Valerie Spar
Lesson Plan #1
UNIT LESSON PLAN BARBED WIRE
Class: U S History II
Grade: 11
STANDARDS:
USI.26 Describe the causes, course, and consequences of America’s westward expansion
and its growing diplomatic assertiveness. Use a map of North America to trace
America’s expansion to the Civil War, including the location of the Santa Fe and Oregon
trails. (H, E, G) P. 72.
G. the acquisition of the Oregon Territory in 1846
USII.1 Explain the various causes of the Industrial Revolution. (H, E) P. 76.
B. important technological and scientific advances
C. the role of business leaders, entrepreneurs, and inventors such as Alexander
Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D.
Rockefeller, and Cornelius Vanderbilt.
USII.2 Explain the important consequences of the Industrial Revolution. (H, E) P. 76.
A. the growth of big business
B. environmental impact
C. the expansion of cities
USII.4 Analyze the causes of the continuing westward expansion of the American P. 76.
People after the Civil War and the impact of this migration on the Indians. (H)
Economics P.84-85
E.3.7 Explain ways that firms engage in price and nonprice competition.
E.3.8 Illustrate how investment in research and development, equipment and technology,
and training of workers increases productivity.
E.3.9 Describe how the earnings of workers are determined by the market value of the
product produced and workers’ productivity.
E.3.10 Identify skills individuals need to be successful in the workplace.
E.5.3 Analyze the impact of events in United States history, such as wars and
technological developments, on business cycles.
Science and Technology P.56
7. Manufacturing Technologies.
7.1 Explain the manufacturing processes of casting and molding, forming separating,
conditioning, assembling, and finishing.
7.2 Differentiate the selection of tools and procedures used in the safe production of
products in the manufacturing process, e.g., hand tools, power tools, computer-aided
manufacturing, three-dimensional modeling.
TOPIC: Washburn & Moen Manufacturing Co, Worcester,
Massachusetts, Sole Manufacturer of Glidden Steel Barb Fence Wire.
PURPOSE: The lesson will focus on students gaining an understanding of how the
introduction of barbed wire and Worcester Massachusetts changed life in America.
LEARNING OBJECTIVES:
1. Students will visit the Worcester Historical Museum, Worcester, MA.
2. Students will examine Worcester’s Washburn and Moen North Works and
learn that it was one of the largest factories in America that won the West.
3. Students will study two maps of Worcester published in the 1800s and
compare them to a map of Worcester today.
4. Students will learn how barbed wire was made and what how it was used.
5. Students will pretend to be at a town meeting on the Southern Plains during
the 1880s’.
6. Students will learn to be a salesperson for Washburn and Moen Mfg. Co.
TIME PERIOD: Two 50-minute classes plus field trip to Worcester Historical
Museum, Worcester Massachusetts.
ACTIVITY # 1: Students will research: How a manufacturing company from
Worcester, Massachusetts won the West? Students will research in the Narragansett
Media Center and the Computer Lab to write a report of their findings.
ACTIVITY # 2: Pretend it is 1883 and you are on the Southern Plains. A town hall
meeting has convened to discuss and decide on the use of barbed wire for ranchers and
farms. You have been assigned the role as a delegate for barbed wire manufacturers
across the United States. It is your job at the town hall meeting to make sure all
understand that the use of barbed wire is the most appropriate tool for fencing off the
Southern Plains.
The state of Texas has told the public that the land of the Southern Plains is unclaimed.
Due to the Compromise of 1850, the state assumed ownership of the region and began
offering homesteading grants to encourage settlement. If Native Americans do not own
the land, then other pioneers should be allowed to use the land for their families’ benefit.
This includes the use of barbed wire fences for ranching and farming.
The barbed wire manufacturers are just trying to make an honest living. The barbed wire
manufacturing business allows jobs to be created and provides a way for their families to
maintain a decent standard of living. They are trying to provide a way for homesteaders
and pioneers to survive on the Southern Plains. They should be given the chance to use
the most effective tool for protecting their herds, farms, and land. You must emphasize
the fact that to deny the use of barbed wire would be to deny the right for Americans to
live on the Southern Plains.
The cowboys are saying that the use of barbed wire will destroy their lifestyle of
rounding up cattle for the Long Drive. The Long Drives are dangerous and wasteful to
cattle and to the cowboys. You must convince the cowboys, the pioneers, and the
ranchers that by fencing off the plains it will create more and better jobs for everyone.
CLOSURE: At the end of the lesson students will understand how a manufacturing
business on the east coast helped many farmers and ranchers throughout the United
States. They will also understand the process of marketing a product.
ASSESSMENT: Students will be able to explain how Worcester’s, Washburn and
Moen’s North Works changed life in America by fencing in the West and a Unit Test.
REFERENCES: Books, websites, maps, Worcester’s Industrial Heritage Pamphlet.
http://www.wpi.edu/Academics/Library/Archives/TechBible/history.html
http://www.wpi.edu/Academics/Library/Archives/Founders/washburn.html
http://college.holycross.edu/projects/worcester/immigration/northworks.htm
http://www.reeseco.com/cat244/244a.htm
http://www.surveyhistory.org/survey_marker_bewitched_indians1.htm
http://www.worcestermass.com/places/americansteel.shtml
http://www.worcesterhistory.org/enterprise-2a-west.html
http://www.assumption.edu/utc/summer2002/THE%20GLORY%20DAY2_files/image02
5.jpg
http://www.cagenweb.com/quarries/states/il-photos.html
http://www.gutenberg.org/files/17512/17512.txt
www.antiquebarbedwiresociety.com/z_historical.htm
http://www.wpi.edu/Academics/Library/Archives/WAuthors/history/index.html
MATERIALS:
Computer lab with internet access, printer, handouts, worksheets, 2
maps of Worcester MA in 1800s, notebooks, advertisement of Washburn & Moen Mfg.
Co., copy of Washburn & Moen Mfg. Co. stock certificate, copy of Worcester’s
Industrial Heritage, Worcester, MA driving tour and guide to Blackstone Canal Historic
Markers, Billboard Advertisements of Worcester MA in the 1800s, Manufacturer’s ads of
Worcester MA. during the 1800s, and an overhead projector
Current Photo of Washburn & Moen Manufacturing Co.
http://www.wpi.edu/Academics/Library/Archives/Wauthors/history/washburnmoen.jpg
This Is The Reverse Of A Commercial Cover
It Shows Several Main Manufacturing Facilities
And The Tracks Of The Railroads That Served Worcester
Note That One Set Of Railroad Tracks
Cuts Right Across The Common Behind City Hall!!
Circa 18??
Moen's Wire Drawing Process Revolutionized The Industry
http://www.geocities.com/Athens/2088/manufact.htm
A TYPICAL BARBED WIRE IDENTIFICATION BOOK
& DISPLAY LABEL
730B. G-818, A-414, ()
Hodge Spur Rowel on Large &
Small Strands Variation
Twisted large and small strands with ten point sheet metal spur rowel barb. Variation of
Patent #367,398, Aug. 2, 1887 by Chester A. Hodge of Beloit, Wisc.
1. A detailed illustration of the barbed wire specimen is shown
2. Next is the author's ID number, depending on the book being used.
The other numbers following, are a cross index of other author's ID
numbers.
3. The barbed wire name follows with some distinguishing
characteristics.
4. A more detailed description is shown helping to identify the wire.
5. Last, comes the patent number, date issued, the patentee's name
and residence.
Once you are familiar with the label, identification is easy with whatever ID book
you use.
Narragansett Regional High School
Research Rubric
Name:
________________________
Teacher: Mrs. Spar
Criteria
4
3
Points
2
1
Introduction/
Topic
Student(s)
properly
generate
questions and
or problems
around a topic.
Student(s)
generate
questions and or
problems.
Student(s) require
prompts to
generate
questions and or
problems.
Questions or
problems are
teacher
generated.
Conclusions
Reached
Numerous
detailed
conclusions
are reached
from the
evidence
offered.
Several detailed
conclusions are
reached from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
A conclusion is
made from the
evidence
offered.
____
Information
Gathering
Information is
gathered from
multiple
electronic and
non-electronic
sources and
cited properly.
Information is
gathered from
multiple
electronic and
non-electronic
sources.
Information is
gathered from
limited electronic
and nonelectronic
sources.
Information is
gathered from
non-electronic
or electronic
sources only.
____
Summary
Paragraph
Well organized,
demonstrates
logical
sequencing
and sentence
structure.
Well organized,
but demonstrates
illogical
sequencing or
sentence
structure.
Well organized,
but demonstrates
Weakly
illogical
sequencing and
organized.
sentence
structure.
____
Punctuation
and
capitalization
are correct.
There is one error
in punctuation
and/or
capitalization.
There are two or
three errors in
punctuation
and/or
capitalization.
____
Punctuation,
Capitalization,
& Spelling
There are four
or more errors
in punctuation
and/or
capitalization.
Total---->
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Teacher Comments:
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Narragansett Regional High School
Advertisement Rubric
Name:
________________________
Teacher: Mrs. Spar
Date : ___________________
Title of
Work:___________________
Criteria
Does the
advertisement grab the
attention of the
reader?
Points
1
2
3
4
Not at all
A little
Almost
Most definitely
Slightly educates
Does the ad offer
Completely
the consumer, but
Does not
a lot more
useful information that
educates the
Educates the
education the
will be of immediate
consumer on the
information could
consumer.
consumer.
benefit to the reader?
product
have been
included.
Ad is stated and
Ad is stated but
Does the ad state what
Ad is stated and
explained exactly
is not explained
the product is in easy
explained exactly
Ad is stated but is
how it would
how it would
to understand
how it would
not explained how
benefit the
benefit
language and does it
benefit the
it would benefit the
consumer but
consumers and
explain why your
consumer. Ad
consumer. States
does not state
does not state
product is a better
states reasons
why it is better
reasons why it is
why it is better
choice than your
better than
than competitors
better than
then
competition?
competitors
competitors
competitors.
A graphics design
Design of ad
An artistic
An employee
company
employee
Is the ad designed was completed
professionally
completed design
on a scrap
completes design
well?
of ad.
does design of
piece of paper.
of ad.
ad.
Ad tells the
Ad does not tell
consumer where
consumer
Ad tells consumer
to buy product,
Does ad features tell
Ad tells consumer
where to buy
where to buy
how much it cost,
you what is offered,
where to buy
product, cost,
product, and
price, benefits.
product
store hours and
store hours or
store hours
location, sale
sale.
dates.
Total---->
Teacher Comments:
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Barbed Wire Unit Test
On a separate sheet of paper write your answers to the following
question in complete sentences,
1. Describe how Washburn & Moen transformed the West.
2. Explain how barbed wire was made in the 1800’s.
3. Describe how one barbed wire inventor of your choice shaped the
history of barbed wire.
4. How many patents for barbed wire were there?
5. Explain why less than 50% of the patented wires were manufactured
commercially.
6. Less than what percent of all patented wires proved to be practical in
actual use?
7. In the final analysis of all patents issued for barbed wire, what two
were the most practical and successful?
8. Describe the procedure for obtaining a patent right.
9. After reading Mr. George Ogden’s interview
10. Explain the Texas Fence-Cutting War.