Daily Schedule and Workshop Activities

IMPORTANT: Site visits occur each day. Henry Ford Museum of American Innovation comprises 12 acres and Greenfield Village is 80 acres. Be sure to bring and wear comfortable walking shoes and clothes. If needed, we are happy to arrange motorized scooters or wheelchairs for any teachers needing them upon request.

Daily Schedule*

8:20 am – 8:40 am

8:40 am – 10:45 am

10:45 am – 3:00 pm

3:00 pm – 3:30 pm

3:30 pm – 5:00 pm

5:00 pm – 5:30 pm

Introduction to the day’s activities with Project Director and Host Curator

Guest Scholar’s lecture and discussion

Exploring sites in Greenfield Village and lunch

Follow-up with Guest Scholar and Host Curator

Curriculum development activities

Wrapping-up the day

*tentative/subject to change

Sunday Evening: Introductions and Expectations in Henry Ford Museum of American Innovation (4:00 pm - 7:30 pm)

  • Host Staff:
    • Lucie Howell, Chief Learning Officer and Project Co-Director, The Henry Ford
    • Catherine Tuczek, Manager of Interdisciplinary Learning and Project Co-Director, The Henry Ford
    • Project Coordinator, The Henry Ford
    • Marc Greuther, Vice President, Historical Resources and Chief Curator, The Henry Ford
    • Matt Anderson, John and Horace Dodge Curator of Transportation, The Henry Ford
    • Debra Reid, Curator of Agriculture and the Environment, The Henry Ford
  • Overview:
    • Over a casual dinner, teachers will meet each other and the workshop staff; review the week’s goals and activities; and be introduced to The Henry Ford. The host Curators include: Marc Greuther, Vice President, Historical Resources; Matt Anderson, Curator of Transportation; and Debra Reid, Curator of Agriculture and the Environment. They will introduce key themes during tours of the industrial history exhibition, Made in America.
    NEH Sunday Evening
    Made in America, Henry's Assembly Line and "New Yorker" Reaper, circa 1852

    Monday: The Transition From Home to Factory Production

    • The Day’s Guiding Questions:
      • How did family life and gender interact with the shift from home to factory production?
      • How did entrepreneurs integrate family and gender roles with new technologies and work patterns?
      • How was this experience different in different regions and for different races/ethnicities?
      • How can artifacts help us understand this process?
    • Visiting Scholar and Host Curator:
      • Nancy Gabin, Associate Professor of History, Purdue University
      • Jeanine Head Miller, Curator of Domestic Life, The Henry Ford
    • Site Explorations
      • Daggett Farm: a 1760s Connecticut farmstead in which participants will interact with staff spinning, weaving and sewing, and discuss issues from the perspective of a yeoman farm family.
      • Weaving Shop: Housed in a converted 1840s Georgia cotton mill, the Weaving Shop demonstrates the evolution of textile production from the colonial home and craft shop, through the Industrial Revolution to commercial factory.
      • Hermitage Slave Quarters: Enslaved African Americans built and lived in these brick quarters. This site shows the less-known fact that enslaved people also took part in manufacturing. Here enslaved workers manufactured bricks, rice barrels, cast iron products, and lumber in a series of steam-powered mills.
    Monday Site Explorations
    Daggett Farm, Weaving Shop and Mattox Family Home

    Tuesday: The Mechanization of Agriculture

    • The Day’s Guiding Questions:
      • What was the impact of culture as well as soil and climate on farming systems?
      • How did mechanization of agriculture contribute to distinctly different regional and sectional agricultural systems?
      • What influence did this have on practice and ideology, especially slavery?
    • Visiting Scholar and Host Curator:
      • R. Douglas Hurt, Chair, History Department, Purdue University
      • Ryan Spencer, General Manager Greenfield Village, The Henry Ford
      • Curator of Agriculture and the Environment, The Henry Ford
    • Site Explorations
      • Firestone Farm: an 1880 Ohio farm owned by German immigrants where participants will explore the impact of mechanized farming and the web of commercial relationships enmeshing the family. Teachers will take part in learning-by-doing with hand (and possibly even horse-drawn) machinery, caring for the livestock and/or their products, and historic methods of food preservation.
      • Susquehanna Plantation: an 1850s Maryland plantation worked by 50 enslaved African Americans. Teachers will explore the all-consuming crop, tobacco, but also other crops required to keep a plantation productive. Teachers will take part in learning-by-doing with the wheat and tobacco crops.
      • Mattox Family Home: Amos and Grace Mattox were descended from enslaved African Americans who after 1865 became prominent land-owning farmers. Teachers will take part in learning-by-doing in the home garden and compare food ways of the Mattox and Firestone families.
      • Burbank Office: Luther Burbank and fellow agricultural scientist George Washington Carver followed similar processes that revised crops and transformed the plants people could grow. Teachers will see Burbank and Carver’s examples of nature study as part of agricultural science and hear creative writing from Carver and early environmentalist John Burroughs.
    • Optional Session: Historical and Scientific Thinking and Agriculture in the Classroom with Debra Reid. Dr. Reid will discuss pedagogical approaches to bringing agriculture to science and history classrooms.
    Tuesday Site Exploration
    Firestone Farm, Susquehanna Plantation, Mattox Family Home, and Luther Burbank Garden Office

    Wednesday: The Impact of Steam Power on Transportation

    • The Day’s Guiding Questions:
      • How did the development of steam power in transportation affect daily life and manufacturing activity?
      • How did railroads affect patterns of consumption?
    • Visiting Scholar and Host Curator:
      • Martin Hershock, Professor of History and Dean of the College of Arts, Sciences and Letters, University of Michigan-Dearborn
      • Matt Anderson, John and Horace Dodge Curator of Transportation, The Henry Ford
    • Site Explorations:
      • D T & M Roundhouse: 19th-century steam locomotives are maintained and repaired in a roundhouse from Marshall, Michigan.
      • Nineteenth-century travel: Participants will ride a horse-drawn passenger carriage and an 1870s steam locomotive.
      • Eagle Tavern: originally constructed in the early 1830s as a stagecoach stop along the Detroit-to-Chicago road, today, it’s historically interpreted as an 1850 tavern. Here teachers will experience a typical 19th-century meal.
    • Optional Session: Riding and Working the Rails with Matt Anderson. Matt will introduce teachers to artifacts normally off limits to visitors, giving insights on travelling and working on the railroad.
    • Optional Session: Elijah McCoy, African-American Railroad Inventor with Catherine Tuczek. Catherine will share new learning resources regarding McCoy, son of self-emancipated African Americans, and The Henry Ford’s quest for supporting primary source research.
    Wednesday Site Exploration
    DT & M Roundhouse, Omnibus, 1870 steam locomotive, and Eagle Tavern

    Thursday: The Increasing Significance of Science and Systematic Innovation

    • The Day’s Guiding Questions:
      • What is the truth behind the “lone inventor” myth of Thomas Edison?
      • How did the application of scientific theory and technological innovation in the late 19th-century affect the scope and scale of technological and social change? Why has corporate R & D become so important to business success over the past 150 years?
  • Visiting Scholar and Host Curators:
    • Paul Israel, Professor, Rutgers University, and Editor-in-Chief of the Edison Papers
    • Marc Greuther, Vice President, Historical Resources, and Chief Curator, The Henry Ford
    • Kristen Gallerneaux, Curator of Communications and Information Technology, The Henry Ford
  • Site Explorations:
    • Thomas Edison’s Menlo Park Laboratory Complex: In 1876, Thomas Edison established an “invention factory” in rural Menlo Park, New Jersey. Here, participants will examine the ways that Edison pioneered team-based, market-focused research and development. The complex includes a laboratory, machine shop, glass-blowing shop, and office.
  • Optional Session: Custard with the Curators will be an informal opportunity to chat with host curators.
Thursday Site Explorations
Menlo Park Laboratory (interior), Menlo Park Laboratory (exterior) and Menlo Park Library

Thursday afternoon & Friday: The Assembly Line and the Changing Nature of Work

To allow mid-afternoon departures on Friday, we will begin our exploration of this topic on Thursday.

  • The Day’s Guiding Questions:
    • Why did the automobile industry pioneer assembly line production techniques and what was the impact of urban life, particularly for urban immigrants?
    • What led to labor unrest and how did the nature of work change?
  • Visiting Scholar and Host Curators:
    • Matt Anderson, John and Horace Dodge Curator of Transportation, The Henry Ford
    • Robert H. Casey, Retired John and Horace Dodge Curator of Transportation, The Henry Ford
    • Daniel J. Clark, Associate Professor of History, Oakland University
  • Site Explorations:
    • Model T Ride: On Thursday, teachers will ride a Model T around Greenfield Village after closing.
    • Ford Rouge Factory Tour: As a culminating site visit, the Ford Rouge Factory Tour will create a link between the history of the American Industrial Revolution and 21st century, environmentally-sustainable manufacturing.
  • Culminating debriefing and Q & A: The final session will allow our curators to bring the story of America’s Industrial Revolution together. A Q & A session will allow a final but important opportunity for the teachers to ask clarifying questions, seek additional resources and share reflections on their workshop experience.
Thursday Afternoon / Friday Site Explorations
Ford Rouge Factory Tour and Model T Ride

Workshop Reading List

Readings supplement the content in the scholars’ presentations and provide additional context for site visits, so that you gain a greater understanding of the social context for the site. Readings and other materials will be made available before the workshop. You will be expected to purchase a few books while other articles will be provided electronically.

Curators of The Henry Ford assisted in revamping the reading list for this year’s workshop. Readings are now organized into three categories: Must, Should and Could, and include descriptions of each piece to assist teachers in choosing their selections.

Teachers attending the workshop will be expected to complete all the “Must” readings and actively participate in all lectures, discussions and site visits. The “Must” readings for five primary days are no more than 100 pages per day.

For a complete list of the required readings, click here.

Workshop Products

Teachers will develop video pitches for lesson ideas based on what they have learned at the workshop. Selected lesson ideas will be fleshed out, tested and then posted to The Henry Ford's Education website to benefit the education community more broadly.