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Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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 (2016-2017)
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history.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 4/17
• 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 4/17
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.
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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=FDE191
0B4B0ED00F20A72C2E1D79CFD2B32B1565&selectedIndex=0&ccid=oDiSJ3zw&simid=608016208996928
256&thid=OIP.Ma03892277cf07bee3c4b2abe33281582o0&ajaxhist=0
PA natural resources: map
http://www.bing.com/images/search?q=map+f+PA+natural+resources&view=detailv2&id=AA4433DBA3
F9157CD4CFE257ADD49CBA8E68103B&ccid=9fFp1%2FPd&simid=608016617029632472&thid=OIP.Mf5f
169d7f3ddf8b99e7b0cbf48624fb7H0&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
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
Sericulture
https://www.insects.org/ced1/seric.html
http://www.bing.com/images/search?q=Silkworms+Making+Silk&view=detailv2&&id=F5342C2C7FEFC4
B635ABC2929F9198B10115B4BB&selectedIndex=47&ccid=Y4sDSXXv&simid=608029218476329463&thi
d=OIP.M638b034975ef28812f5ba251dcc98f6aH0&ajaxhist=0
How to Make Iron
http://www.bing.com/images/search?q=Steel+Making+Process+Diagram&view=detailv2&id=2D3D88B2
AF3E22CC2CA7B4BE3D751A996E9B2CB5&selectedindex=9&ccid=obeMa0gQ&simid=608043774117216
617&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=131B537C1E
ADB43380FB11800760761E23AF5C20&selectedindex=86&ccid=72LbZkvL&simid=608019211194467697
&thid=OIP.Mef62db664bcb230a96253d20c53d6cdfo0&mode=overlay&first=1
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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=6D4D741BE4B6D343
46CDC1FD5AB1A3FC30824230&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 4/17
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 4/17
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 4/17
• 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 4/17
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.
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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.
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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."
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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.
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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."
Last Updated by K. Behringer, NMIH Education Coordinator 4/17
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 4/17
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
