Last Updated by K. Behringer, NMIH Education Coordinator 11/17

NMIH Tour Pre-Visit Lesson Plan

GOAL

Students will be better able to bridge the past and present through stories of people, ideas, and inventions.

OBJECTIVE

After participating in this pre-lesson:

• students will be prepared to see and discuss the machines at the National Museum of Industrial History

• students will understand what America was like prior to the Industrial Revolution • students will learn about the impact of steam power on the way people lived and worked • students will be introduced to America’s debut on the World Stage

THEME

Industrialization

S.T.E.A.M. INITIATIVE

At NMIH we strive to use an interdisciplinary approach to educate our visitors—the general public and school groups alike—about our city’s unique history, the region’s industrial heritage, and the far-reaching impact of the local innovations, entrepreneurs, and workers.

The following RESOURCES, MATERIAL LIST, ENRICHMENT SECTION, and DISCUSSION GUIDE can be used in any combination to meet the needs of the students and subject being taught in the classroom. It is not necessary to use the pre-lesson prior to your school visit to the National Museum of Industrial History, however, we find that students who are informed about what they will see at the museum are more confident as they interact with the exhibits, have a deeper understanding of the content presented, and are better able to use critical thinking skills to draw conclusions about the machines and objects on display.

Additional lesson plans and discussion guides for use in the classroom are available upon request.

AUDIENCE

Bethlehem Area School District 5th graders (2017-2018)

Allentown Area School District 7th graders (2017-2018)

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

APPLICABLE CORE CONTENT STANDARDS FOR THE LESSONS WITHIN THIS UNIT

HISTORY

Standard - 8.1.5.A

Identify and explain the influences of economic features on continuity and change over time.

Standard - 8.1.5.B

Classify and analyze fact and opinion from multiple points of view, and secondary sources as related to historical events.

Standard - 8.1.U.A

Evaluate patterns of continuity and change over time, applying context of events.

Standard - 8.2.5.A

Compare and contrast common characteristics of the social, political, cultural, and economic groups from Pennsylvania.

Standard - 8.2.5.B

Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history.

Standard - 8.2.5.D

Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of Pennsylvania for responding to individual and community needs.

• Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability

Standard - 8.2.U.D

Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the U.S.

• Ethnicity and race • Working conditions • Immigration

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

• Military conflict • Economic stability

ARTS AND HUMANITIES

Standard - 9.1.5.B

Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

Standard - 9.1.5.K

Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.

Standard - 9.2.5.F

Know and apply appropriate vocabulary used between social studies and the arts and humanities.

BUSINESS, COMPUTER, AND INFORMATION TECHNOLOGY

Standard - 15.2.5.B

Discuss career pathways and describe businesspeople in those pathways within the community.

Standard - 15.2.5.C

Identify and compare occupations within the global marketplace.

Standard - 15.2.5.O

Explain the importance of accepting diverse populations.

Standard - 15.2.5.Q

Identify recent occupations emerging in the workplace. Reference Career Education and Work 13.3.5.F

COMMUNICATION

Standard - 15.3.5.A

Create work product with a variety of formats including note taking, outlines, essays, correspondence, journals and presentations. Reference English Language Arts CC.1.4.2.T, CC.1.4.5.F, CC.1.4.5.L, CC.1.4.5.R

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

Standard - 15.3.5.C

Apply strategies to understand directions. Reference English Language Arts CC.1.1.2.E, CC.1.2.5.C Standard - 15.3.5.D

Explain and use vocabulary terms related to business and commerce. Reference English Language Arts CC.1.1.5.D

Standard - 15.3.5.G

Prepare appropriate information for impromptu and planned presentations. Reference English Language Arts CC.1.5.2.D

Standard - 15.3.5.H

Present information as an individual or in a small group. Reference English Language Arts CC.1.5.5.A, CC.1.5.5.C, CC.1.5.5.D, CC.1.5.5.E

Standard - 15.3.5.K

Model appropriate verbal and non-verbal behaviors in various contexts.

Standard - 15.3.5.M

Apply proper etiquette when using technology.

ENTREPRENEURSHIP

Standard - 15.5.5.A

Define the qualities of an entrepreneur.

Standard - 15.5.5.F

Identify global businesses in the local or state economy

Standard - 15.5.5.I

Identify the functions of a business operation.

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GLOBAL BUSINESS

Standard - 15.7.5.A

Identify global and domestic business and products.

Standard - 15.7.5.B

Identify businesses in the community that trade products and/or services internationally.

Standard - 15.7.5.K

Explain how the responsible use of natural resources benefits the individual; the family; and local, national, and global communities.

Standard - 15.7.5.L

Explain why business organizations should be constantly aware of external changes.

Standard - 15.7.5.M

Identify countries that produce or specialize in a particular product or industry.

RESOURCES

This resources list is divided by S.T.E.A.M. subjects and includes sources for educators to consider while preparing a pre-lesson prior to a visit to NMIH.

Science (and Social Sciences)

How does a Steam Engine Work? http://www.bing.com/images/search?q=How+Does+Steam+Engine+Work&view=detailv2&&id=FDE1910B4B0ED00F20A72C2E1D79CFD2B32B1565&selectedIndex=0&ccid=oDiSJ3zw&simid=608016208996928256&thid=OIP.Ma03892277cf07bee3c4b2abe33281582o0&ajaxhist=0

PA natural resources: map

http://www.bing.com/images/search?q=map+f+PA+natural+resources&view=detailv2&id=AA4433DBA3F9157CD4CFE257ADD49CBA8E68103B&ccid=9fFp1%2FPd&simid=608016617029632472&thid=OIP.Mf5f169d7f3ddf8b99e7b0cbf48624fb7H0&mode=overlay&first=1

PA Industries: History

http://explorepahistory.com/story.php?storyId=1-9-15

History of Child Labor

http://www.history.com/topics/child-labor

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Sericulture

https://www.insects.org/ced1/seric.html

http://www.bing.com/images/search?q=Silkworms+Making+Silk&view=detailv2&&id=F5342C2C7FEFC4B635ABC2929F9198B10115B4BB&selectedIndex=47&ccid=Y4sDSXXv&simid=608029218476329463&thid=OIP.M638b034975ef28812f5ba251dcc98f6aH0&ajaxhist=0

How to Make Iron

http://www.bing.com/images/search?q=Steel+Making+Process+Diagram&view=detailv2&id=2D3D88B2AF3E22CC2CA7B4BE3D751A996E9B2CB5&selectedindex=9&ccid=obeMa0gQ&simid=608043774117216617&thid=OIP.Ma1b78c6b48107192651ac132836f24b5o0&mode=overlay&first=1

Technology

http://www.kidsdiscover.com/shop/issues/industrial-revolution-for-kids/

http://www.history.com/topics/industrial-revolution

https://en.wikipedia.org/wiki/Industrial_Revolution

Engineering

http://www.history.com/topics/industrial-revolution/videos/steam-engine-drives-transportation-revolution?m=528e394da93ae&s=undefined&f=1&free=false

History of Transportation in America

http://amhistory.si.edu/onthemove/themes/story_48_1.html

http://visual.ly/transportation-history-%E2%80%93-evolution-travel

Gears

http://i.infopls.com/images/ESCI091GEARS001.gif

Art(s)

Art and Society from 1800-1900 in America

http://metmuseum.org/toah/hd/amer/hd_amer.htm

http://metmuseum.org/toah/hd/scen/hd_scen.htm

http://metmuseum.org/toah/hd/indu/hd_indu.htm

http://metmuseum.org/toah/ht/10/na.html

History of Silk

http://www.bing.com/images/search?q=Silk+Worm+Life+Cycle+Project&view=detailv2&id=131B537C1EADB43380FB11800760761E23AF5C20&selectedindex=86&ccid=72LbZkvL&simid=608019211194467697&thid=OIP.Mef62db664bcb230a96253d20c53d6cdfo0&mode=overlay&first=1

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

http://www.ducksters.com/history/china/legend_of_silk.php

Mathematics

Industrial Revolution by the numbers: workers, wages, hours

http://study.com/academy/lesson/labor-conditions-during-the-industrial-revolution-in-america.html

Force, Work, Power

http://www.physics.ucla.edu/k-6connection/forwpsa.htm

http://www.bing.com/images/search?q=Horsepower+Watts&view=detailv2&&id=6D4D741BE4B6D34346CDC1FD5AB1A3FC30824230&selectedIndex=0&ccid=mMYUtrIv&simid=608050800681747541&thid=OIP.M98c614b6b22fb0bcb320ffa1d0a68794H0&ajaxhist=0

Gears

http://pbs39.pbslearningmedia.org/resource/vtl07.math.number.rat.lpgears/gears-and-proportions/

MATERIALS LIST

The materials list is a quick reference of the suggested items and/or images educators will need prior to facilitating a pre-lesson.

• An image of man power • An image representing a cottage industry • An image of horse power • Water power • An image of pedal and treadle power machines • An image of a portable steam engine • An Image of a portable steam engine at work • Visual comparison of bushels: man vs steam • Line shafting • Images of the 1876 Centennial Exposition

o Overall view (grounds) o Machinery Hall (exterior and interior view) o Corliss Engine (illustration with people for scale) o Other major inventions and novelties at the Centennial Exposition

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

ENRICHMENT SECTION

The images and information in the enrichment section correspond to the suggested items from the materials list. Here you will find a brief introduction to life in America prior to the Industrial Revolution, become familiar with the people who lived and worked in the major industries of this time period, and receive a basic overview of the 1876 Centennial Exposition.

The purpose of the enrichment section is to present a summary of how life and work changed with the implementation of machine power.

It is helpful for students to be familiar with what life, labor, and society was like in the 19th century and how that compares/contrasts to their daily lives.

• Pre-Industrial Revolution: Man-power, Horse-power, Water-power, and Cottage Industries o Before the Industrial Revolution, muscle power of man and animal was used to do the necessary work of survival o Most people made their living as farmers and live in farming communities o People use simple hand tools and muscle-powered machines o Most people did not travel beyond their own villages o Travel was slow and was

accomplished by animal-drawn wagons or by foot o All family members—men, women, and children—were needed to accomplish the work of

providing food and goods

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

o Most people grow their own food, raise their own animals, make their own clothes from raw fibers, built their own furniture, and dipped candles in order to have light in their homes o What they made in excess could be sold; this is what came to be known as cottage industries o Animals—such as horses and oxen—were used to accomplish the most strenuous, monotonous, or time consuming jobs. o Frequently, animals were used to plow fields, thresh wheat, grind grain, etc o America was seen as an agrarian outpost o Water mills were used, but required proximity to a water source

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

• Pedal and Treadle Powered Machines

o The treadle, a part of a machine which is operated by the foot to produce

reciprocating or rotary motion in a machine, appeared in the Middle Ages o Treadles can be used to power looms, grinders, water pumps, or to turn wood

working tools o In the late 19th century, the most effective mechanism to enhance human energy

appeared: the pedal o The major advantage of pedals was that it used the larger and more powerful leg

muscles in a continuous motion

• Frick Portable Steam Engine

o An engine is a machine that converts energy into a mechanical force that can turn pistons and wheels.

o The purpose of an engine is to provide power, and a steam engine provides mechanical power by using the energy of steam.

o Water is heated and transformed into steam within a boiler; the ability of the steam engine to

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

perform work is dependent on the steam pressure supplied by the boiler (external combustion)

o When water becomes steam its volume increases about 1,600 times, that expansion is full of energy.

o Using boiling water to produce mechanical motion goes back over 2000 years, but early devices were not practical for performing sustained work.

o Thomas Newcomen invented the first true steam engine in 1712 and was used for pumping water out of mines.

o In 1781 James Watt improved Newcomen’s design and patented a steam engine that produced continued rotary motion and generated ten-horsepower (hp). This enabled a wide range of manufacturing machinery-- such as spinning mules and power looms-- to be powered. These engines, although large for the amount of power they could produce, could be moved and set up anywhere that water and coal or wood fuel could be obtained.

o Engines that could provide 10,000 hp were a reality by 1883. o Before the advent of the steam engine, raw materials and finished goods were hauled

and distributed via horse-drawn wagons, and by boats along canals and rivers. o Their use in agriculture led to an increase in the land available for cultivation. o Steam engines were the driving force behind the Industrial Revolution o Portable steam engines sit in one place while operating (providing power to machinery),

but (unlike a stationary engine) is portable and thus can be easily moved from one work site to another. Mounted on wheels or skids, it is either towed to the work site or moves there via self-propulsion.

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o At the turn of the 19th century, steam-powered transport on both sea and land began to make its appearance, becoming more dominant as the century progressed. Examples include railway locomotives, ships, steamboats, and road vehicles.

• Man vs Steam Power

o One man could thresh 8 bushels of wheat a day o With a steam engine, one man could thresh 32 bushels of wheat in a day

• Line Shafting

o A line shaft is a power driven rotating shaft for power transmission that was used extensively from the Industrial Revolution until the early 20th century.

o Prior to the widespread use of electric motors small enough to be connected directly to each piece of machinery, line shafting was used to distribute power from a large central power source to machinery throughout a workshop.

o The central power source could be a water wheel, windmill, animal power or a steam engine.

o Power was distributed from the shaft to the machinery by a system of belts, pulleys and gears

o A typical line shaft would be suspended from the ceiling of one area and would run the length of that area.

o In the earliest applications (18th century), power was transmitted between pulleys using loops of rope on grooved pulleys.

o Flat belts on flat pulleys or drums were the most common method during the 19th and early 20th centuries.

o Leather belts were fastened in loops with rawhide or wire lacing o Pulleys were constructed of wood, iron, steel or a combination thereof

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o Varying sizes of pulleys were used in combination to adjust the speed of rotation. (Usually at the last belt feeding power to a machine, a pair of stepped pulleys could be used to give a variety of speed settings for the machine.)

o Line shafts were widely used in manufacturing, woodworking shops, machine shops, saw mills, grist mills, and textile mills.

o Near the end of the 19th century some factories had a mile or more of line shafts in a single building

o With factory electrification in the early 1900s, many line shafts began converting to electric drive.

• The 1876 Centennial Exposition: America’s Debt on the World Stage

o Aerial View of the Centennial Grounds o This was the first official World's Fair in the United States and was held in the city of

Philadelphia, Pennsylvania to commemorate the 100th anniversary of the signing of the Declaration of Independence

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o At a time when the population of the United States was 46 million, and that of Philadelphia less than one million, almost ten million attended the Centennial Exposition

o The Centennial served as a showcase for American manufacturers o More than 200 buildings were constructed within the Exposition's grounds, which

were surrounded by a fence nearly three miles long. o There were five main buildings in the exhibition.

The Main Exhibition Building Memorial Hall Machinery Hall Agricultural Hall Horticultural Hall

o Apart from the 5 main buildings, there were separate buildings for state, federal, foreign, corporate, and public comfort buildings.

o There was also a building for women exhibitors—The Women’s Pavilion—which featured exhibits that demonstrated the ways women were making a profitable living, as well as their achievements and inventions in the industrial and fine arts. Some of the over 80 patented inventions that were on display included: a

reliance stove, a hand attachment for a sewing machine, a dish-washer, a fountain griddle- greaser, a self-heating iron, a frame for stretching and drying lace curtains, and a stocking and glove darner.

o Machinery Hall o Machinery Hall, the second largest building in the exposition, was designed by

Joseph M. Wilson and Henry Pettit. o This structure consisted of a main hall, 1402 ft long and 360 ft wide, with a wing of

208 ft by 210 ft attached on the south side of the building. o The building occupied 558,440 square feet, had 1,900 exhibitors in the Hall and took

six months to construct. o Much like its name, the exhibits displayed at Machinery Hall focused on machines

and evolving industries.

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o The United States of America alone took up two-thirds of the exhibit space in the building.

o One of the major attractions on display in the building was the Corliss Centennial Steam Engine (see below)

o Machinery Hall had 8,000 operating machines and was filled with a wide assortment of hand tools, machine tools, material handling equipment and the latest fastener technology

o Corliss Engine o The Corliss steam engine was assembled on a platform in the center of Machinery

Hall, and was the main attraction at the fair. o After presiding over the opening ceremonies, President Ulysses S. Grant and his

guest, Brazilian Emperor Dom Pedro, each pulled a lever to set the famed engine in motion.

o The impressive machine, which symbolized the United States' rise to industrial prominence

o It powered most of the machines within Machinery Hall. o It was 45 feet tall, the fly wheel was 30 feet in diameter, and weighed 650 tons o It produced 1,400 horsepower o It had 5 miles of overhead line belts that connected to the machinery in the building

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o Other Major Inventions and Novelties at the Centennial Exposition

o The Telephone o The impressive size and capabilities of the Corliss Engine attracted the largest

crowds at the Centennial Exposition, however it was Alexander Graham Bell’s telephone that had the greatest impact on those that attended.

o Alexander Graham Bell gave the first public demonstration of his invention in June. o In front of an audience, Bell picked up the transmitter and spoke into it o The Emperor from Brazil, Dom Pedro, stood 20 feet away with the receiver to his

ear and famously remarked, “My God, it talks!” o Lord Kelvin also had a turn at the receiver and reportedly said, “"It is the most

wonderful thing I have seen in America."

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o The Typewriter o This early typewriter looked like a sewing machine and featured a keyboard that produced only capital letters o This was the first commercially successful typewriter o It was the first typewriter with a QWERTY keyboard o QWERTY refers to the layout of the Latin script on keyboards

o The Calculator o Invented by George B. Grant o Originally called the barrel model difference machine o The machine was 5 feet by 8 feet and weighed 2,000 pounds o When hand cranked, the calculator could solve 10-12 terms per minute o When connected to a power source, it was twice as fast o This prototype was obsolete by 1880 o It was replaced by a cheaper, more efficient, and smaller model

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Hires Root Beer o Root Beer began as a medicinal drink of boiled roots and herbs used to “purify the blood” and cure cholera o The carbonated version of Root Beer was invented by Philadelphia pharmacist Charles Elmer Hires o At the 1876 Centennial Exposition, Hires served free glasses of his invention from his booth at the Exposition o Visitors to the booth could purchase packages of his powdered recipe (dried roots, herbs, and bark) or bottles of the condensed extract for $.25 o Each package or bottle made 5 gallons of Root Beer

o Bananas o Bananas were a novelty in the United States of America and for most visitors to the

Exposition, this was their first opportunity to try the exotic yellow fruit o Bananas were sold for $.10, wrapped in tinfoil, and served with a knife and fork

o Heinz ketchup o Heinz ketchup was first introduced at the 1876 Centennial Exposition o In contrast to the first ketchup created by the Chinese, which was made of

fermented fish and spices, Heinz ketchup was made of raw ingredients like ripe tomatoes, vinegar, salt, sugar, and spices

o Heinz’s ketchup was preservative free and soon dominated the condiment market

o Lady Liberty’s Arm and Torch o Frederic Auguste Bartholdi, who

began constructing the Statue of Liberty in 1876, sent the completed arm and torch to Philadelphia for display beginning in August.

o Visitors paid 50 cents to climb a ladder to the balcony around the torch.

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o Monorail o Long before Disney World opened, the world’s first monorail debuted at the 1876 Centennial Exposition o A monorail is an elevated single beam railway with the train car balanced on it o It carried passengers around the fairgrounds o This double-decker monorail featured two main wheels, a steam locomotive, and a passenger car o The rear wheel was powered by a rotary steam engine o The passenger car straddled a single elevated iron rail that rested several feet off the ground

o The Sewing Machine o Singer’s original design, which was the

first practical sewing machine for general domestic use, incorporated the basic eye-pointed needle and lock stitch developed by Elias Howe

o The Singer improvements met the demand of the tailoring, and leather industries for a heavier and more powerful machine.

o By 1876, Singer was claiming cumulative sales of 2 million machines and displaying this model at the Centennial Exposition

A Screw-cutting Machine

o Screw-cutting machines drastically improved the production of screws and bolts from 8,000 units to 100,000 units a day

o Several companies displayed their screw-cutting machines in Machinery Hall o "Bolts and nuts manufactured by machinery are much cheaper than those made by

hand. Between the saving in cost price and in cost of time… the introduction of machine-made bolts and nuts has done much toward cheapening the construction of heavy iron work, and has so reduced the time necessary for their erection as to build iron products than wooden ones."

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DISCUSSION GUIDE

The following is a list of prompts to be used in class or as a homework assignment in an effort to engage the students to consider the impact of the Industrial Revolution on individuals, a society, and the nation.

What did the use of steam powered machines mean to the people of the 1800s? How did it impact their lives? Was the impact all good? All bad? A little of both?

What problems were solved by the Industrial Revolution?

What conflicts were created because of the Industrial Revolution?

How did the Industrial Revolution impact my life?

Pretend you traveled back in time to the Centennial Exposition. Use you five senses to describe your experience visiting the different exhibits.

What does Machinery Hall sound like?

Imagine tasting bananas, popcorn, ketchup, popcorn, or root bear for the first time.

Ride the monorail or climb the Statue of Liberty’s torch. What was that experience like?

What did the rest of the world think about America prior to the Centennial Exposition? How did the Centennial Exposition change the world’s view of America and Americans?

Discuss the following quotes:

“For a large part of human history, communication happened at the speed of a horse” Dieter F. Uchtdorf

"The American invents as the Greek sculpted and the Italian painted: it is genius." The Times of London

Last Updated by K. Behringer, NMIH Education Coordinator 11/17

GLOSSARY

Agrarian society- Agricultural society, any society whose economy is based on producing crops

Cottage industry-a business or manufacturing activity carried out in a person’s home

Entrepreneur- a person who organizes and operates a business, taking greater financial risk to do so

Innovation- a new invention or way of doing something

Industrial Revolution- a time of far-reaching-change when the large scale production of goods began

Inventor- the creator of a particular process or device

Manufacture- to make products on a large scale by machine

Mass production- to make a large amount of products of the same quality on an assembly lines

Goods- things for sale

Factory- a place where goods are made

Profit- to make money form business or investments

Rural- in the country

Tenement- a substandard multi-family dwelling in the city center

Thresh- to beat the stems and husks of (grain or cereal plants) with a machine or flail to separate the grains or seeds from the straw.

Urban- in the city

Working Class- people who work in factories and in jobs using their hands