Assembly Line!

20170120_111034This week students have been learning about how Henry Ford put together his Model-T via mass production and the assembly line. To help them relate, students were first asked to fold as many sheets of paper as possible in one minute in an assembly line fashion, where each member of their team had one particular fold to make as the paper moved from the person before them. By the time the paper had passed through every team member, thereby reaching the end of the line, it had transformed into one, completed “widget.” Then, students were asked to fold as many sheets of paper within the same time frame and in the same folding pattern, with the only difference being that they would work individually, rather than as a team.

To about half of the classes’ surprise, the team folding (assembly line) production method produced more completed widgets faster than the individual production method. Now they understood one of the reasons why Henry Ford, as well as other major producers of the early 20th century, utilized assembly lines to increase production, lower costs, and raise revenue.

Taken from History.com, in 1913 Henry Ford installed the first moving assembly line for the mass production of an entire automobile. His innovation reduced the time it took to build a car from more than 12 hours to two hours and 30 minutes.

Ford’s Model T, introduced in 1908, was simple, sturdy and relatively inexpensive–but not inexpensive enough for Ford, who was determined to build “motor car[s] for the great multitude.” (“When I’m through,” he said, “about everybody will have one.”) In order to lower the price of his cars, Ford figured, he would just have to find a way to build them more efficiently.

The most significant piece of Ford’s efficiency crusade was the assembly line. Inspired by the continuous-flow production methods used by flour mills, breweries, canneries and industrial bakeries, along with the disassembly of animal carcasses in Chicago’s meat-packing plants, Ford installed moving lines for bits and pieces of the manufacturing process: For instance, workers built motors and transmissions on rope-and-pulley–powered conveyor belts. In December 1913, he unveiled the pièce de résistance: the moving-chassis assembly line.

In February 1914, he added a mechanized belt that chugged along at a speed of six feet per minute. As the pace accelerated, Ford produced more and more cars, and on June 4, 1924, the 10-millionth Model T rolled off the Highland Park assembly line. Though the Model T did not last much longer–by the middle of the 1920s, customers wanted a car that was inexpensive and had all the bells and whistles that the Model T scorned–it had ushered in the era of the automobile for everyone.

First Semester Final Exam

Before we all left for Christmas break students took a final exam in US History. The classes were given 69 terms which spanned the entire first semester’s educational learning and were asked to create a concept web with them. According to inspiration.com, a concept map/web is used as a

learning and teaching technique, to visually illustrate the relationships between concepts and ideas. Often represented in circles or boxes, concepts are linked by words and phrases that explain the connection between the ideas, helping students organize and structure their thoughts to further understand information and discover new relationships. Most concept maps represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific concepts, following.

20170108_101658_001This visual representation of their learning asked students to apply and analyze the information they learned about US history thus far by categorizing, comparing and contrasting, and organizing the terms into chronological order, connecting terms into relationships, and creating larger concept umbrellas. For example, a student should be able to place the term “Gettysburg” after “Yorktown,” connect the two with the word “warfare,” and perhaps further umbrella all three terms with a fourth, such as “faith,” “hope”, “African-Americans,” or “Native Americans,” depending on their train of thought and rationale.

Here are a few photos of the end result. Next time I’ll provide white butcher paper so that I can read their work easier. Smiling!

Uncle Tom’s Cabin

In 1851, after the enactment by the United States Congress of a Fugitive Slave Act (the effect of which was to return Africans and African-Americans who had escaped from slavery in the Southern states and were living in the North, back into captivity), the editor of an antislavery periodical asked Harriet Beecher Stowe if she could supply him with a timely story or article. Stowe agreed to write a fictional piece about the lives of several slaves on a Kentucky plantation.* This fictional piece, Uncle Tom’s Cabin, is written about actual people and their lives, although some characters were developed wholly by Stowe, all to illustrate the condition of slavery. The narrative wonderfully explains the 1850s from many different sides of the story. For well-rounded insight into this era, I highly recommend reading this book.

Students in our US History class have been reading Uncle Tom’s Cabin since the beginning of the school year. There intermittent tests on certain chapters ask critical thinking questions such as, “What does Eva’s death mean to you?” and “Why is this text worth reading?” also “There are many important ideas/themes in this book. Name three and explain why they are important.” and finally, “Rather than reading Uncle Tom’s Cabin for sheer pleasure, we are reading this book to understand and appreciate a worldview. According to you, what worldview might that be? Explain.” Below are some responses to these questions from students in our class. There is also a photo gallery below showing some of the writing of the students. So proud of them! Continue reading “Uncle Tom’s Cabin”