Page 78 - Copshaholm Curriculum Book_2015

The Industrial Revolution: The Growth of America’s Production System 4

2. Day 2:
a. Continue research

3. Day 3:
a. Have students write a two-minute speech that defends the business
practices of the tycoon they researched.
b. The students that are the muckrakers need to confront the tycoons about
their business practices and the “dirt” they found in their research.

4. Day 4:
a. Watch Walt Disney’s “Newsies.” How were the rich living as opposed to
the poor?
i. You could optionally use “Les Miserables” or “Oliver Twist” to get
the same effect.

5. Day 5:
a. Review and possible test?

Week 4: Production
Goal: Students will synthesize what they have learned about production, learn about
Japan’s production using a Total Quality Approach and predict the United States’ future
style of production of goods.

Objectives for this week:
1. Review production history
2. Introduce South Bend factories and their production techniques.
3. Show Japan’s factories of the 1970’s using Total Quality Approach.
4. Investigate U.S. companies using the T.Q.A. (i.e. Saturn Automobile Company)
5. What do students think of this process?
6. Quality versus quantity: process the results; post the best from assembly line as
well as the best from Total Quality Approach.

Activities:
1. Day 1: Review production history in U.S.
a. Handmade
b. Interchangeable parts
c. Assembly line
2. Day 2:
a. Lecture about Edward Demming’s idea of production
i. Japan utilized his model of Total Quality production; the U.S. did
not (that’s why he took his idea to Japan).
b. Interesting comparison: look at the production history. Now look at the
school system history. Compare and contrast.
i. Learn what your parents taught you at home
ii. One room school house
iii. Grade levels, K…1…3…7…12 graduation (finished products).
Similarities?
3. Day 3: