by Henry Ford ID# THF74884 Henry Ford: Biography of an Innovator – Henry Ford with Other Employees at Edison Illuminat- – Answer Key 2B: ing Company Plant, circa 1895 ID# THF22975 Digitized Primary Sources for – Ford Quadricycle, 1896, First Car Built by Henry Ford Henry Ford: Biography of an Innovator ID# THF3854 – Student Activity Sheet 2C: – Detroit Automobile Company Delivery Truck Outside Primary Sources Tell About Henry Ford the Factory, 1899-1900 ID# THF25005 – Answer Key 2C: – Henry Ford and Ed (Spider) Huff Driving the Ford Primary Sources Tell About Henry Ford Sweepstakes Racer at Grosse Pointe, Michigan, October 10, 1901 ID# THF23800 Duration 1 class period (45 minutes)

– Ford Race Car “Sweepstakes,” 1901 ID# THF70565 Continued…

32 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 2 Case Study with Primary Sources Continued

Instructional Sequence read it out loud for students. At the blanks where a digitized primary source is needed, stop and ask students to consider 1 Engagement if their primary source fits here. Read through the whole story once before you ask the students where they think Show students an object you have with you or on their primary source fits. As a group, discuss the story your desk, such as a watch, teacher ID, photograph, etc. (perhaps with students summarizing it or reading it out Ask students to identify it and say why they you think loud again), what each image is about and what the image you have it. Tell students that the tangible things that tells about Henry Ford’s qualities. Refer to the descriptions we own and use often reveal something about who to learn more about these digitized primary sources. we are. Remind students that artifacts are one type of primary source. Primary source focus Ask them to choose a physical object they currently have Prepare by cutting the biography into one-paragraph with them, such as something they’re wearing, some- sections. Provide, or have students look up, the definitions thing in their desk or backpack, etc. Pair the students up for difficult words as needed. Assign a paragraph to to discuss their objects using Student Activity Sheet 2A: each group. Give them access to all the digitized Artifacts Tell About Us. Tell them not to answer the last primary sources from Lesson 2: Case Study with Primary question yet. Sources. Students should read their paragraph and then choose the most relevant digitized primary source that 2 Henry Ford’s Characteristics illustrates their blank correctly. Tell students that there are many artifacts associated For either method, once students have made their initial with the life of Henry Ford, some of which are in primary source selection, review their choices and reasons the museum he founded. with the whole class. Come to a consensus, using the answer key as a guide. Distribute the full biography to In this activity, students in pairs or in groups of three will all students so that they may enter the digitized primary match digitized primary sources such as photographs, let- source into the correct blanks. ters and artifacts with stories of Henry Ford’s life. Students will read Student Activity Sheet 2B, a biography of Henry Ford that includes blanks where primary sources can il- 3 Students’ Characteristics lustrate a specific characteristic or story from Ford’s life. Ask students to try to answer the last question on Student They will choose which digitized primary source best fills Activity Sheet 2A: Artifacts Tell About Us. Have them the blanks. Students can view the digitized artifacts at Les- share their neighbor’s object and the characteristic they son 2: Case Study with Primary Sources. If you do not think it represents with the whole class. have Internet access, print and copy the digitized primary sources and the accompanying descriptive information. Assessment There are multiple ways to implement this activity. Have each student complete Student Activity Sheet 2C: Choose or adapt the ideas below to meet your Primary Sources Tell About Henry Ford. Assess students students’ needs: on how well they understood and retained the earlier Literacy focus discussion, giving them extra credit for creativity and close Prepare for this activity by identifying and defining words examination of the artifact. Assess students’ participation in the biography of Henry Ford that may be challenging for Student Activity Sheet 2A: Artifacts Tell About Us. for your students. Assign one digitized primary source to each group. Distribute the story of Henry Ford’s life, and

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 33 Lesson 2 Case Study with Primary Sources Student Activity Sheet 2A | Page 1 artifacts Tell About Us

What is the object called?

What is the object made of?

What is it used for?

Who uses it?

34 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 2 Case Study with Primary Sources Student Activity Sheet 2A | Page 2

Is this object part of family life, education, work, play, home, religion, etc.?

How did this object’s owner obtain it?

What is it like to use this object?

What characteristics might a person using this object have? List a few ideas.

What does using this object say about your partner? What characteristics does he/she have?

Can this characteristic help your partner solve problems? How?

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 35 Lesson 2 Case Study with Primary Sources Educator Answer Key 2A artifacts Tell About Us

These are the types of questions historians ask Name when studying an artifact. Your answers will be Partner’s Name the evidence that you use to figure out what this artifact tells you about your partner. What is it like to use this object? What is the object called? Can be frustrating to have to Eraser use an eraser, but it can also feel good to be able to fix What is the object made of? something you have written, Rubber especially when you know how.

What characteristics might a person using this What is it used for? object have? List a few ideas. Fixing mistakes Smart, hard-working, persitent Who uses it? What does using this object say about your part- Students, writers and many ner? What characteristics does he/she have?

other people My partner will fix things

Is this object part of family life, education, work, as many times as necessary play, home, religion, etc.? to get the right answer. He/she is persistent. Education Can this characteristic help your partner solve How did this object’s owner obtain it? problems? How?

Bought it with beginning He/she won’t give up, even if it of year school supplies takes time to find the answer.

36 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 2 Case Study with Primary Sources Student Activity Sheet 2B | Page 1

Henry Ford: Biography of an Innovator

Illustrate Henry Ford’s biography by filling in blanks on the next page with artifacts from his life. Choose from the artifacts in the list below.

A. Ford Model T Touring Car, 1914, Given to F. Westinghouse Portable Steam Engine No. 345, John Burroughs by Henry Ford ID# THF70573 Made circa 1881 and Used by Henry Ford ID# THF74884

B. Ford Race Car “Sweepstakes,” 1901 ID# THF70565 G. Henry Ford with the First Ford V-8 Engine, March 26, 1932 ID# THF22218

C. Detroit Automobile Company Delivery Truck Outside the Factory, 1899-1900 H. Henry Ford and Ford Motor Company Executives ID# THF25005 at Henry Ford Museum, 1933 ID# THF22279

D. Ford Quadricycle, 1896, First Car Built I. Henry Ford and Ed (Spider) Huff Driving the Ford by Henry Ford ID# THF3854 Sweepstakes Racer at Grosse Pointe, Michigan, October 10, 1901 ID# THF23800

E. Henry Ford with Other Employees at Edison Illuminating Company Plant, circa 1895 ID# THF22975

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 37 Lesson 2 Case Study with Primary Sources Student Activity Sheet 2B | Page 2

Name

Henry Ford: By Bob Casey, Catherine Tuczek, Donna Braden Biography of an Innovator Curators, The Henry Ford

Henry Ford did not invent the automobile. He didn’t even more somewhere else. He returned home in 1882 but did invent the assembly line. But his inexpensive Model T car little farming. Instead, he operated and repaired portable steam and his improvements to production methods made him engines used by farmers, occasionally worked in factories one of the major shapers of the 20th century. Why was he in Detroit, and cut and sold timber from 40 acres of his such an innovator? father’s land. By now Ford was demonstrating another characteristic – a preference for working on his own rather Ford’s beginnings were perfectly ordinary. He was born on than for somebody else. In 1888, Ford married Clara Bryant, his father’s farm in what is now Dearborn, Michigan, on and in 1891 they moved to Detroit where Henry had taken a July 30, 1863. At a young age, Ford demonstrated some of job as night engineer for the Edison Illuminating Company. the characteristics that would make him successful, powerful 2. Ford did not know a great deal about and famous. Using his mechanical ability, he organized other electricity. He saw the job in part as an opportunity to learn. boys to build simple water wheels and steam engines. Also, Henry admired Thomas Edison, the great inventor, His curiosity led him to learn about full-sized steam engines and was able to meet his role model through this job. by becoming friends with the men who ran them. 1. He taught himself to fix watches and in Henry was a good pupil and by 1896 had risen to chief doing so learned about machine design and about learning engineer of the Illuminating Company. But he had other by trial and error. This way of learning fit his preference for interests. He became one of the many curious and learning by trial and error. These characteristics would mechanically inclined people working in barns and small become the foundation of his whole career. shops across the country trying to build horseless carriages. Ford completed his first automobile in 1896, 3. Ford could have followed in his father’s footsteps and be- aided by a team of friends. A second car followed in 1898. come a farmer. But young Henry was fascinated by machines Ford now demonstrated one of the key qualities to his future and was willing to take risks to pursue that fascination. In success – the ability to dream big and convince other people 1879, he left the farm to become an apprentice at the Michi- to sign on and help him achieve that dream. He persuaded gan Car Company, a manufacturer of railroad cars in Detroit. a group of businessmen to back him in the biggest risk of Over the next two-and-one-half years, he held several similar jobs, sometimes moving when he thought he could learn Continued…

38 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 2 Case Study with Primary Sources Student Activity Sheet 2B | Page 3

his life – a company to make and sell horseless carriages. four years. In 1932 at age 69, Ford again showed his mechani- 4. But Ford knew nothing about running cal ability when he introduced his last great automotive a business, and learning by trial and error always involves innovation, the lightweight, inexpensive V-8 engine. failure. The new company failed, as did a second. To revive 8. Even this was not enough to halt his his fortunes, Ford took bigger risks, building and even driving company’s decline. By 1936, Ford Motor Company had fallen racing cars. 5. The success of these cars to third place in the U.S. market, behind both General Motors attracted additional financial backers, and on June 16, 1903, and Chrysler Corporation. Henry incorporated his third automotive venture, Ford Henry continued to tinker, sometimes with his mentor Motor Company. and friend Thomas Edison. He also worked with George The early history of Ford Motor Company illustrates one Washington Carver to try to find new uses for the soybean. of Henry Ford’s most important talents – an ability to identify Henry retired from Ford Motor Company in 1945 and and attract outstanding people. He hired a core of young, able died on April 7, 1947, at age 83. men who believed in his vision and would make Ford Motor Company into one of the world’s great industrial enterprises. Note The main sources for the above were 6. The new company’s first car, called the Ford: The Times, the Man, the Company, Ford: Expansion and Model A, was followed by a variety of improved models. Challenge 1915-1933 and Ford: Decline and Rebirth 1933-1962 In 1907, Ford’s four-cylinder, $600 Model N became the by Allan Nevins and Frank Ernest Hill; and From the American best-selling car in the country. But by this time Ford had a System to Mass Production, 1800-1932 by David Hounshell. bigger vision: a better, cheaper “motorcar for the great multitude.” Working with a hand-picked group of employees, he came up with the Model T, introduced on October 1, 1908.

7. Henry Ford was right; the Model T was truly a car for the multitude. Over 15 million were produced.

The Model T’s success had convinced Henry that only he knew what car people wanted. He continued to believe that the Model T was that car. He ignored the growing popularity of more expensive but more stylish and comfortable cars like the Chevrolet and would not listen to his son Edsel and other Ford executives when they said it was time for a new model. Finally the declining sales figures convinced Henry to design a new car, called the Model A. It was successful, but for only

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 39 Lesson 2 Case Study with Primary Sources Educator Answer Key 2B

Henry Ford: By Bob Casey, Catherine Tuczek, Donna Braden Biography of an Innovator Curators, The Henry Ford

1. F. Westinghouse Portable Steam Engine No. 6. H. Henry Ford and Ford Motor Company 345, Made circa 1881 and Used by Executives at Henry Ford Museum, 1933 Henry Ford ID# THF74884 ID# THF22279

2. E. Henry Ford with Other Employees at Edison 7. A. Ford Model T Touring Car, 1914, Given Illuminating Company Plant, circa 1895 to John Burroughs by Henry Ford ID# THF22975 ID# THF70573

3. D. Ford Quadricycle, 1896, First Car Built 8. G. Henry Ford with the First Ford V-8 Engine, by Henry Ford ID# THF3854 March 26, 1932 ID# THF22218

4. C. Detroit Automobile Company Delivery Truck Outside the Factory, 1899-1900 ID# THF25005

5. I. Henry Ford and Ed (Spider) Huff Driving the Ford Sweepstakes Racer at Grosse Pointe, Michigan, October 10, 1901 ID# THF23800

B. Ford Race Car “Sweepstakes,” 1901 ID# THF70565

40 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 2 Case Study with Primary Sources Student Activity Sheet 2C | Page 1 primary sources Tell About

Even when the people aren’t here to tell us their own Name stories, the photographs, letters and artifacts they leave behind reveal information about their lives.

1. What primary source are you using? 3. Which of Henry Ford’s characteristics does this artifact tell us about?

2. What story from Henry’s life does this artifact tell us about? 4. How do you think this characteristic helped Henry Ford solve problems?

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 41 Lesson 2 Case Study with Primary Sources Educator Answer Key 2C primary sources Tell About

Artifact Artifact Artifact Westinghouse Portable Steam Detroit Automobile Company De- Henry Ford and Ford Motor Com- Engine No. 345, Made circa 1881 livery Truck Outside the Factory, pany Executives at Henry Ford and Used by Henry Ford ID# 1899-1900 ID# THF25005 Museum, 1933 ID# THF22279 THF74884 Story Henry Ford’s first company, Story People who worked closely Story Learned about steam engines which failed with Henry at Ford Motor

from men who ran them Characteristic Perseverance after Company Characteristic Curious failure Characteristic Able to identify and attract outstanding people Artifact Artifact Henry Ford with Other Employees Henry Ford and Ed (Spider) Huff Artifact at Edison Illuminating Company Driving the Ford Sweepstakes Ford Model T Touring Car, 1914, Plant, circa 1895 ID# THF22975 Racer at Grosse Pointe, Michigan, Given to John Burroughs by Henry October 10, 1901 ID# THF23800 Ford. ID# THF70573 Story Took a job at Edison to learn about electricity Story Took great risk with automo- Story The result of Henry Ford’s vi-

Characteristic Took advantage of bile racing in order to win sion of a car for the multitude opportunities to learn financial backers Characteristic Visionary Characteristic Willing to take risks Artifact Artifact Ford Quadricycle, 1896, First Car Artifact Henry Ford with the First Ford V-8 Built by Henry Ford ID# THF3854 Ford Race Car “Sweepstakes,” Engine, March 26, 1932 1901 ID# THF70565 ID# THF22218 Story First car built by Henry Ford

Characteristic Mechanically inclined Story Took great risk with automo- Story Henry Ford’s last great innova- bile racing in order to win tion, the V-8 engine

financial backers Characteristic Mechanically inclined Characteristic Willing to take risks

42 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 3 Resources and Location Duration 1 class period (45 minutes)

Instructional Sequence

Big Ideas 1. Engagement – Henry Ford used natural resources from Michigan Introduce Henry Ford’s problem of how to build and other places in the United States and the world affordable cars for the masses. to build his Model T. Ask students to brainstorm what is needed to build cars. – Henry Ford had to solve the problem of where to Answers may include natural resources to make metal locate his factory; Detroit was the answer. and glass, capital resources such as factories and machines, and human resources such as workers and engineers. Tell students that the way cars are built today is very Key Concepts different from the way Henry Ford built his first – Iron ore Model T in 1908. – Lumber

2. Henry Ford Uses Resources Digitized Artifacts From the Collections of The Henry Ford – Exploded Ford Model T in Henry Ford Museum Lesson 3 Resources and Location (view 1 ID# THF52709) (view 2 ID# THF52714) – Exploded Ford Model T in Henry Ford Museum (view 3 ID# THF52715) (view 4 ID# THF52721) (view 1 ID# THF52709) (view 2 ID# THF52714) You may want to zoom in so students can examine it (view 3 ID# THF52715) (view 4 ID# THF52721) very closely. Challenge them to list as many materials – Aerial View of Ford Rouge Plant Complex, 1948 they can see that are used in the Model T and to identify ID# THF24040 where on the car each material was used. Record their answers in chart form on the board. Invite them to guess other materials that may have been used that they cannot Materials see. After a few minutes, add the materials used that they – Computer with access to the Internet, digital projector haven’t guessed. and screen (preferred) OR printed handouts of digital Group students in pairs and give each pair a sticky note artifacts, images and descriptions with the name of a material. Ask the students to predict – Sign: How do people solve problems? where in the world these resources came from. Direct – United States map (classroom copy) them to look at the classroom maps of the United States – World map (classroom copy) and of the world. Each pair of students should tape their paper to the place they think Henry Ford would have – Student Activity Sheet 3: My Factory purchased their resource or material.

Review the answers as a class, making corrections

as necessary.

Continued…

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 43 Lesson 3 Resources and Location Continued

2. Henry Ford Uses Resources Continued

Material/Natural Resource Used in From

Wood Body frame Michigan’s Upper Peninsula

Body panels, chassis, engine, Iron Ore/Metal Michigan’s Upper Peninsula, Minnesota many other small parts

Rubber Tires Southeast Asia

Sand/Glass Headlights, windshield Many possible source locations

Petroleum Gasoline, oils, lubricants Southwest United States

Cotton Stuffing for seats Southern United States

Horsehair Stuffing for seats Many possible source locations

Leather Upholstery Many possible source locations

Brass Copper from Michigan’s Upper Peninsula, Headlights, radiator, trim (an alloy of tin and copper) Tin source location unknown

Note: Some materials changed during the 18 years Ford produced the Model T.

3. Location for Manufacturing Why might Detroit be a good place for Henry Ford to locate his automobile factory? Tell students Henry Ford also had to move the resources to his factory. The Model T was made at the Highland It is on a river so boats could get there easily. It’s also Park Plant in Detroit, Michigan. Have students locate close to the Upper Peninsula where he could obtain Detroit on a map of the United States. Use the map to wood and iron ore. start a discussion by asking questions such as:

44 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 3 Resources and Location Continued

If a resource was coming from Southeast Asia, how would Show students the digitized images

it get to Detroit? What forms of transportation would it – Aerial View of Ford Rouge Plant Complex, 1948 take? Trace the route you think the resource would take. ID# THF24040. Point out that a railroad came right By ship Students should trace a route from Southeast along the river next to where the boats dock, too Asia through the Pacific Ocean to the Panama Canal, – Have them list the types of transportation they see north through the Atlantic Ocean to New York, follow- in this diagram that could be used to bring resources ing the Hudson River north to the Erie Canal to Lake to the Rouge. Erie and up the Detroit River to Detroit.

By ship and railroad Trace a route from Southeast Asia through the Pacific Ocean to California (ship route) and Assessment east across the United States to Detroit (railroad route). Give students the Student Activity Sheet 3: My Factory. To complete the assignment, students should use what Is the Highland Park Plant on the water? they learned today about how Henry Ford selected the How were resources moved to the factory? location for his Ford Rouge Factory. There is no one No, the Highland Park Plant is not on the water. right answer. To get full credit, students need to show at Resources could be moved on the railroad. least one form of transportation (water, railroad or road) going to their factory. In class the next day, discuss advan- Tell students that although Henry Ford did build a railroad tages and disadvantages of relying on each of these forms track right to the Highland Park Plant, he wasn’t satisfied. of transportation. He wanted a larger factory right on the water, so he built the Ford Rouge Factory. Ask students to locate the River Rouge, just south of Detroit, which intersects with the De- troit River. This is where the Ford Rouge Factory was built. Ask students what the advantages of this location are. The Rouge is on the water.

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 45 Lesson 3 Resources and Location Student Activity Sheet 3 | Page 1

my factory Name

Imagine that you are starting your very own factory. Below is a map of your imaginary world. It shows the It is a pencil factory. To produce pencils, certain places where each natural resource needed to pro- natural resources are required: duce pencils can be found, as well as the waterways

1. Lumber 3. Rubber in those places. Draw a star where you would locate your factory. You may draw in railroads or roads if 2. Graphite 4. Aluminum necessary. Draw a path from each resource’s current location to your factory, following the modes of transportation – water, railroad or road.

KEY

WATER

LAND

ROAD GRAPHITE

RAILROAD

500 MILES

ALUMINUM

RUBBER LUMBER

46 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 3 Resources and Location Student Activity Sheet 3 | Page 2

1. How did you choose the location 3. What other changes could you make to for your factory? improve your factory location?

2. What forms of transportation do your resources use to travel to your factory?

thehenryford.org/education YouYou CanCan BeBe anan InnovatorInnovator …… LikeLike HenryHenry FordFord || UnitUnit PlanPlan 47 Lesson 4 Using Human Resources on the Assembly Line

Big Ideas Materials – One of Henry Ford’s innovations was new – Computer with access to the Internet (optional); ways to use human resources. digital projector and screen (optional). – However, there were some unintended – Sign: How do people solve problems? consequences of this innovation. – Scrap paper – lots – Full roll of wrapping paper, any type Key Concepts – Empty wrapping paper tube – Human resource – Tape – Production – 10 feet of continuous flat surface, – Moving assembly line like desks or tables pushed together – Division of labor – Student Activity Sheet 4: – Specialization Henry Ford and the Moving Assembly Line – Wage Duration 2 class periods (45 minutes each) – Union – Consumption Instructional Sequence

Digitized Artifacts From the Collections of The Henry Ford 1 Engagement Lesson 4 Using Human Resources on the Assembly Line Discuss capital resources and both natural and human – Women Workers Assembling Magnetos at Ford High- resources with students. Introduce Henry Ford’s problem land Park Plant, circa 1913 ID# THF23810 of not only hiring but also keeping enough workers – Workers Assembling Car Bodies at Ford Rouge Plant, to perform the many repetitive tasks on the moving 1932 ID# THF23466 assembly line. Ask students to predict or guess what kinds of problems Ford might have, related to workers. – 1924 Ford Model T Cars on Assembly Line at Highland Park Plant, October 1923 ID# THF23577 2 Paper Airplane Workshop* – Swift & Company’s Meatpacking House, Chicago, Il- linois, Splitting Backbones and Final Inspection Students will produce paper airplanes as goods would of Hogs, 1910-1915 ID# THF32081 have been produced before the innovation of the moving assembly line.

Continued....

48 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 4 Using Human Resources on the Assembly Line Continued

Paper Airplane Workshop Continued Assembly Line Stations

Instruct each student to make his or her own paper – Station One: Take one piece from the stack airplanes from start to finish. Find out how many were of paper and place it on the conveyor belt.

made after five minutes, share a few designs and allow – Station Two: Make a center vertical fold in flight testing. Clean up. the piece of paper.

Tell the students that Henry Ford was especially innovative – Station Three : Open the folded paper. in how he made use of people in his company. Show the – Station Four: Fold the top right corner of the digitized artifacts from Lesson 4: Using Human Resources unfolded paper in to the fold line. on the Assembly Line to provide students with some visual images of the moving assembly line. Read the article – Station Five: Fold the top left corner of the paper “Henry Ford and the Moving Assembly Line, Part I.” in to the fold line. Stop at the end of Part I and facilitate the Paper Airplane – Station Six: Fold the center to create the nose. Moving Assembly Line* activity described below. – Station Seven: Fold one side down to create one wing. – Station Eight: Fold other side down to create the other wing. 3 Paper Airplane Moving Assembly Line* – Station Nine: Adjust the folds so that the wings Paper Airplane Assembly Line Setup are horizontal.

Recommendation: Set up the physical assembly line – Station Ten: Test-fly the airplane. before your students come to class. Each station is a job on the assembly line. The airplane Setup should move on the conveyor belt (wrapping paper) – Tape the end of the roll of wrapping paper to an empty between stations. roll of wrapping paper in a few places along the end. Choose ten students to fill these positions. You will also – You will need ten feet of continuous flat surface; you need two students to run the conveyor belt, with one might line up desks or tables to achieve this. holding the full tube and one winding paper around the empty tube. The second student will be the belt-control- – Place the wrapping paper at one end of the surface; ler, controlling the speed of the assembly line. unwind it so that the empty roll-end reaches the other end of the flat surface to form the conveyor belt. Students not working on the assembly line should each be assigned to closely observe one of the workers. Let the – Place a stack of scrap paper at the end with the full roll. observers know that they’ll be asked to comment on what This will be Station One on the assembly line. their worker seems to find easy and what their worker seems to find challenging.

Continued....

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 49 Lesson 4 Using Human Resources on the Assembly Line Continued

Paper Airplane Moving Assembly Line Continued 4 Henry Ford and the Moving Assembly Line, Part II Introduce the scenario that the speed of production is Read Part II of Student Activity Sheet 4: Henry Ford and controlled by the speed of the conveyor belt in the moving the Moving Assembly Line. If students want to assembly line. Before you begin, ask students to explain why examine the images in the article more closely, access Henry Ford might feel this is a good idea. After they answer, the digitized artifacts and project them onto a screen, ask the workers to be aware of their feelings while they are if you have one. When you are finished reading, ask working on the moving assembly line. students to answer the reflection questions in writing. Review each of the jobs with the students. Explain to students how the moving assembly line will work. Assessment Once you are sure everyone understands his or her Evaluate your students’ answers to the reflection jobs, try out the moving assembly line! questions in Student Activity Sheet 4: Henry Ford Discuss students’ reactions, successes and challenges. and the Moving Assembly Line. Take notes on the board. Next, try speeding up the line. * Adapted from The Power in Our Hands: A Curriculum Now ask the students: How do the workers’ feelings on the History of Work and Workers in the United States, change? Does the work become more challenging? by William Bigelow and Norman Diamond. If so, for whom, and how? How does speeding up the line New York: Monthly Review Press, 1988. change the quality of the product? Update your notes on the board.

50 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 4 Using Human Resources on the Assembly LIne Student Activity Sheet 4 | Page 1

Name

Henry Ford and the moving assembly line Part I Have you ever wondered how the items you use every day, such as the shoes you wear and the pen with which you write, were made? They were probably made by workers on a moving assembly line in a factory. Products have been made on moving assembly lines for almost 100 years. But in 1908, when Henry Ford began producing automobiles on the first moving assembly line, it was a major innovation in the way workers did their jobs. Producing anything requires people. The people

who play a part in producing a product are human

resources. Henry Ford used human resources very well

in his company, as “teammates” who helped him run Women Workers Assembling Magnetos at Ford the company and as workers who made the cars. Highland Park Plant, circa 1913 ID# THF23810 Henry Ford was a great team builder. He knew how to choose good workers and how to inspire them to There are many different stories about what inspired make the business better. Ford employed engineers and the moving assembly line, which Ford started using business people to help plan the production, or building, in 1913. Henry Ford once said that he had observed of vehicles and the sales of cars. Members of his team the processes in a meatpacking plant. In a meatpack- started Henry Ford on his way to the moving assembly ing plant, the animal’s body was attached to a moving line. In 1906, a new production overseer rearranged the conveyor belt and moved from worker to worker, who tools in Ford’s factory. Now the tools were in the same each cut off a particular piece of meat. One of Henry’s order of the steps needed to produce an automobile top engineers, Charles Sorenson, said that he and some part! But it took seven more years for Henry Ford and of his assistants developed the assembly line by pulling his team to fully develop the moving assembly line. an automobile chassis along on a rope past piles of parts, In 1908, Henry Ford began building a new factory adding one part at each new spot. Historians think all in Highland Park, Michigan. This factory is where the of the stories probably have a bit of truth. It is certain moving assembly line came to life. that a variety of influences, many people and lots of

Continued...

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 51 Lesson 4 Using Human Resources on the Assembly LIne Student Activity Sheet 4 | Page 2

experimentation led to the development of the moving assembly line. Henry Ford encouraged his workers to try new ways of doing things. He was a great example for them, too, as he was always tinkering with his machines and automobiles.

Swift & Company’s Meatpacking House, Chicago, Illinois, Splitting Backbones and Final Inspection of Hogs, 1910-1915 ID# THF32081 Workers Assembling Car Bodies at Ford Rouge Plant, 1932 ID# THF23466 This type of “disassembly” line inspired Henry Ford’s moving assembly line. In the moving assembly line, the work moves from worker to worker. Each worker Part II puts on a new piece of the part; then the part moves This new method of production changed the way along to the next worker. Each worker does one step of that people worked. Instead of being involved in the the bigger job; this is called division of labor. Also, each whole process of building a car, workers just completed worker only has to learn and perform one step; this is one small part of the process. This was faster and made it called specialization. At first, Ford Motor Company used easier to train workers. However, doing a small task over the moving assembly to make the individual parts of cars. and over again was boring. Also, workers had to work at It was so efficient, allowing workers to make parts so the same speed the conveyor belt moved; if one worker quickly, that eventually it spread to all aspects of the slowed down or got behind, the rest of the process would assembly process. Even the chassis (the bottom of the be held up. In 1914, in order to convince workers to do car to which the wheels attach) moved on a conveyor this unpleasant work, Henry Ford began paying his belt from worker to worker. Continued...

52 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 4 Using Human Resources on the Assembly LIne Student Activity Sheet 4 | Page 3

Part II Continued workers $5 a day – almost twice as much as what they had been earning. Workers came to expect these high wages from Ford Motor Company and other automobile companies. When companies decreased wages during the Great Depression, workers formed a union, or group of workers with shared interests, so auto companies would always have to pay them good wages. While the work was tedious, items could be produced faster and more cheaply than ever. Also, with workers being paid so well, they could afford to buy more. Soon, consumption – buying things – became a way of life for Americans. While Henry Ford did want all people to be able to get around with a Model T, Henry did not like unnecessary consumption, which increased partly because of his innovation of the moving assembly line. By the 1920s, making, selling and buying automobiles became very important, especially in Michigan, where many automobile companies were located. Today, automobile companies selling cars in the United States 1924 Ford Model T Cars on Assembly Line at Highland Park are located all over the world. Michigan now faces the Plant, October 1923 ID# THF23577 challenge of developing other economic activities, since the automobile industry is no longer as strong. However, the innovations of Henry Ford can be an example for the present and future of the Michigan economy.

Questions for Reflection

1. What are some of the advantages of the 3. How is the moving assembly line important to moving assembly line? Michigan history?

2. What are some of the disadvantages of the 4. If you were offered a job on the moving as- moving assembly line? sembly line for twice the wage you currently make, would you take it? Why or why not?

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 53 Lesson 5 Impacts of Henry Ford’s Solution Today – And Tomorrow

Big Ideas Give the students no more than five minutes. Have a few students share an item they found and describe its – The Model T was a successful innovation that has connection to car culture. Then, ask students to imagine changed people’s lives in many ways, intentionally how what they see in magazines would be different if and unintentionally. we did not have cars and how our culture would be – Automobiles present us with many further different without cars. opportunities for innovation.

2. Unintended Consequences Key Concepts Ask the students to consider the question, “What if – Car culture Henry Ford was alive today – would he be surprised – Unintended consequences at some of the effects cars have had on our culture?” – Opportunity to innovate Brainstorm consequences of the automobile that Henry Ford probably did not intend. Examples might be related to mass production, changed wage-skill Materials relationships, mass automobility, suburbanization, – Computers with access to the Internet, digital projec- pollution, traffic accidents, oil dependence, etc. tor and screen (preferred) OR printed handouts of digitized artifacts’ images and descriptions Sign: How 3. Opportunity to Innovate do people solve problems? Remind students that these unintended consequences – Magazines – 1 for every 2 students should not be considered just as negative problems. – Student Activity Sheet 5: The Automobile in My Life These problems or challenges can provide us with opportunities for innovation and problem solving. Duration One class period (45 minutes) Have students complete Student Activity Sheet 5 The Automobile in My Life in class or as homework in order to think more about our car culture and the kind Instructional Sequence of innovating and problem solving they could do to improve automobiles. 1. Engagement Discuss the question, “How have automobiles Assessment changed our culture, making it into a ‘car culture’?” with your students. Assess students’ participation in the magazine activity and Distribute a magazine to each pair of students. Tell them the thoughtfulness they express on the Student Activity that to understand what you mean by “car culture,” you Sheet 5: The Automobile in My Life. want them to go through the magazine, page by page, and select items that they think are related to cars.

54 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education Lesson 5 Impacts of Henry Ford’s Solution Today – And Tomorrow Student Activity Sheet 5 | Page 1

Name

the automobile in my life

Even if your family does not own or drive a car, there Evidence of the Automobile are many ways the automobile influences your life. 2. We see reminders of automobiles all around us, In this activity, consider all the ways the automo- whether we are walking or riding in a car. In the bile affects your everyday experiences. Think about box below, draw a picture of some of things you some of the questions on your own, and then talk to see when you’re outside that are evidence of your family members about them. automobiles in our lives.

Riding in an Automobile 1. Think about times throughout a day, week or month when you ride in some kind of automobile to go somewhere. List some of these places below.

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 55 Lesson 5 Impacts of Henry Ford’s Solution Today – And Tomorrow Student Activity Sheet 5 | Page 2

Changing the Automobile 3. The automobile was an innovation. It was also a reason for many other innovations, like windshield wipers and drive-thru windows. What is one problem or issue in our car culture that you would like to improve? Draw or describe it in the box below.

extra credit This is your opportunity to be an innovator!

What’s your vision for solving this problem? Draw or describe it on a separate piece of paper.

56 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education supplemental resources | for grades 3-5

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 57 You Can Be an Innovator … Like Henry Ford Culminating Projects

Consider introducing the culminating projects at the outset Team Project of the unit You Can Be an Innovator … like Henry Ford Timeline so that students can gather information along the way. With a team of your classmates, make a timeline that These projects are designed as opportunities for students follows Henry Ford’s innovations through his life and to demonstrate their learning and their response to the beyond. Use The Henry Ford’s online exhibit, articles question, “How do people solve problems?” and reports about the life of Henry Ford as resources. Choose the project option or options that best fit your Include other dates on the timeline, such the development class’s needs: of popular innovations today, your birthday, important national or world events, etc. Use OnInnovation.com as Individual Off-Line Project another resource. Illustrate your timeline with drawings or digitized images from the collections of The Henry Ford. Letters from Henry Present your timeline to your class, and post it on the Write a letter as if you were Henry Ford, giving advice classroom wall or in the hallway. to an innovator-entrepreneur today. Your letter should incorporate some of the ideas about the question, “How do people solve problems?” discussed in this unit. What personal characteristics might you encourage? What lessons from home or work life might you share? There are a number of angles to take with this, so focus on what aspect of the topic matters most for you, and be creative!

Individual Online Project

ExhibitBuilder: Curate Your Own Exhibition Create your own exhibition through The Henry Ford’s website, using digitized artifacts and the ideas and information you’ve learned from this unit. Your exhibition should be on the topic, “How do people solve problems?”. Use The Henry Ford’s Transportation in America website to access ExhibitBuilder – or click here.

58 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education You Can Be an Innovator … Like Henry Ford Extension Activities

These extension activities provide additional opportunities Today’s Innovators for the eager learner curious about topics related to Henry To learn more about the innovators of today, explore Ford and the Model T. websites about innovators and inventors, such as OnInnovation.com, TED.com or Invention.smithsonian.org, Henry Ford’s Story together as a class; or allow students to do so individually or with partners. Ask students to keep track of the Have students conduct further research using the digitized innovations and innovators and their characteristics. artifacts and resources in the Unit Plan, as well as books Discuss with students, “What are some of the characteris- and websites suggested in the bibliography, to learn tics that have made these innovators successful?” more about Henry Ford. Encourage students to develop For additional information, see “Advancing A Culture of presentations for their class to help others learn more Innovation,” a speech by Patricia Mooradian, president about Henry Ford. of The Henry Ford.

Natural Resources and the Automobile Have students conduct additional research to identify Transportation Podcasts which of the natural resources used in the Model T were renewable and which were nonrenewable. Find out how Have your students listen to Transportation Podcasts ® using these resources affected the environment. Find out created by Henry Ford Academy (HFA) sophomores. both where the automobile industry gets natural resources HFA students researched and reported on compelling today and about the impact this has on the environment. issues related to alternative fuels, transportation networks and more, using rap, talk shows and other fun formats. Ask students to produce their own podcasts on automobile and car-culture-related issues.

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 59 Student Activity Sheet 6 | Page 1

Name

You Can Be an Innovator … Like Henry Ford review/assessment questions

1. What are some examples of primary sources 3. How did Henry Ford affect the history we used in this unit? How did they help us of Michigan? answer questions about the past?

2. What are some examples of secondary 4. In what ways did Henry Ford use human sources we used in this unit? How did they resources in his factories in Michigan? help us answer questions about the past?

60 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education You Can Be an Innovator ... Like Henry Ford review/assessment questions Student Activity Sheet 6 | Page 2

5. What happened to make the automobile 7. Who was involved? Explain, using Ford Motor industry a major economic activity in Company as a case study. Michigan? Explain, using Ford Motor Company as a case study.

8. How and why did the automobile industry be- 6. When did the automobile industry become a come a major economic activity in Michigan? major economic activity in Michigan? Use Ford Motor Company as an example.

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 61 You Can Be an Innovator ... Like Henry Ford review/assessment questions Student Activity Sheet 6 | Page 3

9. How did Henry Ford increase productivity 11. How does Ford Motor Company relate to for the Model T? other events or issues in the past, present and future?

10. How has globalization affected the 12. What is the automobile industry’s significance? automobile industry and the general economy in Michigan?

62 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/education You Can Be an Innovator ... Like Henry Ford review/assessment questions Educator Answer Key Sheet 6

You Can Be an Innovator … Like Henry Ford review/assessment questions

1. Primary sources used included The Henry Ford’s digital 7. Henry Ford was the visionary, but he also had a great team collections and modern magazines. of engineers and business people, as well as thousands of

They are first-hand accounts of the past and workers. (4 – H3.0.1, 4 – H3.0.6) give us a more accurate glimpse into everyday life in the past (or present). (3 – H3.0.2) 8. Henry Ford’s background and qualities, and the turn of the century experimentation with automobiles, prompted him

to start an automobile company. Even though he failed 2. Secondary sources used included Henry Ford twice, he persevered until he achieved his vision of a car and the Moving Assembly Line and Henry Ford: for the masses, the Model T. (4 – H3.0.1, 4 – H3.0.6) Biography of an Innovator.

They give us background information and tell us 9. He used the assembly line to allow specialization and what others have already learned about the past. division of labor. (4 – E1.0.5) (3 – H3.0.2)

10. Michigan must find additional economic activities be- 3. Henry Ford helped found the automobile industry, cause automobile manufacturing is now located in other which is an important part of Michigan’s parts of the world, not just in Michigan. (4 – E3.0.1) economy. (3 – H3.0.8)

11. Ford Motor Company created well-paying jobs and unin- 4. Henry Ford used engineers and business people to help tentionally influenced the creation of autoworkers unions. plan automobile production and sales, and workers on his The mass production of the Model T, which spread to assembly line to produce automobiles. (3 – E1.0.4) other industries and products, also increased consumption in the United States. (4 – H3.0.1, 4 – H3.0.6, 3 – 5. Henry Ford created a car for the masses, which R.CM.03.03, 4 - R.CM.04.035 - R.CM.05.03) was inexpensive enough for many people to buy. His company in Michigan had to produce many 12. The auto industry helped create an American way of life cars to supply consumers’ needs. (4 – H3.0.1, 4 – that can be seen all around us – consumption, mass H3.0.63 – R.CM.03.02, 4 – R.CM.04.02, 5 – R.CM.05.02) production, high wages for low-skill jobs, a car culture, suburbs, pollution, traffic accidents and oil dependence. 6. Auto industry was very important by the 1920s. (4 – H3.0.1) (4 – H3.0.1, 4 – H3.0.6)

thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 63 64 You Can Be an Innovator … Like Henry Ford | Educator DigiKit thehenryford.org/education Leslie Mio Credits Assistant Registrar, The Henry Ford sincerely thanks the following individuals who guided the Historical Resources, The Henry Ford development of the Transportation in America online Educator DigiKits. Carol Wright Assistant Registrar, Historical Resources, The Henry Ford Curriculum Advisory Committee Christopher Belch Canton High School, Plymouth-Canton Ann Larson Carol Egbo School District, Plymouth, MI Curatorial Assistant, Waterford ISD, Waterford, MI Historical Resources, The Henry Ford Jim Cameron Denise Knapp Saline High School, Saline, MI Jan Hiatt Wilson Middle School, Wyandotte, MI Collections Information Specialist, Jeff Koslowski Historical Resources, The Henry Ford Susan Laninga Henry Ford Academy, Dearborn, MI Kent Intermediate School District, MI Emily Szymanski Mike Flannery Collections Information Specialist, Jamita Lewis Henry Ford Academy, Dearborn, MI Henry Ford Academy, Dearborn, MI Historical Resources, The Henry Ford Lisa Lark Rudy Ruzicska Cynthia Andrews Edsel Ford High School, Dearborn, MI Ann Arbor Learning Center, Photographer, The Henry Ford Ann Arbor, MI Unit Plan Development Christopher Belch Overall Review Edits Canton High School, Plymouth-Canton Catherine Tuczek, School District, Plymouth, MI Curator of Education, The Henry Ford Historical Accuracy: Cathryne Gibson Robert Casey Pioneer Middle School, Plymouth- Teacher Guide Development Curator of Transportation, Canton School District, Plymouth, MI Historical Resources, The Henry Ford Ryan Spencer Jim Cameron Peter Kalinski Educational Coordinator,The Henry Ford Saline High School, Saline, MI Associate Curator of Transportation, Catherine Tuczek Historical Resources, The Henry Ford Beth McLaren Curator of Education, The Henry Ford Pierce Middle School, Waterford, MI Content Overview Edits and Educational Patriaka Rosell Needs Alignment: Digitization of Artifacts Nobel Elementary School, Supplementing the Unit Plans Dorothy Ebersole Detroit Public Schools, Detroit, MI Senior Curator of Education, Barb Johnson Jim Orr The Henry Ford Pioneer Middle School, Plymouth- Image Services Specialist, Canton School District, Plymouth, MI Benson Ford Research Center, Transportation in America The Henry Ford Russell Von Domelin Overall Educational Product Development Pioneer Middle School, Plymouth- Kathy Steiner Canton School District, Plymouth, MI Head of Access Services, Strategic Vision, Project Direction and Benson Ford Research Center, Management, Guidance on Content Focus, The Henry Ford Organization and Review Edits: Content Review Committee Lisa Korzetz Paula Gangopadhyay Cary Mannaberg Registrar, Historical Resources, Director of Education, The Henry Ford East Kentwood High School, The Henry Ford Kentwood, MI

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