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.