Motor City

Big Ideas: Objectives: The learner will discover Henry Ford and his Model T. The learner will compare and contrast early cars and todays cars. The learner will analyze how his or her life is different than it might have been in the past. Grade Level Content Expectations: 4-H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present. (G) Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. (E) Transportation, Changes over time

4-H3.0.5

Common Core:

CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Materials: o Pictures of the Model T. o Pictures of new Ford cars. o Paper to make brochures o Colored Pencils o Whiteboard/Dry-Erase Markers o Ford Motor Company video o http://www.youtube.com/watch?v=kzRnZjY82xE o Websites within lesson

o http://www.autoevolution.com/cars/ford-fiesta-sedan-2011.html o http://www.ford.com/new-cars/ o http://modelt.org/index.php?option=com_content&view=article &id=11:original-model-t-ford-prices-by-model-andyear&catid=5:history-and-lore&Itemid=1 o Anticipatory Set: o Ask students how they get from here to there, on land o Students may come up to the board, grab a marker, and write an answer not already on the board Have students in groups, one per group at a time o Then ask students to come up and cross off what they have written if it has wheels, or if it was invented after 1908 o All that should be left is walking/running or bikes Input: There was a time when there were no cars o Can you imagine what that was like? o Try to picture going through your day without a car. Would it be difficult? Assign students to groups of 4 or 5 after to answer the following questions after a short video, and write the questions on the board prior to the video: o What was the name of the car factory? o Who founded the company? o What year was it founded? o Can you name some things about the car that are different than todays cars? o Watch a short YouTube video that reflects the founding of the Ford Motor Company in 1903. (Its about 3 minutes) o Ask each group a different question using the first three bullets, and then have each group provide a different answer to the last bullet. Now, allow students to look at pictures of new Ford cars alongside pictures of the old Ford cars. http://www.autoevolution.com/cars/ford-fiesta-sedan-2011.html o Website shows every Ford car ever made, including separating cars still in production from cars that were discontinued. o Show price differences from cars then to cars now o http://www.ford.com/new-cars/

Shows price of brand new Fusion, Focus, Fiesta, Mustang and Taurus o http://modelt.org/index.php?option=com_content&view=article &id=11:original-model-t-ford-prices-by-model-andyear&catid=5:history-and-lore&Itemid=1 Ford Model T prices from 1908-1927 o Ask students to make rough estimates on how much the price has changed over the years o Have students do a quick-write on the changes they have read and the changes they see o Have students draw a picture of two very different cars, one Model T and one newer Ford car Directions: 1. Look at the first website. Compare an old Model T car to a brand new Ford of your choice. What sorts of differences do you see? Highlight 3 big differences just from looking at the pictures 2. Look at the 2nd and 3rd website. Compare the price of the 1915 Model T to a brand new mustang. Which one costs more? By how much?

Guided/Independent Practice: o Students will research the differences of cars, and the similarities, and fill out a graphic organizer. o Things to find Safety differences Airbags, seatbelts, more durable Gas mileage differences Appearance itself Comfort and room in the car o Directions: o Using the 3 websites already given, navigate to fill out this worksheet. Choose an old Model T to research, and a brand new car of your choice. o http://www.worksheetworks.com/pdf/90e/223ee6addc1e5/Wor ksheetWorks_Compare__Contrast_2.pdf (Graphic Organizer) Assessment: o Students will create a project for each of the cars, the Model T, and a newer car of their choice o Project choices: Brochures, Diorama/Drawing, Skit as a car salesperson, Song, or a poster

o Each brochure will highlight the good of each car, appealing to the buyer Handout for students: Presentation Choices & Specifics o All Presentations must include the following: Labels of the car (Example: 1908 Ford Model T) Specifics on the car (Example: How many people it seats) Price of car Gas mileage Perks of having the car (comfort/room) How does your life change having a car? What would it be like without your car.

1. Brochures Create a brochure for both a Model T and a brand new Ford car. 2. Diorama Create a 3D project that represents both a Model T and a brand new Ford car of your choice. Have a bulleted list of answers accompanying to match the questions. 3. Drawing Prepare full-color drawings of both a Model T and a brand new Ford car of your choice. Have a paragraph at the bottom that covers all the requirements above. 4. Skit With a partner, prepare a skit. One person is a shopper, and the other is a car salesperson. The skit should be at least 2 minutes long, and cover all the specifics above. You will perform the skit in front of class. 5. Song Create a song that covers all the specifics above. You can either record the song for just the teacher or sing it in front of class. 6. Poster Create a full-color poster that highlights the Model T and a brand new Ford car of your choice. Must include all the specifics listed above. Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2391418 &

Closure: Allow students to present their projects if it is required, or if they wish. Have a small class discussion about how inventions can change with time, and how they typically get better, but sometimes come with a bigger price tag!