QUESTIONS TO ADDRESS:You know from the Learning Object what the main parts of a carriage are... discuss why each of these parts is necessary (is it?) and write out answers to what each part accomplishes

How do each of these main parts differ, it you want to make a wagon?... a cart?... a sleigh?

MAKE A MODEL for yourself!
OR: SELECT a manufactured item from our own day, and go through this same exercise: what would be its main components? Illustrate this by showing how it would dis-assemble… and then re-assemble. Use this to illustrate the next set of questions, as well.
QUESTIONS TO ADDRESS:You know from the Learning Object what the main parts of a carriage are... discuss why each of these parts is necessary (is it?) and write out answers to what each part accomplishes

How do each of these main parts differ, it you want to make a wagon?... a cart?... a sleigh?

MAKE A MODEL for yourself!
OR: SELECT a manufactured item from our own day, and go through this same exercise: what would be its main components? Illustrate this by showing how it would dis-assemble… and then re-assemble. Use this to illustrate the next set of questions, as well.

© 2007, Tantramar Heritage Trust. All Rights Reserved.

QUESTIONS TO ADDRESS: If you made a model of a carriage, what different materials did you use?
…could you use those same materials for a real carriage?

How did you shape and attach the main parts of your model?
...could this be done in the same way with a real carriage?

CREATE A STORY or conversation at the CCF about an experienced employee (a “journeyman” carriage maker) instructing or correcting an apprentice about the proper way to shape materials or assemble or paint a carriage.
QUESTIONS TO ADDRESS: If you made a model of a carriage, what different materials did you use?
…could you use those same materials for a real carriage?

How did you shape and attach the main parts of your model?
...could this be done in the same way with a real carriage?

CREATE A STORY or conversation at the CCF about an experienced employee (a “journeyman” carriage maker) instructing or correcting an apprentice about the proper way to shape materials or assemble or paint a carriage.

© 2007, Tantramar Heritage Trust. All Rights Reserved.

QUESTIONS TO ADDRESS: We know from the Learning Object how the Campbell Carriage Factory was organized to accomplish its objective, but how unusual was this?

INVESTIGATE what you can about other carriage factories. Wherever you live, there was a carriage factory nearby, so see what you can find out about it…and compare.

FIND OUT about others in the Sackville area: check the microfilm of the Borderer for June 1870 and compare with what is presented, here.
QUESTIONS TO ADDRESS: We know from the Learning Object how the Campbell Carriage Factory was organized to accomplish its objective, but how unusual was this?

INVESTIGATE what you can about other carriage factories. Wherever you live, there was a carriage factory nearby, so see what you can find out about it…and compare.

FIND OUT about others in the Sackville area: check the microfilm of the Borderer for June 1870 and compare with what is presented, here.

© 2007, Tantramar Heritage Trust. All Rights Reserved.

Learning Objectives

The “Factory Layout” Learning Object is designed for students and educators to meet the following objectives:

• Learn about organization of work in a pre-industrial factory;

• Explore the idea of how form follows function;

• Establish links between the requirements for any horse-drawn vehicle and the stages of construction for its manufacture;

• Learn about an important period in Canadian history, when manufacturing was still in the hands of craftsmen and compare that with today’s industrial world;

• Identify, research, and describe the main parts of any horse-drawn vehicle;

• Identify the different kind of skills required in early manufacturing;

• Research, discuss and analyze how the example of this carriage factory compares with what we know of carriage factories all across Canada.

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