Unit 3: The Industrialization Age
Topic 1: Industrialization
Topic 1: Industrialization
LESSON 5
~ REASON 3 FOR INDUSTRIAL GROWTH ~
CHANGES IN PRODUCTION
FOCUS ACTIVITY
Lesson Mission
DIRECTIONS: Remember, the Lesson Mission is what you, the student, will be able to do after the lesson is over. Begin today's Lesson Chronicles Entry by heading your paper with your name and the date and the Lesson Title. Write down today's essential question. Answering the essential question at the end of the lesson is your Lesson Mission!
Essential Question(s):
What inventions and innovations were the most important in American Industrialization? Why were they so important?
What inventions and innovations were the most important in American Industrialization? Why were they so important?
Set up your Lesson Chronicles for today like the example below.
TEACHER ACTIVITY
Pre - Reading - Making a Skeleton Outline
DIRECTIONS: Remember, accomplishing your lesson mission is your purpose for reading. To accomplish your mission, you must be able to answer the essential question(s). We will continue to work on answering essential questions by identifying information from key text structures using our new note-taking method called an outline.
Recall the Key Text Structures in Non-Fiction Text:
1. Headers
2. Sub-headers
3. Bolded Words
4. Italicized Words
5. Pictures & Captions
6. Boxed off Information
7. Charts and Graphs
8. Maps
Outlining Non-Fiction Text Note-Taking Method
You are now going to try outlining own your own. You have had practice but here is a checklist to make sure you do not forget anything in your Chronicles:
Lesson Mission Page:
1. Headers
2. Sub-headers
3. Bolded Words
4. Italicized Words
5. Pictures & Captions
6. Boxed off Information
7. Charts and Graphs
8. Maps
Outlining Non-Fiction Text Note-Taking Method
You are now going to try outlining own your own. You have had practice but here is a checklist to make sure you do not forget anything in your Chronicles:
Lesson Mission Page:
- Write your name.
- Write the date.
- Write the title of the lesson.
- Write the lesson mission question.
- Turn the page. Remember you need to save the rest of the page to answer the Lesson Mission Question at the end of the Lesson.
- Write down the header of the section.
- Read the section.
- Write down the main idea of the section.
- Write down the words and definitions of the section.
- Write down a text reference for the section. Tell me what you thought about while you read.
- Repeat steps 1 - 5 for every section.
- Remember to answer the Lesson Mission Question on the first page (Lesson Mission Page).
- Make sure your notes pages are in order.
- Make sure your lessons in your folder are in order. - Topic 1; Lesson 1; Lesson 2; Lesson 3; Lesson 4; Lesson 5
WHOLE GROUP ACTIVITY
Guided Reading
DIRECTIONS: Now that you have a purpose for reading, and you have identified the key elements of the reading, we will take turns reading the passage below as a class.
As you read, if a certain part of the reading makes you think of a text to text, text to self, or text to world connection, write it either in the side margin next to the notes in which you made the connection or at the bottom of your outline. Remember, text connections can also be questions you have about the reading.
Recall the text to text, text to self, and text to world strategy:
As you read, if a certain part of the reading makes you think of a text to text, text to self, or text to world connection, write it either in the side margin next to the notes in which you made the connection or at the bottom of your outline. Remember, text connections can also be questions you have about the reading.
Recall the text to text, text to self, and text to world strategy:
- Text to text references: When a certain word, phrase, or sentence reminds you of something else that you have read.
- Text to self references: When a certain word, phrase, or sentence reminds you of something about your own life.
- Text to world references: When a certain word, phrase, or sentence reminds you of a world issue or event.
CHANGES IN PRODUCTION
HENRY FORD
People often credit Henry Ford with inventing the automobile and the assembly line. In fact, he did neither! What Henry Ford actually did was change the way manufacturers operate. Henry Ford brought together many innovative ideas that helped revolutionize mass production. His idea was called mass production. Mass production took many ideas for manufacturing goods efficiently and put them together in one method. Mass production combines the ideas of using interchangeable parts, division of labor, and the assembly line to manufacture goods.
When Henry Ford started the Ford Motor Company in 1903, automobiles were expensive. They were a custom-made, luxury item that only wealthy people could afford. Ford automobile factory only built a few cars a day.
Henry Ford dreamed of making a car that was affordable for the average person. He searched the world for the best materials he could find at the cheapest cost. During a car race in Florida , he examined the wreckage of a French car and noticed that many of its parts were made of a metal that was lighter but stronger than what was being used in American cars. It was a vanadium alloy. No one in the U.S. knew how to make this French steel. So, Henry Ford had an expert from France help him build the first vanadium steel mill.
In 1908, Ford and his company's engineers designed a new car called the Model T using vanadium steel. The steel made the Model T more sturdy than other cars of its time. It also allowed Ford to make the Model T for less money.
The Model T quickly became a popular car because it was more sturdy and powerful than other cars and it was simple to operate and keep up. It was also less expensive than most other cars of the time. It cost about $950. This would be about $20,000 today. Ford sold 10,000 Model T's in the first year. It was the highest selling car in 1908.
Though they were less expensive, they were still too expensive for the average person. Like other cars of its time, the Model T's parts were made-to-order by teams of two or three skilled mechanics in a factory. The mechanics would gather the parts needed and put them together at a workstation. When parts did not fit together as needed, workers used files and hammers to make them fit.
Henry Ford knew he had to figure out a more efficient way for making cars if he was going to accomplish his goal of making cars affordable. Ford realized that he needed to improve productivity. Productivity is the amount of goods that are produced by workers in a given time period with a given set of resources.
To improve productivity, Ford went to many different industries looking for strategies that he could use in making the Model T. First, he discovered interchangeable parts. If you will recall, interchangeable parts are parts of a machine or product that are always made the same way. So, Ford standardized all of the Model T's parts. Standardized means that all the parts involved in making a product are interchangeable parts. By making the individual pieces of the car the same every time, all the parts would fit all the other parts. For example, any valve would fit any engine and any engine would fit any frame.
Standardizing parts allowed Ford to break down the assembly of the Model T into steps. Ford divided up the workers into small groups and each small group was trained to do just one of these steps. Organizing workers into groups and training them to do only one step in making a product is called division of labor.
On a trip to Chicago , Henry Ford observed meat packers removing cuts of beef from a carcass, as it was passed along by a trolley, until nothing was left. He was inspired to reverse the process for the production of his automobile.
So in, 1913, the Ford Motor Company established the first moving assembly line ever used for large-scale manufacturing. An assembly line is an arrangement of machines, equipment, and workers in which work passes from operation to operation in a direct line until the product is completely assembled. A moving assembly line is when a product is moved along a conveyer belt from one group of workers to the next and each group adds a part or series of parts in which they specialize, before sending the product along the conveyer belt to the next group.
Parts were attached to a moving Model T chassis in order, from axles at the beginning to bodies at the end of the line. The chassis is a frame upon which the main parts of an automobile are built. As vehicles moved past the workers on the line, each worker would do one task. Some components took longer to put together and attach than others. Sub-assemblies were established for these. For example, each radiator with all its hose fittings was put together on a separate line feeding into the main assembly line. The time period between delivery of the car and its components was carefully timed to maintain a continuous flow.
The home for this new production system was the Highland Park Plant near Detroit, Michigan, which Ford opened in 1910. Assembly wound downward in the factory starting on the fourth floor where body panels were hammered out. On the third floor workers placed tires on wheels and painted auto bodies. After the assembly was completed on the second floor, the autos moved down a ramp past the first-floor offices.
Henry Ford was successful because he changed production and increased his productivity. Ford organized his production plants using assembly lines where workers were divided into groups who specialized in putting together specific parts of the Model T. Because the parts were interchangeable, and the workers were specialized in putting together those specific parts, Ford increased the amount of Model Ts produced, in a shorter amount of time.
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TOOLBOX
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SMALL GROUP ACTIVITY
You !
In this activity, your group will
I will come to you to see your outcome. You may also play this you choose adventure at home as much as you like.
To get started, click on the Lowell Mill Girl, You Choose Adventure picture icon above.
I will come to you to see your outcome. You may also play this you choose adventure at home as much as you like.
To get started, click on the Lowell Mill Girl, You Choose Adventure picture icon above.
INDIVIDUAL ACTIVITY
Answering the Essential Question
A Lesson Chronicles Activity is an individual activity where you prove that you accomplished the lesson mission. Lesson Chronicles require you to keep a notebook or journal with a table of contents. Each entry should be dated. First, you write the lesson mission. Then you prove you "can do" whatever the mission says by answering the essential question of the lesson in PQA format. Remember PQA format means "Put the Question in the Answer".
DIRECTIONS: Work by yourself to prove you have completed today's mission successfully by answering the essential question for today. Answer the question on the first page of your Lesson Chronicles under your Lesson Mission. Refer to the example below. The example shows you what all you are expected to have for your portfolio check on this lesson.
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HOMEWORK
Finish the Lesson and Family Time
Remember, you have homework every night in Social Studies. Your homework is to show your Lesson Chronicles to your family and tell them what you learned today. Not only will this give you quality time with your family but it will help you review for your unit test. Go over your lesson chronicles entry from today everyday to help you study for the Topic Quiz and Unit Test.
If you did not complete any assignments from today, they are homework. You never know when I am going to check portfolios, so make sure you are keeping up!
If you did not complete any assignments from today, they are homework. You never know when I am going to check portfolios, so make sure you are keeping up!
END OF THE UNIT 3 LESSON 3 MODULE
Congratulations! You have Completed the Unit 3 Lesson 5 Module!
You must use your headphones. You may watch this at home as well!
You must use your headphones. You may watch this at home as well!