Download PDF Henry Ford and Automobiles Unit Study

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Ask each group to share out of the words they recorded on their box, and record them on the board. Alternatively, provide students with Post-it notes and ask each group to put a Post-it with one of their terms or concepts in each box on the board, then ask student volunteers to read aloud from the Post-its in each box.

Answers will vary: creating the moving assembly line, reducing the time it took to build an automobile, reducing the cost of building an automobile, producing cars for the masses. Remind students that on the first day Case Study on Productivity Part 1 they learned that Ford reduced the time required to produce one Model T from Show Slide 3, which shows how the time to produce a car was reduced even further, from 93 minutes to 1 minute.

Use the speaking notes in the slide deck for guiding questions. Show Slide 4, and explain that students will have time to work in groups to investigate the question on the PowerPoint. Before breaking the students into groups, give directions. Ask students to use their devices, or provide students with internet devices, to research the two sites provided on Slide 4.

Section 1: Introduction

If no internet is available, print the articles on these sites for students. The second site is part of the Henry Ford Heritage Association. Advise students that both sites will have a lot of information they already know. They should skim past this information, looking for additional steps Ford took to make his auto factories more productive.


Ask students to record their findings in a notebook or document, so they can share them with the class. They should record these separately. Give students minutes for the Group Activity.

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After minutes, or when most student groups have a list of innovations, ask students to stop the activity. Ask each group to share an additional Ford innovation, and keep a list on the board.

Discuss each innovation to be sure students understand the terminology. Answers will vary; explain how most of these innovations — even raising pay and cutting the work day — did improve productivity. One innovation that is not directly linked to productivity is advertising, which boosted consumer demand instead. Ask students if there are any innovations that were surprising to them.

Ask students if employers today have these kinds of lifestyle requirements of their employees. Answers will vary. There are legal limitations about what employers can require, but companies can require drug testing and health surveys, and private companies can have more imposing lifestyle requirements. Often, companies try to incentive employees toward positive behavior, like getting exercise, getting flu shots, or quitting smoking. Red pushpins in the cartoon should ask the following questions:.

Henry Ford Facts & Worksheets

Divide the students into teams or play using devices. Explain to students that another sector of the American economy that saw major improvements in productivity during the 20th century was agriculture. Productivity of farmland has more than doubled, and agriculture has become a huge export industry. Ask students to work with a partner and research online to identify innovations that have improved productivity in agriculture since Students should include a brief explanation with each innovation listed. Students also explore how Henry Ford used economic incentives to address a problem created by mass production techniques—worker turnover.

An optional Part 3 explains how increased productivity resulted in shifts in the supply and demand for the Model T.

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Students analyze how a variety of non-price determinants continue to influence the automobile market today. The unit also provides a wealth of extension activities. Part 1. Part 3. Have the students reflect on what they learned in Part 1, using the following discussion questions:. In Part 2, the students will learn more about these investments and their impact on productivity.

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Description: When Henry Ford announced he was going to produce an automobile that would be affordable to the masses, he probably did not realize what a great impact his achievement would have on life in the United States. Access Privileges: Members. Collections: Entrepreneurship Content. This resource has not yet been aligned.