Department of College and Career Readiness Curriculum 5.0 Credits

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Woodworking

Course Description

The Woodworking course serves as in introduction to Woodworking in the field of construction. During the four units students will learn skills, methods, proper usage of tools and safety precautions that are necessary in the industry. The course begins with a study of safety in the workshop and the different materials available for construction. Next, the course focuses on project planning and the use of hand tools. Joinery and power tools are covered during the 3rd quarter. Finally, the year ends by covering assembly and finishing the projects. All the skills and techniques in the course are considered by industry professionals to be fundamental knowledge for student planning to advance in woodworking.

The course is built upon New Jersey Student Learning Standards and Common Career Technical Core Standards. Woodworking is a four-unit course for students in grades 9 though 12.

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Woodworking

Pacing Guide

Unit Topic Suggested Timing

Unit 1 Safety and Materials approx. 10 weeks

Unit 2 Planning and Hand Tools approx. 8 weeks

Unit 3 Joinery and Power Tools / Machinery approx. 9 weeks

Unit 4 Assembly and Finishing approx. 8 weeks

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Educational Technology Standards

8.1.12.A.1, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.E.1, 8.1.12.F.1

Ø Technology Operations and Concepts • Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Ø Creativity and Innovation • Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Ø Communication and Collaboration • Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Ø Digital Citizenship • Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Ø Research and Information Literacy § Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Ø Critical Thinking, Problem Solving, Decision Making • Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

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CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

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CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

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Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs

Time/General Processing Comprehension Recall

• Extra time for assigned • Extra Response time • Precise step-by-step • Teacher-made checklist tasks directions • Have students verbalize • Use visual graphic • Adjust length of assignment steps • Short manageable tasks organizers

• Timeline with due dates for • Repeat, clarify or reword • Brief and concrete • Reference resources to reports and projects directions directions promote independence

• Communication system • Mini-breaks between tasks • Provide immediate • Visual and verbal reminders between home and school feedback • Provide a warning for • Graphic organizers • Provide lecture transitions • Small group instruction notes/outline • Reading partners • Emphasize multi-sensory learning

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

• Computer/whiteboard • Extended time • Consistent daily structured • Individual daily planner routine • Tape recorder • Study guides • Display a written agenda • Simple and clear classroom • Spell-checker • Shortened tests rules • Note-taking assistance

• Audio-taped books • Read directions aloud • Frequent feedback • Color code materials

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Enrichment Strategies Used to Accommodate Based on Students Individual Needs:

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers • Teacher-created Unit Assessments, Chapter Assessments, Quizzes • Teacher-created DBQs, Essays, Short Answer • Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share • Projects, Portfolio, Presentations, Prezi, Gallery Walks • Homework • Concept Mapping • Primary and Secondary Source analysis • Photo, Video, Political Cartoon, Radio, Song Analysis • Create an Original Song, Film, or Poem • Glogster to make Electronic Posters • Tumblr to create a Blog

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Interdisciplinary Connections

English Language Arts Math • Journal writing • Research industry salaries for a geographic area and • Close reading of industry-related content juxtapose against local cost of living • Create a brochure for a specific industry • Go on a geometry scavenger hunt • Keep a running word wall of industry vocabulary • Track and track various data, such as industry’s impact on the GDP, career opportunities or among of individuals currently Social Studies occupying careers

• Research the history of a given industry/profession • Research prominent historical individuals in a given Fine & Performing Arts industry/profession • Create a poster recruiting young people to focus their studies • Use historical references to solve problems on a specific career or industry • Design a flag or logo to represent a given career field World Language • Translate industry-content Science • Create a translated index of industry vocabulary • Research the environmental impact of a given career or industry • Generate a translated list of words and phrases related to workplace safety • Research latest developments in industry technology • Investigate applicable-careers in STEM fields

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New Jersey Student Learning Standards 9.3 – Career Cluster: Architecture and Construction

Career Cluster: Architecture and Construction (AC)

• 9.3.12.AC 1 Use vocabulary, symbols and formulas commonly used in design and construction. • 9.3.12.AC 2 Use architecture and construction skills to create and manage a project. • 9.3.12.AC 6 Read, interpret and use technical drawings, documents and specifications to plan a project. Career Pathway: Construction (CST)

• 9.3.12.AC-CST 5 Understand and apply practices and procedures required to maintain jobsite safety. • 9.3.12.AC-CST 7 Compare and contrast the building systems and components for a given project. • 9.3.12.AC-CST 8 Demonstrate the construction crafts required for each phase of a given project. • 9.3.12.AC-CST 9 Safely use and maintain appropriate tools, machinery, equipment and resources to accomplish construction project goals. Career Pathway: Design/Pre-Construction (DES)

• 9.3.12.AC-DES 2 Use effective communication skills and strategies (listening, speaking, reading, writing and graphic communications) to work with clients and colleagues. • 9.3.12.AC-DES 6 Apply the techniques and skills of modern drafting, design, engineering and construction to projects.

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NJSLS - English-Language Arts – Anchor Standards for Reading

Key Ideas and Details:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Craft and Structure:

• NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Integration of Knowledge and Ideas:

• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLS - English-Language Arts – Anchor Standards for Writing

Text Types and Purposes:

• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Research to Build and Present Knowledge:

• NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. • NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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NJSLS - English-Language Arts – Anchor Standards for Speaking and Listening

Comprehension and Collaboration:

• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NJSLS – Mathematics Standards 2016

Number and Quantity:

• N.Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Geometry:

• G.CO.A.2. Represent transformations in the using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). • G.CO.A.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. • G.CO.D.12. Make formal geometric constructions with a variety of tools and methods ( and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

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Common Career Technical Core (CCTC) Career Cluster: Architecture and Construction

Career Cluster: Architecture and Construction (AC)

• AC 1 Use vocabulary, symbols and formulas commonly used in design and construction. • AC 2 Use architecture and construction skills to create and manage a project. • AC 6 Read, interpret and use technical drawings, documents and specifications to plan a project. Career Pathway: Construction (CST)

• AC-CST 5 Understand and apply practices and procedures required to maintain jobsite safety. • AC-CST 7 Compare and contrast the building systems and components for a given project. • AC-CST 8 Demonstrate the construction crafts required for each phase of a given project. • AC-CST 9 Safely use and maintain appropriate tools, machinery, equipment and resources to accomplish construction project goals. Career Pathway: Design/Pre-Construction (DES)

• AC-DES 2 Use effective communication skills and strategies (listening, speaking, reading, writing and graphic communications) to work with clients and colleagues. • AC-DES 6 Apply the techniques and skills of modern drafting, design, engineering and construction to projects.

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Unit Overview: Course: Woodworking During Unit II students will learn how to plan their projects to use their time and resources as efficiently Unit: II – Planning and Hand as possible. Planning is an essential component to design, construction, material usage and efficiency. Tools After planning their project, the students will learn to properly select and utilize the appropriate hand Grade Level: 9-12 tools for each necessary task. The class will learn the different functions and methods for using each hand tool. New Jersey Student Learning Standards (NJSLS): 9.3.12.AC 1, 9.3.12.AC 2, 9.3.12.AC 6, 9.3.12.AC-CST 5, 9.3.12.AC-CST 7, 9.3.12.AC-CST 8, 9.3.12.AC-CST 9, 9.3.12.AC-DES 2, 9.3.12.AC-DES 6, NJSLSA.R1, NJSLSA.R4, NJSLSA.R7, NJSLSA.W2, NJSLSA.W7, NJSLSA.W8, NJSLSA.SL1, NJSLSA.SL2, N.Q.A.3, G.CO.A.2, G.CO.A.4, G.CO.D.12. Common Career Technical Core (CCTC): AC 1, AC 2, AC 6, AC-CST 5, AC-CST 7, AC-CST 8, AC-CST 9, AC-DES 2, AC-DES 6

Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Planning Why is planning an § Explain why planning Measurement Center Bill of Materials Sheet Students will be able to important aspect to is important to a Activity (1) http://www.woodbin.com/ plan a project including; project work? successful project. Create stations where ref/project-design-and- selecting materials and § Explain some of the students practice planning/bill-of-materials/ creating a step-by-step How does planning problems that may measuring objects procedure. influence efficiency? occur if I project is not linearly, 2 dimensionally Plan of Procedure properly planned. and 3 dimensionally. Sheet NJSLS Why is planning vital to § Measure , http://www.woodbin.com/ 9.3.12.AC 1 material usage and linearly, 2 Reading a Working ref/project-design-and- 9.3.12.AC 2 construction? dimensionally and 3 Drawing planning/plan-of- 9.3.12.AC 6 dimensionally. Read a working drawing procedure/ 9.3.12.AC-CST 5 How is the design of a § Follow a procedure to gain necessary 9.3.12.AC-CST 7 product influenced by step-by-step. information for the Bill of Cut List Plus Cutting 9.3.12.AC-DES 6 planning? § Identify a plan of Materials Sheet and Plan Diagram Software

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) NJSLSA.R1. procedure from a of Procedure Sheet. http://cutlistplus.com/ NJSLSA.R4. How does the size of an Working Drawing. N.Q.A.3. object influence its § Create a Bill of Create a Working Creating Working G.CO.A.2. design and construction? Materials from a Drawing Drawings G.CO.A.4 Working Drawing. Create a working http://www.finewoodworki G.CO.D.12. When planning the § Create a Working drawing for a given or ng.com/1993/08/01/creat project, does the size Drawing. assigned project. ing-working-drawings CCTC influence the choice of AC 1 materials being used? AC 2 AC 6 How does planning the AC-CST 5 steps necessary for AC-CST 7 completion of the project AC-DES 6 help maintain efficiency? Measurement Tools Which tools are used for § Define the following: Measurement Center Must Have Marking and Demonstrate proper tool layout and measurement T-, , Activity (2) Measuring Tools selection and usage in work? , Create stations where http://www.woodmagazin measuring materials and framing square, students practice e.com/woodworking- project layout. What procedures must bench ruler, tape measuring objects using tools/reviews/more/marki be observed to use measure, marking different measurement ng-measuring- NJSLS measurement tools , pencil, awl tools. Provide various tools?mode=step_by_ste 9.3.12.AC 1 properly, effectively and and level. tools at each center and p 9.3.12.AC-CST 5 safely? § Measure various have the students select 9.3.12.AC-CST 8 given angles and and use the appropriate 7 Must Have Measuring 9.3.12.AC-CST 9 What are commonly lengths. tool for each job. Tools for Woodworking 9.3.12.AC-DES 2 occurring mistakes when § Explain the uses of http://www.houzz.com/id NJSLSA.R7. using measurement measurement hand History of Hand Tools eabooks/4706383/list/7- NJSLSA.W2. tools? tools. Report must-have-measuring-

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) NJSLSA.W7. § Identify the correct Create a 5-minute tools-for-woodworking NJSLSA.W8. measuring tool to use presentation on the NJSLSA.SL1. for a certain task. history and development Tape Measure NJSLSA.SL2. § Demonstrate safe of measuring tools. Worksheet N.Q.A.3. use of hand tools. Include pictures and http://www.matc.edu/pact G.CO.A.2. § Demonstrate proper comparisons of /upload/Part2-Hand- G.CO.A.4 usage of similarities and Tools.pdf G.CO.D.12. measurement hand differences. tools. CCTC § Demonstrate Poster Project AC 1 necessary Create a poster AC-CST 5 adjustments for displaying various AC-CST 8 varying qualities of measuring tools and AC-CST 9 work. explaining what they are AC-DES 2 used for. Planing Hand Tools Which tools are used for § Define grinding Hand Plane Assembly Understanding Bench Demonstrate proper tool planing the edges and wheel, sharpening PowerPoint Planes selection and usage in ends of lumber? stones, oil, and rags. Create a PowerPoint that http://www.popularwood planing the edges and § Define , demonstrates proper working.com/tools/under ends of lumber. What procedures must bench plane, jack assembly and standing_bench_planes be observed to use plane, , and disassembly of a hand NJSLS planes properly, plane. plane. How to Use a Hand 9.3.12.AC 1 effectively and safely? § Explain the uses of Plane 9.3.12.AC-CST 5 hand planes. Plane Practice (Ask This Old House) 9.3.12.AC-CST 8 What are commonly § Identify the correct Plane a provided rough https://www.youtube.com 9.3.12.AC-CST 9 occurring mistakes when hand plane to use for board to have flat /watch?v=sMSWSriUUW NJSLSA.R1. using wood planes? a certain task. smooth faces and g NJSLSA.R4. § Demonstrate safe straight edges.

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) G.CO.D.12. How have tools for use of hand planes. How to use Hand planing developed over § Demonstrate proper Plane Sharpening Planes CCTC time? assembly and Create a step by step (Homestead Heritage AC 1 disassembly of a guide on how to sharpen School of AC-CST 5 hand plane. a hand plane. Woodworking) AC-CST 8 § Demonstrate how to https://www.youtube.com AC-CST 9 sharpen a hand plane /watch?v=3LBbxC9KQB blade. Y § Demonstrate necessary Antique Tools Online adjustments for Museum varying qualities of http://antiquetools.com/ work. § Properly plane the Restoring, Tuning & end, edges and faces Using Classic of a scrap piece of Woodworking Tools wood. by Michael Dunbar

The Woodwright's Shop: A Practical Guide to Traditional Woodcraft by Roy Underhill

The Woodwright's Companion: Exploring Traditional Woodcraft by Roy Underhill

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs)

Tool Identification Worksheet http://teacherweb.com/C A/MR/BELL/Tool- Identification-Worksheet- 10-4-12.pdf

Cutting Hand Tools Which tools are used for § Define rip , cross Handsaw Comparison Sawing Secrets Demonstrate proper tool cutting and ripping cut saw, back saw, Chart (Woodwright's Shop) selection and usage in lumber? saw, key hole Create a chart with https://www.youtube.com cutting lumber. saw. descriptions and pictures /watch?v=qJLSI3GUcbk What procedures must § Explain the uses of of handsaws. Include in &t=6s NJSLS be observed to use handsaws. the descriptions the 9.3.12.AC 1 handsaws properly, § Explain the difference appropriate use for each Restoring, Tuning & 9.3.12.AC-CST 5 effectively and safely? between crosscutting handsaw. Using Classic 9.3.12.AC-CST 8 and ripping. Woodworking Tools 9.3.12.AC-CST 9 What are commonly § Identify the correct Puzzle by Michael Dunbar 9.3.12.AC-DES 2 occurring mistakes when handsaw to use for a Create a jigsaw puzzle NJSLSA.R1. using handsaws? certain task. using a board and a The Woodwright's NJSLSA.R4. § Demonstrate safe . Shop: A Practical NJSLSA.R7. How have tools for use of handsaws. Guide to Traditional NJSLSA.W2. cutting and ripping § Demonstrate proper History of Hand Tools Woodcraft NJSLSA.W7. lumber developed over usage of handsaws. Report by Roy Underhill NJSLSA.W8. time? § Demonstrate Create a 5-minute NJSLSA.SL1. necessary presentation on the The Woodwright's NJSLSA.SL2. adjustments for history and development Companion: Exploring G.CO.D.12. varying qualities of of handsaws. Include Traditional Woodcraft

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) work. pictures and by Roy Underhill CCTC § Explain the evolution comparisons of AC 1 of handsaws through similarities and Antique Tools Online AC-CST 5 history. differences. Museum AC-CST 8 § Properly crosscut and http://antiquetools.com/ AC-CST 9 rip a scrap piece of AC-DES 2 wood. Tool Identification Worksheet http://teacherweb.com/C A/MR/BELL/Tool- Identification-Worksheet- 10-4-12.pdf Drilling Hand Tools Which tools are used for § Define auger bit and Pencil Holder Hand Learn about Braces Demonstrate proper tool drilling and boring holes brace, hand and Drill Project with Ron Herman selection and usage in in wood? bits, . https://i.ytimg.com/vi/A2 (Popular Woodworking) drilling and boring holes § Compare the CJE_0lfdw/maxresdefaul https://www.youtube.com in stock. What procedures must mechanics of a hand t.jpg /watch?v=DNo8bF7zAhg be observed to use drill with a brace. Complete project as NJSLS drilling and boring tools § Explain the uses of pictured, however… Antique Tools Online 9.3.12.AC 1 properly, effectively and hand . 1) use a hand drill Museum 9.3.12.AC-CST 5 safely? § Demonstrate safe 2) create holes of various http://antiquetools.com/ 9.3.12.AC-CST 8 use of hand drills. diameters for pencils, 9.3.12.AC-CST 9 What are commonly § Demonstrate proper highlighters, etc. 9.3.12.AC-DES 2 occurring mistakes when usage of hand drills. 3) create holes of Restoring, Tuning & NJSLSA.R1. using drilling and boring § Demonstrate different depths for Using Classic NJSLSA.R4. hand tools? necessary crayons and writing Woodworking Tools NJSLSA.R7. adjustments for utensils of different by Michael Dunbar NJSLSA.W2. How have tools for varying qualities of lengths.

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) NJSLSA.W7. drilling and boring holes work. The Woodwright's NJSLSA.W8. developed over time? § Describe the Debate Shop: A Practical NJSLSA.SL1. development of hand Discuss the differences Guide to Traditional NJSLSA.SL2. drills and braces over between a hand drill and Woodcraft G.CO.D.12. time. a brace. Explore the by Roy Underhill § Properly drill in a benefits of both tools and CCTC scrap piece of wood. disadvantages of each. The Woodwright's AC 1 Companion: Exploring AC-CST 5 History of Hand Tools Traditional Woodcraft AC-CST 8 Report by Roy Underhill AC-CST 9 Create a 5-minute AC-DES 2 presentation on the Tool Identification history and development Worksheet of hand drills and braces. http://teacherweb.com/C Include pictures and A/MR/BELL/Tool- comparisons of Identification-Worksheet- similarities and 10-4-12.pdf differences.

Sanding Hand Tools Which hand tools are § Define sanding block Sand Paper Chart Restoring, Tuning & Demonstrate proper tool used for sanding cut and and . Create a chart displaying Using Classic selection and usage in planed pieces? § Explain the uses of the different grits of Woodworking Tools sanding the cut and sanding tools. sandpaper and their by Michael Dunbar planed pieces. What procedures must § Demonstrate safe uses. be observed to use use of sanding tools. The Woodwright's NJSLS sanding hand tools § Demonstrate proper DIY Sanding Block Shop: A Practical 9.3.12.AC 1 properly, effectively and usage of sanding Research plans for, and Guide to Traditional 9.3.12.AC-CST 5 safely? blocks. create a sanding block to Woodcraft

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) 9.3.12.AC-CST 8 § Explain sand paper your personal by Roy Underhill 9.3.12.AC-CST 9 What is the difference grits and describe the preference. between different proper uses of each The Woodwright's CCTC sandpaper grits? one. Practice Sanding Companion: Exploring AC 1 § Demonstrate Sand down a rough Traditional Woodcraft AC-CST 5 What are commonly necessary piece of scrap wood, by Roy Underhill AC-CST 8 occurring mistakes when adjustments for using multiple grits of AC-CST 9 using sanding hand varying qualities of sandpaper and support Tool Identification tools? work. your choices in grits. Worksheet § Properly sand a scrap http://teacherweb.com/C How have tools for piece of wood. A/MR/BELL/Tool- sanding developed over Identification-Worksheet- time? 10-4-12.pdf

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Unit 2 Vocabulary auger bit auger brace awl key hole saw back saw level bench plane marking gauge bench ruler oil block plane pencil coping saw rags cross cut saw draw knife sanding block drill bit sandpaper fore plane sharpening stones framing square speed square gimlet T-square grinding wheel tape measure hand drill Try square

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Suggested Unit Projects Choose At Least One Project Planning Hand Tool Project Create a plan for woodworking project. Include in the plan… Create a wood project completely out of hand tools. During the 1) working drawing project record which tools you used and for what purpose. Use 2) a bill of materials minimally… 3) plan of procedure 1) a tape measure 4) cut list 2) a wood plane 5) list of necessary tools 3) a handsaw 4) a hand drill 5) and a sanding block.

Suggested Structured Learning Experiences Professional Woodworkers Guild of Upper New Jersey Museum of Early Trades & Crafts The Black River Barn 9 Main Street 1178 Route 10 West, Madison, NJ 07940 Randolph, NJ United States (973) 377-2982 Holcombe-Jimison Farmstead Museum http://www.metc.org/ 1605 Daniel Bray Highway (Rte. 29) Lambertville, NJ Stickley Museum at Craftsman Farms 609) 397-2752 2352 Route 10 W * Includes an antique woodworking shop. Morris Plains, NJ 07950 United States (973) 540-0311 http://stickleymuseum.org/

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