Trent Rosenberg – SST 309 Section 04 – Professor Laninga
History of the Automotive Industry in Michigan
Trent Rosenberg
SST 309-04
Tuesday, March 18, 2014
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
Table of Contents
Introduction pg. 3
KUD’s and I Can Statements pg. 4
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
4th Grade History of Automotive Industry Unit
Overview:
The Grade Level Content Expectations for 4th grade under History of Michigan (beyond
statehood) deals with the beginning of the automotive industry in Detroit, Michigan. The onset
of personal transportation being produced in massive numbers resulted in large amounts of
immigration to Detroit due to job availability. Students will have a better understanding of the
history of Michigan’s auto industry, how the labor movement affected population growth in
Michigan, what caused the rise and fall of Detroit’s economy and make connections with the
past and impact on the future of Michigan’s economy.
Rationale:
Learning about the rise and fall of the auto industry is important because it gives vital
background information on the history of Michigan. It is important for students to have a good
understanding of how the invention of motorized vehicles and the assembly line changed not
only Michigan’s economy but also revolutionized the world’s transportation capabilities.
Introduction:
This unit is designed to teach 4th grade students about the beginning of the automotive industry
and what it has been like during the economic rise and fall of Detroit. Students will also know
how the auto industry affected labor movement and population growth, as well as the
significant people that played a key role in a now thriving worldwide industry.
Grade Level Content Expectations:
4-H3.0.1: Use historical inquiry questions to investigate the development of Michigan’s
major economic activities (agriculture, mining, lumbering, tourism, technology, and
research) from statehood to present.
 What happened?
 When did it happen?
 Who was involved?
 How and why did it happen?
 How does relate to other events or issues in the past, in the present, or in the
future?
 What is its significance?
4-H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
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 (e.g., 1837-1900, 1900-1950, 19502000).
4-H3.0.6: Use a variety of primary and secondary sources to construct a historical
narrative about the beginnings of the automobile industry and the labor movement in
Michigan.
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
4-H3.0.9: Create timelines (using decades after 1930) to sequence and describe
important events in Michigan history; annotate with connections to the past and impact
on the future.
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
KUD’s: Know, Understand, Do, Vocabulary and “I Can” Statements
Fourth Grade Level
GLCE and Verb
Knowledge (K)
Social Studies inquiry
questions are important
to ask when one wants to
dig deep to find the
important factors leading
to events in history and
the significance of such
events. These questions
are to be used throughout
our Social Studies units to
further investigate the
development of Michigan
as a part of the United
States of America.
4-H3.0.1: Use historical inquiry questions to investigate the development of Michigan’s
major economic activities (agriculture, mining, lumbering, tourism, technology, and
research) from statehood to present.
 What happened?
 When did it happen?
 Who was involved?
 How and why did it happen?
 How does relate to other events or issues in the past, in the present, or
in the future?
 What is its significance?
Knowledge
Understand (U)
DOL:
Vocabulary
I Can
Demonstration
of Learning
(DO)
The students will understand the The students
Inquiry
I can answer
importance of using historical
will use
historical inquiry
inquiry questions in investigating historical
questions by
economic activities and events
inquiry
investigating the
throughout Michigan’s history.
questions to
development of
investigate a
Michigan’s major
few important
economic
economic
activities.
activities in
Michigan, and
use their
findings to
complete a
short work
sheet.
Inquiry: an act of asking
for information.
GLCE and Verb
Knowledge (K)
Settlers of Michigan came
generally from New York,
Ohio, and the New
England States from 18301837. Early immigrants
from Germany and the
4-H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan. Skills, Reasoning
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will understand With a U.S. map and Migration
I can describe the
the immigration and
world map displayed
different
migration of diverse
at the front of the
Immigration
immigrations and
peoples into Michigan
class, students will
migrations of
since 1837, and how it
explain where
Influx
populations to and
affected Michigan’s
peopled migrated
in Michigan and
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
Netherlands arrived by
population growth.
1850. During the era of
World War II, Michigan
saw a great influx from
the African American
population, migrating
from the southern states
to improve their economic
circumstances. Many took
up jobs in the automobile
and foundry factories.
and immigrated from
to work in Michigan’s
auto industry, in a
few paragraphs.
Foundry
how it affected
growth.
Migration: Movement of a
type of people from one
region to another.
Immigration: Movement
of people from one
country to another they
are not native to in order
to settle there.
Influx: An arrival or entry
of large numbers of
people or things.
Foundry: A factory that
produces metal castings
(shapes to make everyday
objects from).
http://en.wikipedia.org/wi
ki/History_of_Detroit
GLCE and Verb
Knowledge (K)
Late 1800s: As Detroit
began to expand
increasingly, citizens
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 (e.g., 1837-1900,
1900-1950, 1950-2000). Knowledge, Reasoning
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
The students will
Using pictures,
Middle-class
I can compare the
understand the
stories, and
life of people in
reasons why life
artifacts, students Ethnicity
Detroit, Michigan
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
pushed north of
downtown, building large
houses along Woodward
Avenue. Expensive
apartments were built to
meet the demand of
prosperous middle-class
families, who then funded
the construction of many
large churches.
Immigrants of other
ethnicities mostly built
their own houses in the
countryside.
Early 1900s: Detroit
begins to flourish due to
the developing auto
industry. This led to a
huge increase in labor
demands. Immigrants
flooded to Detroit to fill
these new job positions,
which caused the
population to increase by
over six times. Detroit
again expanded its
borders which led to the
development of several
townships, and thousands
of acres of land
surrounding these
townships. Automobile
wealth and advance in
technology led to a boom
in Detroit business, and
more expensive
apartments and hotels
were built downtown.
Post WWII, mid 1900s:
From 1945 to 1970, the
automobile industry
brought about great
prosperity. People
demanded cars so they
could commute from their
jobs to spacious houses
farther from downtown.
and prosperity in
Detroit rose and
fell during time
periods from 1837
to the present.
will write a few
paragraphs
comparing life in
Detroit during
time periods in
between 1937 and
the present.
Students must
include at least 3
specific
differences within
their writing.
Segregation
Unemployment
during different time
periods from 1837 to
the present.
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
Late 1900s: Many factors
lead to Detroit’s economic
decline. Segregation
between white and
African American
residents only worsened
with a large increase of
the African American
population. During
several years after Riot of
1967, a violent public
disorder outburst lasting 5
days and leading to the
destruction of over 2000
buildings, many of
Detroit’s most productive
citizens fled the city.
Unemployment began to
increase as foreign
competitors in the auto
industry (Germany and
Japan) had arisen. Crime
rates boosted due to gang
wars over drugs, and
poverty increased within
the city. This then led to
building abandonment in
large numbers.
Middle-class: a class of
people that rank in the
middle between those
that makes more money
than average (upper class)
and those that make
lower than average
(working class).
Ethnicity: Group of people
who identify with each
other based on common
ancestors or cultures.
Segregation: Separation
of people in daily life
situations based on their
difference in ethnic
backgrounds.
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
Unemployment: The
state of not having a job;
without employment.


http://www.autolife.umd.umich.edu/Race/R_Overview/R_Overview1.htm
http://en.wikipedia.org/wiki/History_of_Detroit
GLCE and Verb
Knowledge (K)
During the 1890s, the
desire for mobility led to
the invention of selfmoving machines and
eventually to the massproduction of
automobiles. Henry Ford
and Ransom Olds
captured the auto market
in Michigan when they
introduced the production
assembly line. Many of
Michigan’s resources
(timber, copper, and iron)
brought up wealthy
capitalists that were
willing to invest their
funds into this profitable
new industry. Many
numbers of small
automobile makers got
bought out by larger
competitors by the early
1900s. World War I and II
slowed auto production
severely in order to
ensure factory space for
war production. Since the
1950s the big names in
auto industry have
continued reinventing
automobiles that are safer
for both the environment
4-H3.0.6: Use a variety of primary and secondary sources to construct a historical
narrative about the beginnings of the automobile industry and the labor
movement in Michigan. Knowledge, Product
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Working with a
Automobiles
I can describe to
understand the
partner, students
someone the
main factors
will research a few Assembly Line
major events and
(people,
sources online to
factors that
businesses,
construct a 3 or 4
Capitalism
started the
resources)
paragraph
automotive
involved in the
historical narrative Industry
industry and
invention of
about the
helped it survive.
automobiles, and
beginnings of the
Resources
how the industry
auto industry and
has changed/been labor movement
Historical
effected
in Michigan.
Narrative
throughout
history.
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
and the consumer at low
enough costs to remain
prosperous.
Automobiles: A wheeled
motor vehicle used to
transport passengers.
Assembly Line:
manufacturing process in
which parts are added as a
product moves through
several work stations until
the product is completed.
Capitalism: An economic
system where trade,
industry, and means of
production are controlled
by private owners with
the goal of making profit.
Industry: production of a
good or service within an
economy.
Resources: Source or
supply from which a
benefit is produced.
Historical Narrative:
Writing history in a storybased form.


http://en.wikipedia.org/wiki/Automotive_industry_in_the_United_States
http://bentley.umich.edu/research/guides/automotive/
GLCE and Verb
Knowledge (K)
1930s: The Great
Depression devastated the
auto industry and caused
many Detroit-area
workers employed by big
4-H3.0.9: Create timelines (using decades after 1930) to sequence and describe
important events in Michigan history; annotate with connections to the past and
impact on the future. Skills, Product
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
The student will
The student will
Great Depression
I can tell someone
understand the
create a foldable
about the major
major events that pamphlet, with
Strikes
events in
occurred in the
pictures and bullet
automotive
automotive
points, which
Wage-cuts
history and how
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
employers to lose their job industry during
security and stability.
each decade since
Strikes and walk-outs
1930.
became prevalent due to
wage-cuts and layoffs.
Industrial labor unions
were created to organize
the industry and allow for
the work field to be open
to all workers regardless
of their skill level.
1940s: World War II,
lasting from 1939 to 1945
greatly slowed the
production of
automobiles, and even
stopped in some areas for
use of factory space in
production of war
materials.
1950s: Environmental
concerns developed due
to automobile emissions.
Safety concerns also led to
the development of
seatbelt laws.
1960s: The creation of the
Department of
Transportation, as well as
the National Traffic and
Motor Vehicle Safety Act.
1970s: 1975 fuel crisis,
Congress passes
Corporate Average Fuel
Economy, requiring
automakers to increase
fuel efficiency.
1980s: Germany and
Japan begin
manufacturing import
vehicles, competition with
the Big Three auto
businesses increases.
outline the
important
historical events
since 1930.
Emissions
they affected the
economy.
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
Great Depression: A
severe worldwide
economic depression
before the decade of
World War II.
Strikes: work stoppage
caused by mass refusal of
employees to work due to
unfair workplace
environment.
Wage-cuts: Employer
forced decrease in
average amount of money
being paid to employees
for their work.
Emissions: Exhaust
pollution expelled from
motor vehicles due to the
burning of gasoline.

http://bentley.umich.edu/research/guides/automotive/
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
A Script for Vocabulary Development
Step One – Building Vocabulary Development: Teacher introduces and describes words
Industry:
Teacher Talk: Show students a picture of an industrial building. “Who has ever been driving
with their parents somewhere and seen a large building like this in the distance? Maybe you’ve
seen one up close too.” (Students may answer). “Very cool, now does anyone have a guess as
to what goes on in these types of buildings?” (Students may answer). “Now we have already
learned about the goods we buy from our local stores and the services offered in our
community. But where are these goods mass produced? What allows for the production of
such services? The answer lies at the heart of buildings like the one I just showed you. The
production of these goods and services within our economy is known as ‘industry’. Say it with
me. Great! There is a variety of industry classifications that we will discuss further ahead in the
future, but for now we will focus mainly on one. The manufacturing industry relates to the
processing of natural resources into more refined products that may be used in more complex
products such as refrigerators, ovens, aircrafts, and especially automobiles! Let’s take an upclose look at some automotive manufacturing industries!”
Briefly show video of manufacturing automotive industry:
http://www.youtube.com/watch?v=MhGNWIz1p3k
Step Two – Write in your own words the meaning of “Industry”
Teacher Talk: We have been learning about the manufacturing industry today. How would you
describe this term to a friend or family member? (Collect ideas from students to write on the
white board)
Step Three – Draw a picture of something that shows you know the meaning of “Industry”
Students will use their note cards to draw their own picture, visual, or graphic to show they
know what “industry” means. They will write their own word to go with the picture as well.
(These will be collected and displayed on the bulletin board titled “Industry”).
Assembly Line:
Teacher Talk: “How easy do you think it would be for one of you to assemble an entire engine
by yourself? (Students may answer). A piece of cake right? No? Would it be easier if each of
you only had one part to attach as the entire engine moved from one person to the next?
Much easier! They say many hands make light work, well many robot hands make even lighter
work! This “assembly in a line” process is much quicker and more efficient than having it all
done by one person or machine, and allows for larger quantities to be produced. It is a system
used by every manufacturing plant or factory in one way or another, and is called an assembly
line. Let’s look at an assembly line in action!”
Show a few videos of assembly lines during different time periods. Compare and contrast their
differences with the class afterward.
http://aso.gov.au/titles/sponsored-films/birth-car/clip2/
http://www.youtube.com/watch?v=hw9JrjsPhT8
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
Step Two – Write in your own words the meaning of “assembly line”
Teacher Talk: We have been learning about assembly lines today. How would you describe this
term to a friend or family member? (Collect ideas from students to write on the white board)
Step Three – Draw a picture of something that shows you know the meaning of “assembly line”
Students will use their note cards to draw their own picture, visual, or graphic to show they
know what an “assembly line” means. They will write their own word to go with the picture as
well. (These will be collected and displayed on the bulletin board titled “Assembly Lines”).
Immigration:
Teacher Talk: “Have you ever talked to your parents about where your ancestors came from?
How about your grandparents?” (Students may answer). “I know it may seem boring to hear
those lengthy stories instead of doing something else, but this information is important! You
see, the United States is comprised of various citizens that hail from distant countries, some
across the world away! How do you think they all got here?” (Students may answer). “Yes,
many families sought a different life than what they had in their own countries. This could be
due to lack of jobs, family hardships, natural disasters claiming their homes, or they might have
even had distaste for how things were run in their country. At any rate, millions of people have
moved from different countries moved here, which is what makes the United States so
wonderfully diverse! Even my ancestors came from out of the country at one point in time.
The term for this movement is known as immigration.” Pull down a world map to show the
class. “I have many diverse ancestors who lived in countries such as the Netherlands, England
and Germany.” Point out the countries described and then point to the United States. “Try this
tonight: go home and ask your parents if they know where your ancestors immigrated from! I
bet you will be surprised!”
Step Two – Write in your own words the meaning of “immigration”
Teacher Talk: We have been learning about immigration today. How would you describe this
term to a friend or family member? (Collect ideas from students to write on the white board)
Step Three – Draw a picture of something that shows you know the meaning of “immigration”
Students will use their note cards to draw their own picture, visual, or graphic to show they
know what “immigration” means. They will write their own word to go with the picture as well.
(These will be collected and displayed on the bulletin board titled “Immigration”).
Middle-Class:
Teacher talk: “Okay class, yesterday we learned about how the rise of the automobile industry
resulted in large amounts of immigration into Michigan due to job opportunities. In order to
keep more skilled workers actively employed within his companies, Henry Ford offered wages
double that of his competitors. Floods of people lined up at Ford’s doors in order to work for
him. The number of decent-paid workers increased, which thereby increased the number of
middle-class families. This isn’t quite like the class we’re in right now! You see, there are
socioeconomic classes as well. The middle-class relates to those who live with enough money
Trent Rosenberg – SST 309 Section 04 – Professor Laninga
to support themselves (and family/loved ones) comfortably, but wouldn’t be considered to
have extravagant amounts of money.”
Capitalism:
Teacher talk: “I want you to imagine a scenario where you own your own business, be it a
grocery store, hardware store, restaurant, or even a candy shop! You have to spend money to
get your store in working condition, to pay your employees, and to stock the shelves or cook
the food necessary for customers to make purchases there. After you make your profit, you
would probably want to keep the money you earned to make back the money you spent and
more. What if the government received all of that money instead of you? (Students may
answer). You might not be so happy about that, right? People long ago saw this and weren’t
very pleased, so they got together and invented the economic system known today as
capitalism. This means that business and trade is controlled by private owners with the goal of
making profits for themselves.”
Step 4 - Engage students in an activity
Pass out copies of the article “Luton: The impact of the motor industry on a small town” to
groups of 2 to 3 students in the classroom. One student will read half of the article and the
other will finish it. If there’s a group of three, two students can share half of the article. After
they are done, students must come up with at least three ways the article related to any of the
vocabulary words we discussed.
Step 5 – Discussion
Have the groups share what they found relating to the vocabulary words in the article with
other groups.
Step 6 – Game
Students will remain in their groups, while shown some pictures up on the board by the
teacher. Groups will take turns guessing which vocabulary term best fits the picture. If the
guess is a stretch, they can rationalize their answers to the teacher. If they guess right, they get
a point! If there is no way the vocabulary word fits the picture, they lose their turn.