TITLE: Division of Labor
AUTHOR: Frances Glenn, Riverside High School, Boardman, OR
GRADE LEVEL/SUBJECT: 4-12, Social Science
OVERVIEW: When studying about the Industrial Revolution and
its effects on workers and productivity a short simulation
will help students understand why the concept of division of
labor was utilized in the fledgling industries.
PURPOSE: Demonstrates increase in productivity by using Division of Labor.
OBJECTIVES: The Student will be able to:
1. compare outcomes of "cottage industry" process with
"division of labor" process in manufacturing a product;
2. list advantages and disadvantages of both processes;
3. discuss job satisfaction of both processes;
4. construct wholly or specifically a product using one of two processes;
5. make construction paper hot air balloons!
RESOURCES/MATERIALS: construction paper, glue, staples, tape,
etc., colored yarn, scissors, pencils, glitter, stickers, felt
tip markers, crayons, etc.
ACTIVITIES AND PROCEDURES: Conduct a "balloon race" to test
the effectiveness of the division of labor system compared to
the domestic system. Divide the class into two groups of
workers to design, cut out, and assemble paper models of hot
air balloons. Make the balloons in five steps listed below.
Several groups of five students will work according to the
division of labor system, with each student specializing in
only one of the five steps.
Other students--approximately five--will work individually
according to the cottage system, that is, each of these
students will work alone to assemble balloons from start to finish.
The division of labor assembly lines will compete with each
other and with the solitary cottage system to see who can
complete the greatest number of balloons.
Establish a time limit of 10 to 15 minutes. To be sure that
the race to manufacture balloons is timed fairly, first gather
the necessary materials. Then everyone begins manufacturing
balloons at the same time. Begin counting time when the
manufacturing actually begins.
STEPS--
1. Draw the balloon bags on construction paper, then cut them out.
2. Design and cut out decorations for the bags. These could
be stripes or patterns cuts from colored paper, glitter, stickers, etc.
3. Glue decorations to the balloon bag.
4. Cut the basket (the area of the hot air balloon where the
pilot and his passengers stand) out of construction paper and
cut the strings to proper length.
5. Attach the basket to the balloon by gluing or taping the
strings in place.
AFTER TIMED PERIOD--
1. Count the number of hot air balloons made by each group.
2. For the division of labor group divide number of balloons
by number of workers involved to get a number per worker.
3. Ask the following types of questions:
a. Who made the most balloons?
b. In the different division of labor groups, what made
one group more efficient than the other groups?
c. What group made the most attractive balloons?
d. What group(s) made the best quality balloons?
e. What were some advantages of working by oneself?
f. What were some disadvantages of working by oneself?
g. What were some advantages of working in groups?
h. What were some disadvantages of working in groups?
i. Who set the pace in the group work?
j. Did the groups name a leader? or did one worker
naturally assume the role of the leader?
k. Did the individual worker feel rushed when she/he
saw the groups making a large number? If so, what did they
do to compete?
l. What do students conclude about the effectiveness
of the cottage system and a division of labor?
TYING IT ALL TOGETHER:
1. Discuss with students contemporary examples of the
division of labor work system. Have them diagram the
manufacturing process of a company or industry they know
of or have researched.
2. Discuss with the students the problem of job satisfaction
in an assembly line situation as well as how such satisfaction
affects the quality of the product. Have students propose
different solutions to this problem. Examine specific situations,
e.g., the auto worker who assembles one engine component all day
long. How can the quality of both the worker's life and the
product be maintained or improved in these situations.
Adapted from "World History--Traditions and New Directions"
Transparency Activity Book, Addison-Wesley, 1989.
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John Kurilecjmk@ofcn.org