Standard Addressed:
VII: Production, Distribution, & Consumption
Performance expectations:
e. Analyze the role of specialization and exchange in economic processes.
h. Apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues.
Results/Expected Learning Outcome:
Students will:
1) Understand the process of assembly lines and its impact on the work place.
2) Practice a small scale exercise of an assembly line.
3) Identify advantages and disadvantages of the implication of the assembly line.
4) Discuss the impact the assembly line has had on the companies and their employees, specialized workers, economy, and supply and demand.
Evaluation:
1. Take home assignment about the workplace before the assembly line and during its introduction.
2. Classroom assembly line activity, followed by classroom discussion.
3. Classroom discussion reviewing the multiple viewpoints on the issue.
4. Short-essay test at the end of the lesson to evaluate what they have learned.
Curriculum:
1. American history course-
a. Study of the early 1900’s; focusing on the economy, workplace and industrialization.
Instruction:
Previous lessons:
1. American history leading up to the 1900’s.
2. Popular inventions of that time period, i.e. automobile.
3. Workplace prior to 1900’s.
Assembly line lesson:
Day 1:
a. Lecture on early 1900’s, focusing on economy and workplace in that time period; introduce Henry Ford and the Model T.
b. Short classroom discussion about the importance of automobile.
i. Teacher will:
1. guide discussion with thought provoking questions
2. Keep a low profile, allow students to share what they know and what they feel is important.
c. Students will have a worksheet to take home and complete before the next class period, questions will cover the text information about the economy and workplace, and the emergence of assembly lines in production.
Day 2:
a. Explain group activity to the class, answering any questions
a. Materials needed: Balloons, string, markers, and small paper squares (pre-made).
b. Have classroom split into 4-5 groups of 5-6 students (depending on the class size).
c. Show students how to assemble the “hot air balloon” correctly. Going step by step, the correct and only way to produce the hot air balloon.
d. Have the students (individually) assemble as many balloons as they can in 5 minutes. Have a race; give the fastest hot air balloon maker a piece of candy.
e. Have each group align their desks in a row.
f. Have each group do the same thing with the balloons, but this time each person in the group has a specialty part that they do and then pass the balloon to the next person (assembly line style).
i. First person blows up balloon
ii. Second person ties it
iii. Third person ties a string to it
iv. Fourth person ties the box to the bottom of the string
v. Fifth person draws a team design on the balloon
vi. The team who finishes the most in 5 minutes wins
1. Note: make sure it is under control, allow student to have fun, but don’t get too competitive.
b. Follow up with class reactions and discussion.
c. Homework for students:
a. Read the textbook about the post assembly line economy and business. Have them write a short ½-1 page reaction to the importance of the assembly line, when the assembly line was a good thing, and when it was a bad thing; who it benefited and who it didn’t. Let them use their own ideas and thoughts.
Day 3:
a. Short lecture and discussion about what they read for homework
a. Answer any questions
b. Back up the book with more facts from other sources that may show multiple perspectives of assembly line
b. Short classroom discussion about the different viewpoints at which to view this topic.
c. Finish with a short essay exam reviewing the main topics discussed in class.
Discussion Questions:
Day 1- Importance of the automobile:
a. What was production like previous to the assembly line?
i. Specialization?
ii. Time of production?
b. Who benefited the most from the automobile assembly line?
i. Companies?
ii. Customers?
iii. Workers?
iv. Others?
c. Who did it have a negative affect on?
i. Workers?
ii. Customers?
iii. Competitors?
iv. Others?
d. How has the role of the automobile changed over time?
i. Usage?
ii. Size?
iii. Production?
Day 2- Activity Questions:
a. What did this activity show about the impact of the assembly line?
b. If you were a worker in an assembly line style workplace, what would you find most unpleasant about the job? Working conditions? Repetitiveness? Wages?
c. How would the assembly line affect those who don’t work in this style of workplace?
d. How would the assembly line affect those who specialize in producing products that are now built on an assembly line?
e. Are there any down sides to the assembly line as a business owner?
f. With no working regulations (unions), is the owner responsible for the safety of the workers? How would regulations change how these companies are run?
Day 3- Final discussion:
a. How did the assembly line change America then? Now?
i. Beliefs/Values?
ii. Working conditions?
iii. Products available?
b. What affect did it have on the economy?
i. Prices?
ii. Supply/Demand?
c. What form is the assembly line taking in today’s society?
i. Over seas?
ii. Age requirements?
iii. Unions?
iv. Importance?
