COUNCIL FOR ECONOMIC EDUCATION
High School Model-T Innovation Inquiry
Should Technology Scare Us?
Photograph from the Library of Congress
Supporting Questions
1. What positive changes did the invention of the Model T. bring about?2. What negative changes did the invention of the Model T. bring about?
T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C O M M O N S A T T R I B U T I O N - N O N C O M M E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 1
COUNCIL FOR ECONOMIC EDUCATION
High School Model-T Innovation Inquiry
Should Technology Scare Us?
C3 Framework
D2.Eco.13.9-12. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.
Staging the Compelling Question
Watch a news clip about self-driving cars and discuss dangers of new technologies. Then brainstorm new technologies and some of the reasons these technologies make some people afraid.
Supporting Question 1 Supporting Question 2What positive changes did the invention of the Model T. bring about?
What negative changes did the invention of the Model T. bring about?
Formative Performance Task Formative Performance TaskIdentify the effects of the Model T on America and the world. Write a paragraph describing why people feared the Model
T.
Featured Sources Featured SourcesSource A: El Paso Herald, March 30, 1912: “Automobiles on Farms Promise to Soon Make Horses and Mules Useless Expenses”
Source B: The Beaver Herald - July 24, 1919, “Automobile is Now a Necessity”
Source C: Crowd of Applicants outside Highland Park Plant after Five Dollar Day Announcement, January 1914
Source D: (Video) The Rise of the Middle Class
Source E: Energy Consumption in the United States, 1776-2017
Source A: (Video) A Trip Down Market Street (1906)
Source B: The Modern Moloch (5:20-7:25)
Source C: Sacrifices to the Modern Moloch (St. Louis Star, 1923)
Source D: Automobile Wreck (1918-1920)
Source E: Number of Deaths Caused By Reported Road Accidents in Great Britain
Source F: Hotels and Automobiles - American Memory Timeline- Classroom Presentation | Teacher Resources
Summative Performance Task
ARGUMENT: Should technology scare us? Construct an argument backed with evidence that answers the compelling question, “Should technology scare us?
EXTENSION. Create a PSA about the dangers, or lack of danger, or one current new technology that people fear.
Taking Informed Action
UNDERSTAND Research current traffic accident and fatality data in your city over the past 3-5 years.ASSESS Based on your research, determine which area(s) of the city are most prone to traffic accidents and deaths.ACT Develop a plan or a proposal for a new law that can help to make this area of the city safer for traffic.
T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C O M M O N S A T T R I B U T I O N - N O N C O M M E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2
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Overview
Inquiry Description
This inquiry leads students through an investigation of the early history of the Model T and its impact on the economy and society of the United States, and the world, in the early part of the 20th century. Students will weigh the positive and negative impacts the invention of the model T had on the society and economy of the early 20th century.
This this inquiry highlights the following additional standards:
● D2.Eco.13.9-12. Explain why advancements in technology and investments in capital goods and human
capital increase economic growth and standards of living.
● D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns
within and among urban, suburban, and rural regions.
It is important to note that this inquiry requires prerequisite knowledge of the society of the United States at the turn of the century, heading into the 1920’s. Additionally, students should have a basic understanding of supply and demand structures and how this principle drives prices and availability of products to the general population.
Note: This inquiry is expected to take three or four 50-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (e.g., supporting questions, formative performance tasks, featured sources, writing). Teachers are encouraged to adapt the inquiry to meet the needs and interests of their students. This inquiry lends itself to differentiation and modeling of historical thinking skills while assisting students in reading the variety of sources.
Structure of the Inquiry
In addressing the compelling question—Should technology scare us?—students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an evidence-based argument while acknowledging competing perspectives. The teacher would want to spend time before engaging in the inquiry discussing the state of America at the turn of the century, focusing specifically on the status of the working class, the geographic differences between rural and urban America, and the basic premise of supply and demand impacting markets.
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Staging the Compelling QuestionTo stage the compelling question, the teacher can begin by showing a short news report of a deadly self-driving car accident. Watching this video should lead into a discussion about the fears some people have about new technology. After discussing, the class should brainstorm (individually, in pairs/small groups) a list of other new technologies and the fears and anxieties they may cause people. Some examples could include smart home technology, drones, electric scooters, Smartphones, etc.
Supporting Question 1
For the first supporting question—What positive changes did the invention of the Model T. bring about?—students will identify the effects of the Model T on America and the world. Teachers may implement this task by having students create a T-chart describing the changes brought about by the invention of the Model T and the impacts these changes had on the economy and/or society. This may be scaffolded through small group discussion, teacher-provided annotation of the images, and teacher modeling of annotation of the readings.
The following sources were selected to focus on both the social and economic impacts the Model T had on America, especially on the middle class. The first featured source is a 1912 article from the El Paso Herald, describing the significant changes, especially in rural America, that are occurring as a result of the popularity of automobiles (see: Chronicling America; El Paso). The second featured source is a 1919 newspaper article from the Beaver Herald (OK) describing why automobiles are becoming a necessity in America (see: Chronicling America; Beaver Herald). Featured Source C is a 1914 image of a large crowd outside the Highland Park, MI Ford plant the day after Ford announced the $5 work day (see: Henry Ford). Featured Source D is a video of the former curator of the Henry Ford Institute, crediting Henry Ford employment practices with creating and sustaining the Middle Class in the United States (see: Stories of Innovation). The final source is a graph showing the history of energy consumption in the United States. The focus of this image should be on the spike in Coal and Petroleum power in the early to mid 1900s, with the discussion surrounding why this happened why it was a positive impact to have an increase in this fuel use (see: Today in Energy).
Supporting Question 2
The second supporting question—What negative changes did the invention of the Model T. bring about? — will result in students writing a paragraph describing why people feared the Model T. Students must synthesize the information from the various sources. Teachers may implement this task by having students annotate texts and identify the causes of various fears before writing the paragraph. This task may be scaffolded through the use of a Cause and Effect Chart, small group discussion, teacher-provided annotation of the images, and teacher modeling of annotation of the readings.
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MAKING INQUIRY VISIBLE PDThe following sources were selected to provide examples of the impact cars upon their first introduction to market. The first source is a video, “A Trip Down Market Street” in San Francisco in 1906. The video shows the chaos and danger the expansion of the automobile had on cities and citizens before rigid traffic regulations were created (see: San Francisco). Featured Source B is a clip from a Podcast “99 Percent Invisible” (5:20-7:25) that discusses the new series of dangers and fears automobiles caused in cities and to pedestrians (see: Modern Moloch). Featured Source C is a November 1923 cartoon from the St. Louis Star called, “Sacrifices to the Modern Moloch” which shows a man offering up a sacrifice of children to a monstrous car (see: Sacrifice). Featured Source D is an image of a multi-vehicle accident in the early days widespread automobile access (see: Accident). Featured Source E is a graph showing the growing number of auto accident deaths in Great Britain, beginning in 1926 (see: Parliament). The final source is a transcript of an interview with a hotel worker on the negative effects the rise of the automobile had on the hotel industry (see: Hotel).
Summative Performance Task
At this point in the inquiry, students have examined multiple social and economic benefits the Model T created and the ways in which society was forever changed due to this invention. Additionally, students have examined the reasons many people were nervous or fearful of this new technology, and the effects this fear had on society.
Students should be expected to demonstrate the breadth of their understanding and their abilities to use evidence from multiple sources to support their claims. In this task, students are asked to construct an argument backed with evidence that answers the compelling question, “Should technology scare us?Students’ arguments will likely vary, but could include any of the following:
● Instead of fearing new technology, we should embrace it for the positive changes it can bring like creating more and better paying jobs in the auto, steel and fuel industries, and bringing people closer together due to the new ease of traveling long distances in a short time.
● Many people fear new technology when it is first introduced, and rightfully so. It brings about many changes and dangers that were before unimaginable. However, if we are able to adapt and change to combat these fears, the benefits the new technology brings in the long run far outweigh the concerns.
● Many people fear new technology when it is first introduced, and rightfully so. It brings about many changes and dangers that were before unimaginable. However, if we are able to adapt and change to combat these fears, the benefits the new technology brings in the long run far outweigh the concerns.
To support students in their writing, teachers can provide an argument organizer in which students will breakdown their argument before writing in their claim, evidence and reasoning.
To extend their arguments, students could research and create a Public Service Announcement geared towards alleviating fears of a new technology. In this, the student would research a technology that is
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MAKING INQUIRY VISIBLE PDcontroversial, and many people fear (the dangers drones present, Amazon Alexa spying on us, etc.) and create a PSA that explains either why the fears are misguided or why we should fear this technology. Students have the opportunity to Take Informed Action by:
UNDERSTAND Research current traffic accident and fatality data in your city over the past 3-5 years.ASSESS Based on your research, determine which area(s) of the city are most prone to traffic accidents and deaths.ACT Develop a plan or a proposal for a new law that can help to make this area of the city safer for traffic.
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Staging the Compelling Question
Featured Source
Source A: Deadly crash with Tesla vehicle on auto pilot, 2018. An ABC news story depicting a deadly self-driving car accident via ABC News’s YouTube channel.
Accessed at: https://www.youtube.com/watch?v=VgQwHDFohTo
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Supporting Question 1
Featured Source Source A: Automobiles on Farms Promise to Soon Make Horses and Mules Useless Expenses, El Paso Herald, 1912. News article describing the significant changes, especially in rural America, that are occurring as a result of the popularity of automobiles.
Accessed at: https://chroniclingamerica.loc.gov/lccn/sn88084272/1912-03-30/ed-1/seq-6/?date1=1912&index=17&date2=1912&searchType=advanced&proxdistance=10&sort=date&sort=date&sort=date&rows=20&ortext=&proxtext=automobile+horses&phrasetext=&andtext=motor+truck&dateFilterType=yearRange&page=1&page=2#words=HORSES%2Bhorse%2Bautomobile%2BAUTOMOBILES%2Btruck%2Bmotor
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Supporting Question 1Featured Source Source B: Automobile is Now Necessity, Beaver Herald, 1919. A newspaper article describing why
automobiles are becoming a necessity in America.
Accessed at: https://chroniclingamerica.loc.gov/lccn/sn93066071/1919-07-24/ed-1/seq-7/?date1=1860&index=1&date2=1922&searchType=advanced&proxdistance=5&rows=20&ortext=&proxtext=&phrasetext=clean+transportation&andtext=automobile&dateFilterType=yearRange#words=transportation%2BAutomobile%2Bautomobile%2Bautomobiles%2Bclean%2BAUTOMOBILE
Supporting Question 1Featured Source Source C: Crowd of Applicants outside Highland Park Plant after Five Dollar Day Announcement,
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MAKING INQUIRY VISIBLE PDJanuary 1914. Image of a large crowd outside the Highland Park, MI Ford plant the day after Ford announced the $5 work day.
Access at: https://www.thehenryford.org/collections-and-research/digital-collections/artifact/35765/#slide=gs-237783
Supporting Question 1Featured Source Source D: Collecting Innovation Today, The Henry Ford, 2011. A video of the former curator of the
Henry Ford Institute, crediting Henry Ford employment practices with creating and sustaining the Middle Class in the United States.
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Accessed at: https://www.thehenryford.org/explore/stories-of-innovation/visionaries/henry-ford/#gallery-video=E5cmVoMjqzAEqMQ0Qf9-rSHYw7Hob4iQ
Supporting Question 1Featured Source Source E: Energy Consumption in the United States (1776-2017), EIA, 2018.
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Accessed at: https://www.eia.gov/todayinenergy/images/2018.07.03/main.png
Supporting Question 2Featured Source Source A: “A Trip Down Market Street,” San Francisco, 1906
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Accessed at: https://www.youtube.com/watch?v=8Q5Nur642BU&t=188s)
Supporting Question 2Featured Source Source B: “99 Percent Invisible: The Modern Moloch” (5:20-7:25), 2013.
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Accessed at: https://99percentinvisible.org/episode/episode-76-the-modern-moloch/
Supporting Question 2Featured Source Source C: Sacrifices to the Modern Moloch, St Louis Star, November 6, 1923.
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Accessed at: https://99percentinvisible.org/app/uploads/2013/08/1-modernMoloch_zps0504930a.jpg
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Supporting Question 2Featured Source Source D: Automobile Wreck, 1918-1920.
Accessed at: https://www.loc.gov/item/2016819625/
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Supporting Question 2Featured Source Source E: Road accident casualties in Britain and the world, Commons Briefing papers CBP-7615,
2018.
Accessed at: https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7615
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Supporting Question 2Featured Source Source F: American Life Histories: Manuscripts from the Federal Writers' Project, WPA oral history
interview, 1936-1940.
"It can't be denied that the hotel business has been changed a lot by automobiles, by the tourist rooms and the cabins following in their smoke and fishing for their business. They've got a lot of it, no doubt. . . scattered it around in little pieces.
"Some kinds of business, on which hotels used to depend, have almost gone....permanently, probably. But hotel men aren't taking the threat of this competion lying down; they're hunting new ways of making hotels pay, and finding them. Some of these ways are stop-gaps, to bridge us over this period of low income. For we expect . . . yes, that's the word . . . that, after people have had their fling with cabins and their like, they will be coming back to hotels again. . . .
"If we hotel men can stick out this period of people fooling around with cabins, we're going to get a lot of our old trade back.
"But there's one class of our old trade we'll never get back...one that hotels depended on considerably...the old-time drummer....salesman, to you. Some hotels depended on it more than others, but it was important everywhere.
"The Hotel Moody, over at Claremont . . . probably seventy per cent of their trade was of that class. Some hotels had even more perhaps as high as ninety per cent. Here at Newport drummers represented about thirty per cent of our business; seventy per cent was non-commercial---tourists, and visitors for various purposes. But that thirty per cent was important.
"Drummers used to come out from the commercial houses in Boston, New York, even from more distant points. They came by train, and lived in the hotels while on the road. They used to stay out the entire week, going in home, Friday or Saturday. If they came from far points they might be out for weeks. . .even months.
"But since they have taken to automobiles some go back and forth every night....home. They don't come in from distant places any more. It is the practice of the commercial houses to locate a representative near enough their trade to go back and forth every day. The swifter automobiles are made, and the smoother and straighter the roads, the farther a salesman can reach out, the fewer salesmen are required to cover the territory. . . .
"The old drummer trade represented a steady income... one you could plan on. Each of those drummers had his regular route, and he stuck to it like clockwork...same day, same train, week in, week out, barring accidents. We could place our food ahead, know how many rooms would be taken.
"To-day there may be a crowd here, to-morrow, a handful. I may have a telephone message this afternoon... dinner for fifty people. Ever catch us short? Oh, yes, but we do the best we can. That's where our local markets serve us; we're better fixed than many country hotels."
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Accessed at: http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/autos/hotels.html
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