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“Save a Horse, Drive a Ford”
Holly Blakely
None
Through the use of graphic organizers, images and written documentation, students will discover the effects of the automobile on the American lifestyle and the economy in the 1920s. In addition, through an analysis of his biography students will examine the life of Henry Ford .
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90 minutes
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How did Henry Ford's Model T affect the lives of the American people and the American economy during the 1920s?
Henry Ford Crossword Puzzle
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Ford Automobile Human Timeline
- Before class, teacher will go to http://www.google.com/Top/Recreation/Autos/Makes_and_Models/Ford/ to print pictures of various Ford automobile models. While students are working on the bell assignment, the teacher will randomly distribute pictures. Teacher will then ask students with pictures to stand at front of classroom. With the help of classmates, the students will order the cars by year of make.
BEFORE LESSON
Previewing/Acceleration: Automobile Cause and Effect Flow Chart
- After activating strategy the teacher will explain that in this lesson students will learn the effects of the automobile on the lives of Americans and the economy in the 1920s.
- The teacher will display and explain the completed Automobile Cause and Effect Flow Chart on the overhead projector, to set purpose of lesson.
Key vocabulary: Vocabulary Bingo
- The teacher will display key vocabulary terms and meanings on chart paper while previewing them with students orally.
- Automobile
- Industry
- Demand
- Economy
- Assembly line
- Mass production
- Factory
- Affordability
- The teacher will remove chart paper.
- The teacher will provide a blank Bingo card for each student. The students will randomly print the vocabulary words in the boxes on the Bingo card, leaving a free space in the middle. The teacher will provide Bingo chips/markers such as dried beans, colored counters, or small candies. As the teacher calls the meaning of a vocabulary word, the students will place a marker on the corresponding vocabulary word on the Bingo card. The teacher will continue to call meanings and students will continue to mark vocabulary words until a student has a row (horizontally, diagonally, or vertically) marked. That student will call "Bingo", and the students will recall the vocabulary words and their meanings to win the game.
DURING LESSON
Teaching Strategies:
- Teacher will distribute copies of the article, "Automobile: Henry Ford Invents the Automobile/ The Effect of the Car on Americans" found at http://www.angelfire.com/co/pscst/car.html .
- Teacher will ask students to read the article with a partner to find out how the car changed the lives of Americans.
- Teacher will ask the following questions for discussion:
- Who invented the first automobile? When was it invented?
- What was the name of Henry Ford's first automobile?
- How was Henry Ford's first automobile different from the first automobile invented?
- Why was the idea of the automobile popular among young people in the early 1920's?
- What were the advantages of car ownership for the American family?
- Why was the Model T, in particular, so popular in America during the 1920's?
- How do you think Ford was able to meet the sharp demand for the Model T?
- What are the advantages of assembly line production?
- What caused the need for nationwide road construction? How do you think road construction created more jobs for Americans?
- How did the creation of more jobs improve the American economy?
- Teacher will explain how growth in the automobile industry led to growth in other industries, such as oil (need for gasoline), rubber (need for tires), and steel (need for car parts), which led to further improvements in the American economy.
AFTER LESSON
Review:
- Teacher will review the completed Automobile Cause and Effect Flow Chart.
Questioning:
- How did Henry Ford's Model T affect the lives of the American people and the American economy during the 1920s?
Summarize:
- Students will work with partners to complete a blank Automobile Cause and Effect Flow Chart with word bank.
- Students will use their flow charts to write a summary of how the automobile affected the lives of American people.
Written Response/Application/Extending:
- Students will examine photo from The LaGrange News and Graphic Shuttle about the Fincher-Traylor Motor Company.
- The students will imagine themselves as salesmen at the Fincher-Traylor Motor Company in LaGrange. They will write a sales pitch to appeal to an automobile buyer during the 1920s. The sales pitch should reflect students' understanding of the effect of the automobile on lives of Americans during this era.
Attachments: Henry Ford Crossword Puzzle, Completed Automobile Cause and Effect Flow Chart, Vocabulary Bingo Game Card, Blank Automobile Cause and Effect Flow Chart with Word Bank.
Supplemental Notes:
Document/s with Headings:
Handouts with Explanations for Use:
- Henry Ford Crossword Puzzle
- o Bell Ringer
- Henry Ford Biography
- o Bell Ringer
- Ford Model Photos
- o Activating Strategy
- Vocabulary Bingo Game Card
- o Key Vocabulary Development
- "Automobile: Henry Ford Invents the Automobile/ The Effect of the Car on Americans"
- o During Lesson/Reading Selection
- Blank Automobile Cause and Effect Flow Chart with Word Bank
- o After Lesson Summary
- Primary Document
- o Summarizing Activity
None
Vocabulary Bingo Game Card_SI2 H Blakely
Henry Ford Crossword Puzzle_SI2 H Blakely
Ford Convertible_SI2 H Blakely.
Completed Automobile Cause and Effect Flow Chart T
Blank Automobile Cause and Effect Flow Chart_SI2 H