Michigan Department of Education
Technology-Enhanced Lesson Plan
Title: Automobiles in Michigan
Created by: Terri Wakild, South Haven and Gina Loveless, Battle Creek Public
Schools
Lesson Abstract: Students will learn about the automobile industry in Michigan.
They will demonstrate their knowledge of the evolution of the automobile industry,
the evolution of the automobile itself, or of a leader in the automobile industry.
Subject Area: History, Economics
Grade Level: 4
Unit of Study: Automobiles in Michigan
MDE Technology-Enhanced Lesson Plan Code: TEEN04BC02
TEEN04PT02
TEEN04CT01
Michigan Educational Technology Standards Connection:
Basic Operations and Concepts:
4. Students know how to use basic input/output devices and
other peripherals (digital camera, scanner, video projector).
6. Students manage and maintain files on a hard drive or the network.
7. Students demonstrate proper care in the use of hardware, software,
peripherals, and storage media.
8. Students know how to exchange files with other students using modes of
technology.
9. Students identify which types of software can be used most effectively for
different types of data, different information needs, or for conveying results
to different audiences.
11. Students proofread and edit writing using appropriate
resources and grade level appropriate checklists both
individually and in groups.
Technology Productivity Tools:
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1. Students know how to use menu options in applications to
print, format, add multimedia features; open, save, manage
files; and use various grammar tools.
2. Students know how to insert various objects into word processing
documents, presentations, or web documents.
3. Students use a variety of technology tools and applications to promote
creativity.
5. Students collaborate with classmates using a variety of
technology tools to plan, organize, and create a group project.
Technology Communication Tools:
1. Students use basic telecommunication tools for collaborative
projects with other students.
2. Students use a variety of media and formats to create and edit products in
order to communicate information and ideas to various audiences.
Michigan Grade Level Content Expectations Connection:
R.CM.04.02 - Restate and summarize grade level appropriate narrative and
informational text.
R.CM.04.03 - Explain oral and written relationships among themes, ideas, and
characters within and across texts to create a deeper understanding (e.g.
categorize and classify, compare and contrast, draw parallels across time and
culture).
R.CM.04.04 - Apply significant knowledge from what is read in grade level science
and social studies texts.
W.GN.04.04 - Use the writing process to produce and present a research project
using a teacher approved topic.
Michigan Curriculum Framework Connection:
SS.I.1.2 – Place the major events in the development of the state of Michigan in
chronological order.
SS.I.2.1 – Summarize the sequence of key events in stories that describe life from
the past in the state of Michigan.
SS.I.2.3 - Recount the lives and characters of a variety of individuals from the past
representing their community and the state of Michigan.
SS.I.3.3 - Compose simple narratives based on events from the history of the state
of Michigan and the United States.
SS.II.3.1 - Describe major kinds of economic activity and explain the factors
influencing their location.
SS.II.3.3 - Explain how transportation and communication link people and
communities.
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SS.II.4.4 - Describe the physical, economic, and cultural geography of
contemporary Michigan and its causes, advantages, and disadvantages.
SS.IV.2.1 – Make distinctions between natural resources, human capital, and
capital equipment in the production of a good or service.
SS.IV.4.3 - Analyze how Michigan’s location has impacted its economic
development.
Estimated time required to complete lesson or unit:
Daily Time Allocation: 50 minutes per day
Number of Days: 8 days
Instructional resources: N/A
Sequence of Activities:
Day 1: Visit the following websites for information about the history of the
automobile, the automobile industry, and its leaders. Choose the appropriate
worksheet to collect information for the final project. (See attached Worksheet and
Worksheet 2)
Read about 100 years of the automobile industry.
http://www.cnn.com/US/9606/22/auto.centennial/
Read a very informative on-line book about the history of the automobile.
http://www.aaca.org/autohistory/photohistory/pixhome.html
Read Early Cars Fact Sheet for Kids.
http://www.si.edu/resource/faq/nmah/earlycars.htm
Go on a mini-tour of the Michigan Historical Museum's Factory Gallery.
http://www.michigan.gov/hal/0,1607,7-160-17447_18595_18596---,00.html
Visit the Michigan Historical Museum - The 1950s…The Detroit Auto Show –
1957.
http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-
75/fifties/autoshow.html
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Day 2: Finish visiting sites from Day 1. Continue to collect
information.
Day 3-6: Create a PowerPoint presentation about the evolution
of the automobile industry, the evolution of the
automobile itself, key people in the automobile
industry and their contributions, or a biography of one
of the leaders of the automobile industry.
Resources:
http://www.hfmgv.org/exhibits/hf/ The life of Henry Ford
www.daimlerchrysler.com/museum Walter P. Chrysler Museum
http://info.detnews.com/history/story/index.cfm?id=176&category=business The
Auto Industry’s Family Trees
Day 7: Choose one of the following extension activities to
complete before the end of this unit.
Activity 1: Read one fictional family's adventures in the summer of 1919 as
recorded by the daughter. Follow them as they shop for, buy, drive and plan a
vacation in a new Model T Ford. Make sure to check out the Table of Contents to
get background information and history.
http://www.hfmgv.org/education/smartfun/welcome.html
Activity 2: Take an Early Auto Tour. During the early years of the
automobile, people wouldn't just "go for a ride," they would take a "motor tour."
Companies published "touring books." These books contained detailed routes and
maps. They had advertisements for hotels and for garages for car repairs or for
buying gas and accessories. Because many roads did not yet have street signs, the
touring books provided exact distances. They described buildings and places drivers
should look for (schools, bridges, cemeteries). They showed where to turn left or
right.
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After you read the route, think about a short tour you could describe in your own
town—maybe from your home to school or the supermarket. Walk the route and
write down a tour guide for it. (Instead of miles, you could use blocks.) After you
have finished, see if your friends or family can arrive at the destination by following
your directions. If they do, you might give them a prize. Give yourself a better prize
for writing such good directions! Do the activities included on this page and answer
the questions!
http://www.michigan.gov/hal/0,1607,7-160-15481_19268_20778-52509--,00.html
Activity 3: Explore license plate designs through the years and design your
own.
Connect to the link below to see license plates through the years. "Plates by the
Year" will lead you through the fascinating history of automobile licensing in
Michigan. See the plates and learn little-known facts about licensing and
registration that will add to your knowledge about our love affair with the car.
When you have viewed several plates, design your own plate for the year you will
graduate. What do you think will be important that year?
http://www.sos.state.mi.us/history/autoshow/l_plates/index.html
Activity 4: Design an automobile with a new feature.
Follow the directions at this site to design an automobile with a new feature and
market it. http://www.shps.org/central/designfeatures.htm
Day 8: Give presentation to class.
Assessments:
Pre-Assessment: Journal writing: Write what you know about the first
automobile, who the industry leaders were, and what you know about them.
Scoring Criteria: Students have attempted to address all questions.
Post-Assessment: Students will present a PowerPoint (or other
presentation software) presentation to their classmates. They will
demonstrate their understanding of the evolution of the automobile industry,
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the evolution of the automobile itself, key people in the automobile industry
and their contributions, or a biography of one of the leaders of the
automobile industry.
Scoring Criteria: Rubric
Information criteria All criteria included Most of the criteria Little of the criteria
in worksheet have included in included in the
been addressed in worksheet have worksheet have
presentation. been addressed in been addressed in
presentation. presentation.
Evidence of
Learning
Titles, Title Page, The Title Page, The Title Page, The Title Page,
and Table of Table of Contents, Table of Contents Table of Contents,
Contents and Titles are and Titles are or Titles are
complete and included but not missing or
accurate. complete or inaccurate.
somewhat
inaccurate.
Completion All pages are Pages are mostly Some pages are
complete and complete and there not complete and it
accurate. was a clear appears as if the
attempt to include students have not
accurate made an effort to
information. be accurate.
Presentation Pages are designed Most pages are Pages are not well
in an appealing designed well, and designed, and it is
manner and go a clear attempt not clear that an
together well. was made to put effort was made to
During together an create an
presentation appealing appealing
students presentation. presentation. One
participated in a Whole group or more students
knowledgeable participated in do not participate
manner. presentation in a in presentation, or
fairly do not appear to
knowledgeable be knowledgeable
manner. of information.
Technology (hardware/software): Computer with Internet connection and
PowerPoint presentation software (or other presentation software)
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Key Vocabulary: industry, timeline, design feature,
Application Beyond School: Students will be able to understand how individuals
affect industries, and how industries affect and are affected by the economy.
Teacher Reflection and Notes:
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