L3

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Scott McDaniel
 * Date of Lesson:** Lesson 3
 * Grade Level:** 11
 * Topic:** Development of the Industrial United States 1865-1914

Student will understand that** there were some inventions that were key to stimulating industrial development in the United States.
 * Objectives


 * Student will know** Samuel F.B. Morse and the telegraph, Cyrus McCormick and the mechanical reaper, James Watt and the reliable steam engine, and Henry Ford and the assembly line.


 * Student will be able to** explain what each invention is and how it works, as well as who the inventors were.

E1 Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma "Development of the Industrial United States", 1865-1914 Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
 * Maine Learning Results Alignment**

Rationale: The lesson connects to the Maine Learning Results. Students will need to have an understanding and knowledge of some of the major inventions that stimulated industrial growth in America and who it was the made these significant inventions.


 * Assessment**

Students will be assessed how much they know by taking a very brief and simple pre-quiz over the key inventions and inventors that they will be learning about in this lesson. (see attachment for details)
 * Formative (Assessment for Learning)**

There will be a relatively traditional assessment for this lesson. The first step for this assessment is to divide the class into 8 groups with 3 members in each. These groups will be based upon cards handed out at random that either contain Telegraph A or B, Mechanical Reaper A or B, Reliable Steam Engine A or B, or Assembly Line A or B. Within these groups it will have to be decided what role each student will have: person who explains what the invention is and how it works, person who creates the biography of the inventor, or the person who explains the significance of that invention to the Industrial Revolution and the future. I will assign roles to each person myself based on their strengths. Once groups and roles are established I will explain what their assignment is. Their goal is to create a poster for each invention that contains information regarding all the facets listed above. Grading for this project will both for the group and individually. (see attached rubric) This lesson uses a poster as its summative assessment because it should give students a certain sense of comfort if they were uncomfortable with being on the computer all the time. This product is expected to be completed by next class.
 * Summative (Assessment of Learning)**


 * Integration**
 * Technology:** The technology for this lesson comes most heavily in the extension piece. Students will be uncovering and finding information using electronic resources that I have found for them.


 * Other Content Areas:**
 * English:** Students will be drawing upon their knowledge of how a biography is created.
 * Science:** Students will be using science skills in discovering and retelling how the invention they are assigned works.
 * Math:** Students may use math when comparing how things changed after the use of their invention was widespread.

The first step for this assessment is to divide the class into 8 groups with 3 members in each. These groups will be based upon cards handed out at random that either contain Telegraph A or B, Mechanical Reaper A or B, Reliable Steam Engine A or B, or Assembly Line A or B. Within these groups it will have to be decided what role each student will have: person who explains what the invention is and how it works, person who creates the biography of the inventor, or the person who explains the significance of that invention to the Industrial Revolution and the future. I will assign roles to each person myself based on their strengths.
 * Groupings**


 * Differentiated Instruction**


 * Strategies:**
 * Logical:** Students will need to design their poster in a way that is easy to understand and makes sense.
 * Verbal:** The explanation of the assignment will be verbal, as well as group work.
 * Visual:** Posters will be a highly visually stimulating project.
 * Intrapersonal:** Students will also need to work individually.
 * Interpersonal:** Students will collaborate in groups.
 * Kinesthetic:** The physical manipulation of materials in creating their posters should suit these learners better than always working on computers.
 * Naturalist:** Students can investigate what effect their invention had on animals and plants.

//**I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**

Following the general policy regarding absences in this class, students will be expected to come to me the first day that they return to school in order to receive any assigned work, handouts, and a general overview of what we did on the day that they missed, and the short quiz that everyone had at the beginning of class. All assigned work is expected to be completed for the next class period.

Students with internet access are encouraged to e-mail me in order to receive missing work on the of absence if it is due to illness. This will give them an extra day compared to if they wait until when they come back.

If a student is planning on an extended absence they should come to me prior to the planned absence. I will modify the lesson in order to accommodate the student.


 * Extensions**

There is very little type II technology being used in this lesson. If students wish, they can challenge themselves by foregoing creating a poster, and instead create website. The same criteria will be used for a website project as a poster project.

Materials and Technology:**
 * Materials, Resources and Technology

Paper for handouts and quizzes Poster board-8 Markers, glue, construction paper etc. (creative poster making materials) Computers with Internet access for research Textbooks (as an alternative resource to the Internet resources I have provided)


 * Resources:**

Samuel F.B. Morse and the telegraph The Telegraph-This website provides a brief history to the telegraph and a short introduction to how it works. How it works- This is a great resource that explains in simple language how a telegraph works, it even provides step by step instructions on how to make your own. Telegraph Significance- The web page looks like something that was created by a student, but it provides accurate information as to why the telegraph was so important in America's industrial development. Samuel F.B. Morse-Tells about the life of the inventor of the telegraph.

The reaper-This website gives a great overview of the mechanical reaper, and provides many more links to information. Significance-This website is basically paying homage to Cyrus McCormick and tells the evolution of grain harvesting.
 * Cyrus McCormick and the mechanical reaper**

The reliable steam engine-this is a very brief description of the history of the steam engine and its significance to the Industrial Revolution James Watt-This is a biography of the man who made the world's first reliable steam engine. How it works-This is a great resource that tells about the evolution of the steam engine and how it works. Steam engine-More about how it works, and the significance it had.
 * James Watt and the reliable steam engine**

Henry Ford-This is just one of many biographies of Henry Ford available online. Assembly line-This is a description of what an assembly line is, how it was created, and how it changed the world.
 * Henry Ford and the assembly line**


 * Source for Lesson Plan and Research**

All sources and inspiration for lesson plan was gained from lecture, readings, and peer feedback in the University of Maine's practicum and secondary methods block taught my Dr. Grace Ward and Dr. Theresa Overall.


 * Maine Standards for Initial Teacher Certification and Rationale**

//**Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale:**// In this lesson students will learn how certain 4 particular inventions and inventors influenced the industrial development of the United States. Students will be able to create a wide variety of posters, and if they wish websites that profile a certain invention and inventor. They will have the opportunity to roam the Internet world in order to find information for their posters. It will be clear to students what the expectations are for what is expected of them for this assignment. Students will have the opportunity to delve deep into the topic that they are assigned to and should feel a sense of pride about the product that they create. My classroom will be open to discussion of various aspects of the inventions in a safe and comfortable environment.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:**// Through this lesson students will be able to explain how the telegraph, mechanical reaper, reliable steam engine, and the assembly line work. They will learn what inspired these inventions and will be able to connect their significance to modern times. Students will be assessed how much they know by taking a very brief and simple pre-quiz over the key inventions and inventors that they will be learning about in this lesson. (see attachment for details) See content notes.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:**//
 * Verbal**- The explanation of the assignment will be verbal, as well as group work.
 * Logical-** Students will need to design their poster in a way that is easy to understand and makes sense.
 * Visual-** Posters will be a highly visually stimulating project.
 * Interpersonal-** Students will collaborate in groups.
 * Intrapersonal-** Students will also need to work individually.
 * Naturalist-** Students can investigate what effect their invention had on animals and plants.
 * Kinesthetic-** The physical manipulation of materials in creating their posters should suit these learners better than always working on computers.


 * Technology:** The technology for this lesson comes most heavily in the extension piece. Students will be uncovering and finding information using electronic resources that I have found for them.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:**// Students will be assessed how much they know by taking a very brief and simple pre-quiz over the key inventions and inventors that they will be learning about in this lesson. (see attachment for details) There will be a relatively traditional assessment for this lesson. The first step for this assessment is to divide the class into 8 groups with 3 members in each. These groups will be based upon cards handed out at random that either contain Telegraph A or B, Mechanical Reaper A or B, Reliable Steam Engine A or B, or Assembly Line A or B. Within these groups it will have to be decided what role each student will have: person who explains what the invention is and how it works, person who creates the biography of the inventor, or the person who explains the significance of that invention to the Industrial Revolution and the future. I will assign roles to each person myself based on their strengths. Once groups and roles are established I will explain what their assignment is. Their goal is to create a poster for each invention that contains information regarding all the facets listed above. Grading for this project will both for the group and individually. (see attached rubric) This lesson uses a poster as its summative assessment because it should give students a certain sense of comfort if they were uncomfortable with being on the computer all the time. This product is expected to be completed by next class.


 * Teaching and Learning Sequence:**

Pass out pre-quizzes and allow time to complete (10 minutes) Have students arrange themselves into the groups based on the cards I gave them when they entered the room (3 minutes) Introduce their assignment, give the website option, pass out rubric, (8 minutes) Assign roles to each student within group (8 minutes) Allow time to take out laptops, or move to room with computers (3 minutes) Show students the resources that I have picked out for them (9 minutes) Time to research their topic and discuss with groups how their poster/website will look (37 minutes) Put away laptops/return to classroom and allow time to ask any clarifying questions (2 minutes)

The arrangement of the classroom is relatively traditional. I would like to have the "U" shaped tables so that students can cluster together to work in groups, but I can also address everyone at once without having students with their backs to me. See above for agenda. After this lesson student are expected to understand that there were some inventions that were key to stimulating industrial development in the United States. Students will need to know this information so that they will know why life is the way it is today. The invention of the telegraph by Samuel F.B. Morse, the mechanical reaper by Cyrus McCormick, the reliable steam engine by James Watt, and the assembly line by Henry Ford had and still have profound effects on the economy and culture of the United States. The Maine Learning Result that this lesson pertains to is the industrial development of the United States. Students are going to be hooked to this lesson by the realization that their lives would be dramatically different if these inventions had never been created. The explanation of the assignment will be verbal, as well as group work. Students will need to design their poster in a way that is easy to understand, logical, and makes sense. Posters will be a highly visually stimulating project. Students will collaborate in groups which will be delightful for interpersonal individuals. Students will also need to work intrapersonally. Students can investigate what effect their invention had on the natural environment, animals and plants. The physical manipulation of materials in creating their posters should suit kinesthetic learners better than always working on computers. //**Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.**//
 * Where, Why, What, Hook, and Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal, Natural, and Kinesthetic.**

I will begin the lesson by figuring out how much students currently know about the inventors and inventions that they will be learning about in this lesson. If they seem to be experts on one or more invention I will modify the lesson so as to now repeat content that they have already learned which students would find boring. In order for students to complete their posters they will need to know Samuel F.B. Morse and the telegraph, Cyrus McCormick and the mechanical reaper, James Watt and the reliable steam engine, and Henry Ford and the assembly line. I will know whether students are understanding information because I will be present to answer questions, and question them while they are doing most of their research. Students will be assessed how much they know by taking a very brief and simple pre-quiz over the key inventions and inventors that they will be learning about in this lesson. Students' goals are to create a poster for each invention that contains information regarding all the facets listed above. Grading for this project will both for the group and individually. (see attached rubric) This lesson uses a poster as its summative assessment because it should give students a certain sense of comfort if they were uncomfortable with being on the computer all the time. This product is expected to be completed by next class. See content notes.
 * Equip, Explore, Rethink, and Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal, Natural, and Kinesthetic.**

Students will need to spend some time researching various Internet resources to create their posters or websites. Students will have to think critically while they decide what information is important to include on their websites or posters. Student will be able to explain what each invention is and how it works, as well as who the inventors were. Students will be able to explain the contributions of Samuel F.B. Morse and the telegraph, Cyrus McCormick and the mechanical reaper, James Watt and the reliable steam engine, and Henry Ford and the assembly line to the Industrial Revolution. There will be a relatively traditional assessment for this lesson. The first step for this assessment is to divide the class into 8 groups with 3 members in each. These groups will be based upon cards handed out at random that either contain Telegraph A or B, Mechanical Reaper A or B, Reliable Steam Engine A or B, or Assembly Line A or B. Within these groups it will have to be decided what role each student will have: person who explains what the invention is and how it works, person who creates the biography of the inventor, or the person who explains the significance of that invention to the Industrial Revolution and the future. I will assign roles to each person myself based on their strengths. Once groups and roles are established I will explain what their assignment is. Their goal is to create a poster for each invention that contains information regarding all the facets listed above. Grading for this project will both for the group and individually. (see attached rubric) This lesson uses a poster as its summative assessment because it should give students a certain sense of comfort if they were uncomfortable with being on the computer all the time. This product is expected to be completed by next class. The first step for this assessment is to divide the class into 8 groups with 3 members in each. These groups will be based upon cards handed out at random that either contain Telegraph A or B, Mechanical Reaper A or B, Reliable Steam Engine A or B, or Assembly Line A or B. Within these groups it will have to be decided what role each student will have: person who explains what the invention is and how it works, person who creates the biography of the inventor, or the person who explains the significance of that invention to the Industrial Revolution and the future. I will assign roles to each person myself based on their strengths. Students will have the opportunity to rethink the information they have learned when I question them about it. Revising and refining will come outside of class when students put their posters or websites together with their partners.
 * Explore, Experience, Rethink, Revise, Refine, and Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal, Natural, and Kinesthetic.**

Students will self-assess what they have been learning by seeing how little they knew about their inventor and their invention when they took the quiz, and how much they have demonstrated they know on the poster. They will be able to ask me questions about the project anytime. Feedback for students will be provided on the spot when students ask questions. The entire lesson is basically going to be taught through the assignment.
 * Evaluate, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal, Natural, and Kinesthetic.**


 * Content Notes

Samuel F.B. Morse** By 1835 he probably had his first telegraph model working in the New York University building where he taught art. Being poor, Morse used in his model such crude materials as an old artist's canvas stretcher to hold it, a home-made battery and an old clock-work to move the paper on which dots and dashes were to be recorded. By 1838, at an exhibition of his telegraph in New York, Morse transmitted ten words per minute. He had dispensed with his number-word dictionary, using instead the dot-dash code directly for letters. Though changes in detail were to be made later, the Morse code that was to become standard throughout the world had essentially come into being. During the next few years Morse exhibited his telegraph before savants, businessmen and committees of Congress, hoping to find the funds to give his telegraph a large-scale test. He met considerable skepticism that any message could really be sent from city to city over wire. After twelve years in which most Americans had ignored his efforts to develop a telegraph, Morse had quickly become an American hero. By 1846 private companies, using Morse's patent, had built telegraph lines from Washington reaching to Boston and Buffalo, and were pushing further. By 1847, with enough money from the telegraph, Morse was at last able to bring his scattered family together in an ample country home of his own. He bought a house with one hundred acres of land just outside of Poughkeepsie and named it Locust Grove. He died of pneumonia in New York City on April 2, 1872, at the age of 80.

The electric telegraph is a now outdated communication system that transmitted electric signals over wires from location to location that translated into a message. While a professor of arts and design at New York University in 1835, Samuel Morse proved that signals could be transmitted by wire. He used pulses of current to deflect an electromagnet, which moved a marker to produce written codes on a strip of paper - the invention of Morse Code. The following year, the device was modified to emboss the paper with dots and dashes. He gave a public demonstration in 1838, but it was not until five years later that Congress (reflecting public apathy) funded $30,000 to construct an experimental telegraph line from Washington to Baltimore, a distance of 40 miles. Six years later, members of Congress witnessed the sending and receiving of messages over part of the telegraph line. Before the line had reached Baltimore, the Whig party held its national convention there, and on May 1, 1844, nominated Henry Clay. This news was hand-carried to Annapolis Junction (between Washington and Baltimore) where Morse's partner, Alfred Vail, wired it to the Capitol. This was the first news dispatched by electric telegraph. The original Morse telegraph printed code on tape. However, in the United States the operation developed into sending by key and receiving by ear. A trained Morse operator could transmit 40 to 50 words per minute. Automatic transmission, introduced in 1914, handled more than twice that number. Canadian, Fredick Creed invented a way to convert Morse code to text in 1900 called the Creed Telegraph System. Until 1877, all rapid long-distance communication depended upon the telegraph. That year, a rival technology developed that would again change the face of communication -- the telephone. By 1879, patent litigation between Western Union and the infant telephone system was ended in an agreement that largely separated the two services.
 * Telegraph**

Cyrus Hall McCormick (1809-1884) conceived plans for his reaper, built and tested it, and then remodled it for public trial, all within six weeks time. McCormick worked far into the night to complete the world's first reaper for the harvest of 1831. A trusted Negro helper, Jo Anderson, assisted him in the shop. McCormick had always been a keen inventor. In 1824, at age 15, Cyrus invented a lightweight cradle for harvesting grain. Cyrus' father, Robert, had worked in the farm's blacksmith shop intermittently since about 1815 on a horse-drawn reaper, but was never successful in perfecting it. He finally abandoned the project at the beginning of the 1831 harvest. Cyrus picked up where his father had left off and added several key features to his father's design. By the end of the same 1831 harvest, Cyrus had the first successful demonstration of his reaper. Cyrus further refined his reaper, and finally took out a patent in 1834. McCormick's reaper spread - slowly at first, but then at a pace that quickly outstripped his ability to produce the machines at the Walnut Grove blacksmith shop. In 1847, he moved to Chicago to serve the vast prairie grain fields of the Midwest. Shortly thereafter he sent for his brothers William and Leander, who became partners with Cyrus. By 1856, Cyrus was famous the world over. McCormick's "Virginia Reaper" hastened the westward expansion of the United States, and this expansion produced new markets for the reaper. In 1851, the reaper won the highest award of the day, the Gold Medal at London's Crystal Palace Exhibition, and Cyrus McCormick became a world celebrity. McCormick's success was partly due to his mechanical inventiveness. But he also was a pioneer in business techniques: easy credit to enable farmers to pay for machines from increased harvests; written performance guarantees; and advertising to convince farmers to buy his reaper. He helped make farmers mechanically minded and willing to try new ideas. That willingness, in turn, made American farmers the most efficient in the world. The reaper and other farm machines, which came from the McCormick company and subsequent companies (International Harvester and now Tenneco's J.I. Case affiliate), allowed fewer and fewer people to produce more and more food and fiber. In the process, our society was transformed. Instead of 90 percent of the population farming to meet the nation's needs, as was the case in 1831, today fewer than 2 percent of the US population are directly involved in farming. Freed from the soil, people turned their energies to industry, science, arts, and other ways to improve the quality of life in this country and around the world.
 * Cyrus McCormick**

The McCormick Patent Reaping Machine of 1857 combined machinery for reaping and mowing, and was built from 1852-1865. Its chief improvements over the 1831 reaper were seats for driver and raker, a cutting knife fabricated in sections rather than one piece, and an all-metal main wheel. This machine also cut a wider swath than the first reaper and was pulled by two horses. he McCormick Patent Reaping and Mowing Machine was manufactured from 1852-1865, withvarious improvements being incorporated from time to time. This specific machine includes seats for raker and driver and cut a wider swath than McCormick's reaper of 1831. The McCormick Automatic Self-Rake Reaper was originally patented in 1858 and was manufactured and sold in large numbers from 1862 until about 1875 (when it was replaced by a more efficient machine bought out by McCormick). The harvester, known as McCormick's "Old Reliable," was a one-man machine which released yet another person to aid in other harvest jobs. Its automatic rake swept cut grain off the platform, depositing the grain in neat gavels on the ground, ready to be bound into bundles by the hand binders. Here an "Old Reliable" of 1864 deposits neat gavels of grain on the ground to be bound by a crew of 4-5 men. An "Old Reliable" of 1867 with its automatic sweep arm removed cut grain from the reaper platform. This arm released one more man for other farm jobs.
 * Mechanical Reaper**

James Watt was born in 1736 in Greenock, Scotland. James was a thin, weakly child who suffered from migraines and toothaches. He enjoyed mathematics in grammar school, and also learned carpentry from his father. His father was a carpenter by training, and built anything from furniture to ships, but primarily worked in shipbuilding. Watt learned about the navigational aids on ships: quadrants, compasses, telescopes. By his midteens he knew he wanted to become an instrument maker. Watt's father had just lost a substantial investment due to a shipwreck, and he could see the benefits of another occupation, so was supportive of Watt's ambitions. Unfortunately, there were no opportunities for instrument training in Greenock. att always had work from the University scientists, so he maintained through the years his shop on the University property. Professor John Anderson was the older brother of a grammar school companion, Andrew. One day in 1763, Professor John Anderson brought Watt a new problem. The University had a lab-scale model of the Newcomen pump to investigate why the full-scale pumps required so much steam. The model suffered a problem. It would stall after a few strokes. Watt recognized that the flaw was due to an undersized boiler that couldn't provide enough steam to reheat the cylinder after a few strokes. During troubleshooting of the lab-scale model, Watt discovered the main reason the full-sized engines consumed such vast quantities of steam. However, implementation of the solution did not come easily. The Newcomen pumps required such vast quantities of steam since they were cooled during every stroke, then reheated. Watt needed a way to condense the steam without cooling the cylinder. Watt turned over the problem in his head for months and performed many experiments. He learned much about steam properties, and independently discovered latent heat of vaporization in his experiments. He also tabulated the vapor pressure of water at various temperatures before the work of Clapeyron. One of his University friends was Professor Black, who had discovered latent heat previously and had been lecturing on it without Watt's knowledge. They shared many interesting conversations after Watt told Professor Black of his "discovery". The concept for the breakthrough to improve the Newcomen engine came in May of 1765, over two years after Watt began to study the engine.
 * James Watt**

The engine of Newcomen was very wasteful of coal even if there have been many improvements to the engine. James Watt was a man who wanted to know the exactness of things. He studied the Newcomen engine very precise and was astonished on how there was a need of water to be injected to cool down the steam. He recognized that there was a relevant loss of power. Watt made many studies concerning steam pressure, which he used for his great cognition. He recognized that it was useles to cool down the same vessel and heat it again. In his patent, he formulated among other things two principles: Thermal insulation The vessel, which worked by means of steam, had to be as hot as the steam itself. Separate condenser The vessel where the steam is condensed has to be separated from the cylinder and it has to be as cold as the outside temperature. Watt called it the "condenser." Watt united these two principles in his first steam engine.
 * Reliable Steam Engine**

In 1891, Ford became an engineer with the Edison Illuminating Company in Detroit. This event signified a conscious decision on Ford's part to dedicate his life to industrial pursuits. His promotion to Chief Engineer in 1893 gave him enough time and money to devote attention to his personal experiments on internal combustion engines. These experiments culminated in 1896 with the completion of his own self-propelled vehicle-the Quadricycle. The Quadricycle had four wire wheels that looked like heavy bicycle wheels, was steered with a tiller like a boat, and had only two forward speeds with no reverse. Although Ford was not the first to build a self-propelled vehicle with a gasoline engine, he was, however, one of several automotive pioneers who helped this country become a nation of motorists. After two unsuccessful attempts to establish a company to manufacture automobiles, the Ford Motor Company was incorporated in 1903 with Henry Ford as vice-president and chief engineer. The infant company produced only a few cars a day at the Ford factory on Mack Avenue in Detroit. Groups of two or three men worked on each car from components made to order by other companies. Henry Ford realized his dream of producing an automobile that was reasonably priced, reliable, and efficient with the introduction of the Model T in 1908. This vehicle initiated a new era in personal transportation. It was easy to operate, maintain, and handle on rough roads, immediately becoming a huge success. By 1918, half of all cars in America were Model Ts. To meet the growing demand for the Model T, the company opened a large factory at Highland Park, Michigan, in 1910. Here, Henry Ford combined precision manufacturing, standardized and interchangeable parts, a division of labor, and, in 1913, a continuous moving assembly line. Workers remained in place, adding one component to each automobile as it moved past them on the line. Delivery of parts by conveyor belt to the workers was carefully timed to keep the assembly line moving smoothly and efficiently. The introduction of the moving assembly line revolutionized automobile production by significantly reducing assembly time per vehicle, thus lowering costs. Ford's production of Model Ts made his company the largest automobile manufacturer in the world.
 * Henry Ford**


 * Assembly Line**

As may be imagined, the job of putting the car together was a simpler one than handling the materials that had to be brought to it. Charlie Lewis, the youngest and most aggressive of our assembly foremen, and I tackled this problem. We gradually worked it out by bringing up only what we termed the fast-moving materials. The main bulky parts, like engines and axles, needed a lot of room. To give them that space, we left the smaller, more compact, light-handling material in a storage building on the northwest comer of the grounds. Then we arranged with the stock department to bring up at regular hours such divisions of material as we had marked out and packaged. This simplification of handling cleaned things up materially. But at best, I did not like it. It was then that the idea occurred to me that assembly would be easier, simpler, and faster if we moved the chassis along, beginning at one end of the plant with a frame and adding the axles and the wheels; then moving it past the stockroom, instead of moving the stockroom to the chassis. I had Lewis arrange the materials on the floor so that what was needed at the start of assembly would be at that end of the building and the other parts would be along the line as we moved the chassis along. We spent every Sunday during July planning this. Then one Sunday morning, after the stock was laid out in this fashion, Lewis and I and a couple of helpers put together the first car, I'm sure, that was ever built on a moving line. We did this simply by putting the frame on skids, hitching a towrope to the front end and pulling the frame along until axles and wheels were put on. Then we rolled the chassis along in notches to prove what could be done. While demonstrating this moving line, we worked on some of the subassemblies, such as completing a radiator with all its hose fittings so that we could place it very quickly on the chassis. We also did this with the dash and mounted the steering gear and the spark coil."


 * Handouts

See attached**