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CVTE-E-8 NOTE 329P.; PAES Collection DOCUMENT RESUME ED 063 467 VT 015 231 TITLE Industrial Prep, Volume Five, Senior Year--English, Chemistry, Social Studies, and Occupational Relations. INSTITUTION Hackensack Public Schools, N.J. REPORT NO CVTE-E-8 NOTE 329p.; PAES Collection EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS Behavioral Objectives; Bibliographies; *Career Education; *Chemistry Instruction; Curriculum Guides; Developmental Programs; *English Curriculum; Grade 12; Humanities Instruction;InstructionalAids; Interdisciplinary Approach; Multimedia Instruction; Occupational Guidance; Resource Materials; *Social Studies Units; *Teaching Guides; Visual Aids; Vocational Education; Work Attitudes IDENTIFIERS Career Exploration; Economic Awareness ABSTRACT This 12th Grade teaching guide presents four units in industrial preparation for vocational students which serve as a general and specific vocational basis either for inmediate post-secondary employment or for further formal technicaleducation. The five diverse English curriculum units rangefrom vocational preparation and chemistry topics to discussions of leisuretime activities, the film, and current war and peace issues. A social studies unit deals primarily with the sociological impact of urbanization and the civic responsibilities of industry. An occupational relations unit provides sample case strudiesdesigned to increase self-understanding in interpersonal vocational relationships, and a laboratory unit of industrially-oriented chemistry topics is designed to develop nine specificlaboratory skills. Developed as part of a 3-year comprehensiveiiiterdisciplinary program by a group ofleducators fromHackensack High School, New Jersey, the guide employs a wide variety of "real-life,'approaches, such as role-playing, to insure student interest. Generaland specific program goals and rationales and teaching suggestions precede the student reading materials, multimedia resourcematerials, project lists, and bibliographies. This volume isplarined for use with four others, available-as VT 015 227-VT 015 230in this issue. (AG) FILMED FROM BEST AVAILABLE COPY .1: . r `i , , I:STD . A 1 L .1.41 It),LIALL ,;-...., . .7.1) f 1, ti't\I .1 tL.I ...T. .-4,...,,,...11.1.K.VX),,re.rleproft. ..dits.orui >041.:., CUlaernri.11. newssa, WIMUNIONVIEMAINSWOMINWICAN U.S. DEPARTMENT OF HEALTH, EOUCATION & WELFARE OFFICE OF EDUCATION THIS 00CUMENT HAS BEEN REPRO. OUCEO EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POIN1S OF VIEW OR OPIN IONS STATEO 00 NOT NECESSARILY REPRESEHT OFFICIAL OFFICE OF EOU CATION POSITION OR POLICY. Am= I 1 PM, I , s4eL''. FNGLISP. CHENIISTRYI SOCIAL STUDIES OCCUPATIONAL RELATIONS 6.8, 79e- i;CL. ) yg. I IndustrialItmSocial Studies id . - ; . r r,;.... - ' 1/ - 46:- Z.. ti ...; . 4!, r Introduction This curriculumis designed forthe industriallyoriented student.His motivation inschool is based onvocational . training aftergraduation.He is headedtowards a technical school, a job, orperhaps a two-yearcollege. He hasneither an interestin, nor a need toknow, the battlesand dates that comprised theold Social/ StudiesCurriculum. What is SocialStudies?It is more thanhistory, more than battles anddates./ Social Studiesis people.It in- cludes the studyof,human behavior, thestudy of the economy, the study of soctetyand its problems,and the studyof socialresponsibility.These ideas shouldbe empha,Ased in 'our curriculum.Social Studies forthe IndustrialPrep student should be taughtusing the conceptualapproach rather than the factual.Ideals should bestressed.Subject matter should be made to revolvearound people, ratherthan things, //or places, or years.And the interestsof the students should never stray fromthe teacher's mind. The teacher's maitresponsibility is to createan atmos phere conduciveto learning ACTIVE learning.He must retain the interest ofthe class, forpeople learn bestwhen they9m--interested in what is beingtaught.This interest should be cultivated throughthe direct participationof the student. , . 4.011110.0.1. Should have one owl . Teaching methods learning process. the studentin the totalinvolvement of teachercentered eliminationof the We arestriving forthe asprojects,problem-solving, classroom. Techniques such replace thelecture, andteaching-games class-discussions, is now on recitations.The focus and questionand answer ,the student. change. also requiresadefinite The testingprocedure could beeliminated in chapter orunitexaminations Perhaps factual Or, if onefeels that favor of afinal unitproject. review games, thecurriculum,perhaps testing shouldremain in studies terms,orcompeting 9hang-man" usingsocial such as employed. could besuccesSfully to stumpeach other, teams trying of inecontinualre-evaluatian The teachermust engage student methods.Everyindividual his materialsand teaching theclassroom. andbackground to brings his ownneeds, goals, out to asmanyof be designedto reach Thecurriculum must different, Jwit as everyindividual is these aspossible. mayfail What succeedswith one groups so is everyclass. and re- repeatedre-evaluation with another. Therefore, the the successof materials arevital to adjustment ofteaching ; any program. designed for this curriculumare 'The unitsincluded in studies. Theymaybe taught se- the new,conceptualsocial in ,anAmerican included asit comes up parately, eachsection concentrated area be taught asa History course,or it can industry. study ofbusiness and . .''. .: .. .. ... -- ;`,,-;77 individual teacherchooses . Wherever, orhwever, each objective to utilizethis material,it is hopedthat its main meaningful is not lost:the goal ofmaking SocialStudies a experience for eachand everystudent. 4sg 'Goals and Objectivft:0V 1. To instill a knowledge of the methods of industry and of business principles. 2. To develop a comprehension of the responsibilities of industry to society. 3. To develop an understanding of urban problems. 4. To bring about an awareness of the role of the worker in American life. 5. To inculcate wtrong positive feelings towards the various ethnic groups that are America, 6. To motivate learning through direct involvement and parti- cipation of the student. 7. To direct students towards broad horizons and towards dtversified fields of endeavor. u. To f.-each students to examine and evaluate ail sides of,a given issue. 9. To instill qualities of ambition, understanding,and inte- . grity in all occupational pursuits. ...... INDUSTRIAL PREPARATORY. PROGRAM SENIOR YEAR ',Ar ; EAPI'MzAr7( SCITOL ,HAcKew,3AcK JERSEY :- ar". t...-1/1V;k1.51Y1c 1*: t-. ki.14 - . ,. '.. : .... !';,.,i4: ;1''i- . 6.1,4,6,,.......0.0.40" ft 41,N,4YAI ../ .... I VOW..., .1:4. jiV.,,/' ,t!"1:11.:... Vi.f.i!.A.P.!toglfrInerfits,;tr.,r,,,Itypw,rt!111;11 r tj. Ft ,.. 11 ktelir,,e,stitrAt",..f..:5...../....014::71,1e.tftlpi.,.. *: -...i,itt.:1/71.1;e. ....,,,,t1;11,.. ,. o--,.; , t.'''t.'!.,4?:t.14.`ttf'!1 041111''!'il ', if.,..`",,.. '''''!:1.1trr . " 'i '''f'!'"'.., ''. 'i' r' 4 :, ''.'1."?'%%$!'t'1,1 ., ,... .......,,;,i1..l ." ..I; .I HACKENSACK HIGH SCHOOL HACKENSACK, NEW JERSEY INDUSTRIAL PREPARATORYPROGRAM SENIOR YEAR 1968 Dr, Donald R.VanWagenen Superintendent of Schools Hiss Barbara A0 Wolf Assistant Superintendentof Schools STAFF BOARD OF EDUCATION Abbitt Mr. Carl E. Padovano Mt. Alfred L. Principal President Sedlack Mr. Irving Moskowitz Mt. John F. Committee Chairman Vice-President Bean Mt. Joseph Ellis Mrs. Sadye M. English Rev. B. F. Keeling Mrs. Nancy Ellis Thiel Social Studies Mt. Richard C. Mr. Richard Fanelli Miss Elsie Roschlau Occupational Relations Secretary Mt. Joseph Gallo Chemistry Miss Angela Picone Occupational Relations The senioryear's work Of this program wasmade possible by the valuableassistance - .:tended by theDivision of Vo ---cationai Educationof the New of Education. - - - - Jo -soy.Dcpartment , 41.)41,..7,.;/ Fi i 4 lt 14:0 6.1 otr 'd 6110 4, JOrp,.. 7ky1.10 c. o' ''. ' " '. (01, r.'*.4.11r. *ref, -, . r '' 7... : INTRODUCTION The senior year of the Industrial PreparatoryProgram in- creases the acadamic andoccupational options open to each student. Opportunity is made available for eithercooperative-vork programs, additional shop training, or college preparatorysubjects. The only required classes are chemistry, English, U.S.History, and physical education. By partaking of a cooperative program astudent is able to test his interests and academic and shopskills in an on-the-job situation. This is a chance for an employer to train anindi- vidual, perform a community service, and atthe same time develop a potential employee. The program also affords theIndustrial Prep student the opportunity of becomingintroduced to the adult work mrld in a controlled situation. With school and industrial supervision the youngster can experience theindependence associ- ated with work for wages, and, will at the sametime have the security of being part of a school program. For those not ready or interested inthis type of experience, there is the almost entire school elective programto choose from. If increased academic interests havearisen, a pupil can better prepare himself for communitycollege or technical school entrance should he wish to go further educationally. Classes in mathe- Matiess foreign languages, or the sciences are opento those students considering college work. Advanced shop classes are alsoavailable to those boys wish- . 0. - d.v". le t . t ,lag t.:6 _learn .More, aouuta _parciculat., pccuPat.i.oaal ,._with the scheduled Industrial Prep,background, this Ahould be a fott-.4 , , ....,- . fh. ni ,k + .,. ,h,,, ., 7 :11 ...et, : . mp ,pt.-,.,-1.,',
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