Greenfield Tap and Die: An Economic Review

Details

Author
Janice Dore
Topic/Subject Area
Industry, Occupation, Work
Historical Era
Progressive Era, World War I, 1900–1928, Great Depression and World War II, 1929–1945
Grade Level
High School (9–12)
Creation Date
2003
Last Revision Date
2024

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About This Lesson

Summary and Objective

“Every submarine, every big ship and even every big aircraft carrier during WWII had dies, screw plates, and wrenches from the Greenfield Tap and Die Company” (Norman Mathews, long-time GTD worker). Through this lesson, students will understand that universal concepts describe events in industrial development and production. They will explore what universal economic factors contributed to, or inhibited, the growth and development of the GTD, the largest machine tool manufacturer in the world for nearly a century. The goals of this lesson are: 1) to provide a case study context in which to discuss basic economic concepts; and 2) to show how these universal concepts can be applied in other economic venues. Students will be able to: 1) demonstrate an understanding of basic economic concepts–corporation, market economy, consumer sovereignty, entrepreneurs, supply and demand, unionization, merger, raw materials, acquisition, cash flow, worker productivity, free trade, research and development–in discussion of the development of the GTD; and 2) demonstrate the transfer of this understanding of economic concepts to other economic spheres, such as contemporary national industries/businesses.

Materials & Resources

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Teaching Plan

  1. Place on the board and then distribute a list of economic concepts: corporation, market economy, consumer sovereignty, entrepreneurs, supply and demand, unionization, merger, raw materials, acquisition, cash flow, worker productivity, free trade, research and development. Divide students into groups, assigning specific terms to each group to identify and then expand upon during the general discussion of the case study of Greenfield Tap and Die’s development. Have a general discussion to learn what students already know about these concepts.
  2. Using Volume 1 of the History of Massachusetts Industries Their Inception, Growth and Success, under resources, locate information on the development of the Greenfield Tap and Die Corporation (pages 439-444).
  3. Using an Internet search engine such as Google, search for “Greenfield Tap and Die” to determine more recent events around the company. Other search terms, such as “history”, may also be included to refine the search. As a class, discuss the emergence of GTD, referencing the specific economic concepts. Expand the discussion to other examples that illustrate the concepts, using past or contemporary industry/businesses, such as Consolidated Cigar Company or Amazon.com.
  4. Assessment: Ask each student to create his/her own industry/business that is ready to go public. He/She is a broker who is ready to convince potential stockholders of the merit of the company, referencing all concepts in the vocabulary list. He/She will develop a poster describing the company and will be prepared to present and sell it at the “Student Investment Seminar” during the next class.
  5. Day 2: After the student presentations, students will free-write, selecting one of the following questions: 1) Is NAFTA beneficial to American industry? 2) What should be the role of unions in the economic growth of the 21st century?