You Can Be an Innovator ... Like Henry Ford - 3-5 grades
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grades
3-5
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 contin-
ues 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, curricu-
lum 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 engaging and 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 education@thehenryford.org.
2 You Can Be an Innovator … Like Henry Ford | Educator DigiKit thehenryford.org/educationcontents
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
and Expectations
40 Answer Key 2B: Today – and Tomorrow
Henry Ford: Biography
19 Field Trip Learning of an Innovator 55 Student Activity Sheet 5:
Enhancement Suggestions The Automobile in My Life
41 Student Activity Sheet 2C:
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:
26 Lesson 1 Review/Assessment Questions
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 34 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/educationUnit 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 as Kapital by Karl Marx critiques capitalism
D
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 You Can
You Can Be
Be an
an Innovator
Innovator …
… Like
Like Henry Ford || Teacher
Henry Ford Teacher Guide
Guide 7Context-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/educationBibliography
Print
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,
nial History. Baltimore: Johns Hopkins A speech by Patricia Mooradian,
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 contemporary innovators.
Gibbons, Faye. Mama and Me and the
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 teacher/student resources on topics of
The Development of Manufacturing
York: Franklin Watts, 1984. race, gender, labor, environment and
Technology in the United States.
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 9Bibliography 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
Ford Model T Assembly Line, 1919 early 20th-century cars offered a new portationPastPresentAndFuture.pdf
youtube.com/watch?v=Pf8d4NE8XPw
level of freedom with personal mobility.
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/educationConnections 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 sup-
ply 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 11English 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 infor-
mational text. Continued...
12 You Can Be an Innovator … Like Henry Ford | Teacher Guide thehenryford.org/educationCareer and Employability Skills Topic Two Topic Four
4.1. The History of the Students’ The History of Peoples of Many
I dentify a problem and explain it Own State or Region Cultures around the World
(i.e., why it is a problem, how it
Standard 3 Standard 8
affects a situation, etc.).
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
Standards Therefore, the student is able to:
and economic effects.
– A
nalyze 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, – I dentify 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)
Standard 3E
and Long Ago
The student understands the ideas Standard 8B
Standard 2 that were significant in the develop- The student understands changes in
The history of students’ own local ment of the state and that helped to transportation and their effects.
community and how communities forge its unique identity.
Therefore, the student is able to:
in North America varied long ago. Therefore, the student is able to: – I dentify and describe the people
– A
nalyze 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
– I dentify 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 13Lesson 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 I dentify 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.R P.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/educationLesson 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 knowledge- ably 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 15Lesson 3 4 H3.0.1
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
Describe how people adapt to, use location of industries (after 1837) affect-
and across text to create a deeper
and modify the natural resources ed and continues to affect the location
understanding by drawing
of Michigan. (H) and growth of Michigan cities. (G, E)
conclusions, making inferences
and synthesizing.
3 E1.0.3 4 H3.0.6
Analyze how Michigan’s location Use a variety of primary and second-
5 R.CM.05.04
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. 0 5.03 such as mining, lumbering, automo-
4 H3.0.8
Respond to multiple text bile manufacturing and furniture
Describe past and current threats to
types listened to or viewed making). (H, G)
Michigan’s natural resources; describe
knowledgeably by discussing, how Michigan worked in the past
illustrating and/or writing in 3 E1.0.4
and continues to work today to
order to clarify meaning, make Describe how entrepreneurs combine
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/educationLesson 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
3 S.DS.03.03 4 S.DS.04.03
or in the future?
– 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 17Lesson 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
Use historical inquiry questions by discussing, illustrating and/or writ-
5 R.CM.05.01
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
4 E3.0.1 by discussing, illustrating and/or writ-
truths and principles within
Describe how global competition ing in order to clarify meaning, make
and across text to create a deeper connections, take a position and/or
understanding by drawing affects the national economy
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
5 R.CM.05.04 truths and principles within and
Apply significant knowledge across text to create a deeper un-
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 writ-
ing the message and evaluating a narrative to an informational text, a ing in order to clarify meaning, make
literature selection to a subject area text connections, take a position and/or
the purpose.
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/educationField 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
Programs and Tools at The Henry Ford Model T using the station and
Inventors: Henry Ford and the
20900 Oakwood Blvd. moving assembly line methods.
Wright Brothers
Dearborn, MI 48124 Offered Daily, year-round
thehenryford.org Program Length 20 minutes
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
History Hunters are online, thematic, – Henry Ford Theater
Grab a wrench and join in the fun as
educationally relevant scavenger hunts – Bagley Avenue Workshop
we celebrate Henry Ford’s Model T!
that you and your students can use – Ford Motor Company
Students will gain new perspective
during your visit to The Henry Ford. – Edison Illuminating Company’s
about Henry Ford and the car that
They are self-directed and will help Station A
changed the world as they assist in
focus student observation, listening – Ride a Model T
the assembly of an authentic Model
and thinking skills as they explore key (Additional fee required.)
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 19Field 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
Flexing for the Future Self-Guided Activity Edsel & Eleanor Ford Home
Automobile in American Life
– Investigating Changing American FREE with Ford Rouge Factory Tour 1100 Lake Shore Road
Landscapes in Automobile in admission Grosse Pointe, MI 48236
American Life New methods of production have 313.884.4222
revolutionized the auto industry. fordhouse.org
– Investigating Inventions
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/educationunit 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
– Moving assembly line Case Study with Primary Sources
How do people solve problems?
– Division of labor – H
enry Ford used his love of tinker-
Introduce the overarching question
– Specialization ing, his persistence, his willingness
by posting the sign
to take risks and his ability to build
– Wage
— How do people solve problems? — good teams to create the Model T.
in a prominent place in the class- – Union
– W
e all have qualities that can help
room so that it can be referenced – Consumption
us be an innovator.
throughout the unit. – Car culture
– Unintended consequences Lesson 3 Resources and Location
– Opportunity to innovate
Key Concepts – H
enry Ford used natural resources
– Model T from Michigan and other places in
Lessons and Big Ideas the United States and the world to
– Life at the turn of the 20th century
build his Model T.
– Vision Lesson 1 Henry Ford and the
– H
enry Ford had to solve the prob-
– Innovation Beginnings of the Auto Industry
lem of where to locate his factory;
– Collaboration – A
n innovation is an invention, an Detroit was the answer.
– Curious idea or an improvement or change
– T
ook advantage of opportunities that is used by many people.
Lesson 4 Using Human Resources
to learn – H
enry Ford had a vision to on the Assembly Line
– Mechanical inclined produce a car for the masses.
– T
o be a successful innovator,
– Perseverance after failure Henry Ford determined new ways
– Willing to take risks to use labor – another resource.
– A
ble to identify and attract – H
owever, 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/educationUnit 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
– T
he 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
– A
utomobiles 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
– H
ay 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,
nit Project 4 class periods
– U 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 – F irst 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-
– P
erformance 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
– C
ulminating projects Ford ID# THF70573
– Ford Model T Touring Car, 1914,
(see Supplemental Resources) – Toyota Prius Automobile, 2002 Given to John Burroughs by
– R
eview/assessment questions ID# THF68248 Henry Ford ID# THF70573
(see Supplemental Resources)
– W
estinghouse 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 23Unit Plan Overview Continued
Upper Elementary School
Lesson 3 Materials – Scrap paper – lots
Resources and Location – Full roll of wrapping paper
– C
omputers with access to the
– Exploded Ford Model T in Internet, digital projector and – Empty wrapping paper tube
Henry Ford Museum screen (preferred) OR printed
– Tape
(view 1 ID# THF52709) handouts of digitized artifacts’
– 1 0 feet of continuous flat
(view 2 ID# THF52714) images and descriptions
surface, like desks or tables
(view 3 ID# THF52715) – S ign: How do people
pushed together
(view 4 ID# THF52721) solve problems?
– S tudent Activity Sheet 4:
– Aerial View of Ford Rouge Plant – S tudent Activity Sheet 1:
Henry Ford and the Moving
Complex, 1948 ID# THF24040 My Innovation
Assembly Line
– S tudent Activity Sheet 2A:
– Magazines – 1 for every 2 students
Artifacts Tell About Us
Lesson 4 – S tudent Activity Sheet 5:
– A
nswer Key 2A:
Using Human Resources on the The Automobile in My Life
Artifacts Tell About Us
Assembly Line – Y
ou Can Be an Innovator … Like
– S tudent Activity Sheet 2B:
– Women Workers Assembling Henry Ford. Culminating Projects
Henry Ford: Biography
Magnetos at Ford Highland Park –Y
ou Can Be an Innovator … Like
of an Innovator
Plant, circa 1913 ID# THF23810 Henry Ford. Extension Activities
– A
nswer Key 2B:
– Workers Assembling Car Bodies – S tudent Activity Sheet 6:
Henry Ford: Biography
at Ford Rouge Plant, 1932 You Can Be an Innovator …
of an Innovator
ID# THF23466 Like Henry Ford.
– S tudent Activity Sheet 2C:
– 1924 Ford Model T Cars on Review/Assessment Questions
Primary Sources Tell
Assembly Line at Highland Park – A
nswer Key 6:
About Henry Ford
Plant, October 1923 You Can Be an Innovator …
– A
nswer Key 2C:
ID# THF23577 Like Henry Ford.
Primary Sources Tell
– Swift & Company’s Meatpacking Review/Assessment Questions
About Henry Ford
House, Chicago, Illinois,
– U
nited States map
Splitting Backbones and Final
(classroom copy)
Inspection of Hogs, 1910-1915
ID# THF32081
– World map (classroom copy)
– S tudent Activity Sheet 3:
My Factory
24 You Can Be an Innovator … Like Henry Ford | Unit Plan thehenryford.org/educationUnit Plan Overarching Question:
HOW
do people solve
problems
thehenryford.org/education You Can Be an Innovator … Like Henry Ford | Unit Plan 25Lesson 1 Henry Ford and the Beginnings of the Auto Industry
Big Ideas – Westinghouse Portable Steam Engine No. 345, Made
circa 1881 and Used by Henry Ford ID# THF74884
– A
n innovation is an invention, an idea or an
improvement or change that is used by many people. – Ford Quadricycle, 1896, First Car Built by
– H
enry 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 – C
omputers 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
– F irst 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/educationLesson 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.
Duryea Motor Wagon with Barnum & Bailey Circus,
Automobiles at the turn of the 20th century were experi-
1896 ID#THF3979
mental and only very wealthy people owned them.
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 27Lesson 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”.
– H
enry’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 – H
enry 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
5 Henry Ford persevered and took risks in order
Henry Ford to help them understand and respond to
to solve problems and achieve his vision:
the questions.
– H
enry 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. – T
o attract attention and get supporters for
– H
e was curious about building things, Ford Motor Company, Henry Ford built and
especially engines. drove race cars, risking his life.
– H
e 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:
– H
e grew up on a farm and knew how isolated farm Assessment
families were from towns or relatives. Assess students’ participation in the discussions, their
– H
e 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:
– C
ars were expensive, and only the very
wealthy could afford them.
– C
ars 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/educationLesson 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 29Lesson 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/educationYou can also read
