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DOCUMENT RESUME VT 000 017 ED 026 449 By-Padham, Elwood Industry. A Guide for SecondarySchools in Industrial Arts and Technology inMaine, A Study of American Maine. Maine State Dept. ofEducation, Augusta. Bureauof Vocational Education. Pub Date 65 Note-361p. EDRS Price MF-$1.50HC-$.18.15 Equipment, EducationalObiectives, *Industrial Descriptors-Bibliographies, CurriculumPlanning, Educational Arts, *Secondary Gradt-s,*State Curriculum Guides Identifiers-*Maine in grades This state curriculumguide is for use byindustrial arts personnel and two summerworkshops in seventhrough 12. It wasdeveloped by 15 area groups proposed outlines,discussion meetings,content and a seriesof steps including The contents are method listings foreach grade, andteaching unit development. under these headings:(1) ManufacturingIndustries Grades 7,8, organized by grades Grade 10, (3) Powerand and 9,(2) Manufacturing andConstruction Industries 12. Each sectiongives generaland specific TransportationIndustries Grade materials. Time objectives, suggestedactivities, teacher'sapproach, and resource 2 hours per week ingrade 7 to 7 hours perweek in grades 1 i allotment varies from pupil to a wide varietyof and 12. The content isdesigned to expose the average andoccupationsof modernindustry. materials,tools,processes,products, List for Typical Supplementary materialsinclude a SuggestedTool and Equipment Junior and SeniorHigh School GeneralShops. (EM) A GUIDE FOR SECONDARY SCHOOLS IN MAINE State of Maine Department of Education Bureau of Vocational Education Augusta, Maine INDUSTRIAL ARTS and TECHNOLOGY in MAINE U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. A STUDY OF AMERICAN INDUSTRY A Guide for Secondary Schools in MAINE 1965 Department of Education Vocational Division Augusta, Maine Introduction: Although the responsibility for planning the Industrial Arts curriculum should rest upon the total school staff, it seems desirable that at least a minimum degree of unity should be maintained in all programs in the State.It is the purpose of this guide to establish a curricular framework for the guidance of teachers and administrative personnel of the various schools. These basic suggested unita may be used as a point of departure for all programs throughout the State. It is hoped these units will be atudied and applied whenever possible to help upgrade industrial arta education in the State of Maine. William T. Logan, Jr. Commissioner of Education Industrial arts in Maine is recognized as general education and serves to provide knowledge and basic skills essential to the under- standing of the role of industry in our society. It provides the student with a knowledge of the use of tools necessary to many leisure time activities. Because of the limited number of vocational education programs in Maine, programs in industrial arts in many secondary schools must do more than provide general education. This program must provide occupational training for a large number of students. This means developing skill in the use of tools and materials used in several occupations, thus giving basic training for a salable skill. This bulletin describes the objectives of industrial arts and suggests activities to implement them.It should assist school administrators in planning an effective program and serve as a guide for industrial arts teachers. Philip A. Annas, Director Division of Instruction TABLE OF CONTENTS PAGE Foreword How This Guide Was Developed ii Definition of Industrial Arts 1 Objectives of Industrial Arts 2 Industrial Arts to Reflect the Technology 3 A Well-Rounded Comprehensive Program of Industrial Arts Education 4 Organizing the Industrial Arts Program 4 Time Allotment 5 Eouivaent and Facilities 6 Implementing the Program 6 Grade Seven-Manufacturing Industries 9 Technology& Civilization 10 Household Accessories Personal Accessories 30 Grade Eight-Manufacturing Industries 41 Camping Equipment 42 Hunting and Fishing Equipment 50 Communications Equipment 70 Grade Nine-Mmufacturing Industries 03 Tools and Home Workshop Equipment 84 Small Furniture for the Home 96 Production Industries 112 Model Power Products 135 Grade Ten-Manufacturing & Construction Industries 149 Tool and Machine Industries 150 Residential Construction . 162 Transportation Construction a PAGE Grade Eleven-Power & Transportation Industries 211 Electrical-Electronics Industries Portable eower Plant Industries 212 Transportation by Automobile 224 Residential Wiring 241 Wire & Wireless Communication 255 Grade Twelve-Service Industries 271 Small Service Industries 272 Appliance Servicing 280 Automotive Servicing . 295 Repair & Refinishing Industries 314 Appendix 325 SaggeAed Tool anriftEquipmftt Listtfor Typical Junior and Senior High:School General Shpps FOREWORD Industrial arts, as general education, canmake valuable contributions to the development of all students. For this reason, it is desirable thatall boys, at least, and girls when possible, have someopportunity to experience industrial arts. modern No other subject area in the school can sowell promote an understanding of industry, its materials and processes, orprovide as adequately for the exploration indivi- of certain fields of work. *lenproperly taught, industrial arts encourages dus_ creativeness and results in agenuine appreciation of fine workmanship. And while not intended to prepare the student for employmentin any specific occupation, industrial arts should lead to theacquisition of many basic skills andmethodical working habits which can be valuablein employment and in everyday life,and which can provide much pleasureand satisfaction in various avocationalactivities. If these benefits of industrial arts areto be realized, the total program must be systematically organized with fullconsideration for the interests and maturity will avoid of the students involved.A logical and carefully developed sequence unnecessary duplication andtime wasting. Much study and many hours of work have goneinto the development of this bulletin. It should prove helpful to allteachers of industrial arts. They should be able to adapt it, or portions of it, totheir own situation. Much credit is due Mr. Elwood Padham, who gaveleadership to the project, and to commend them the many teachers who participatedin the bulletin's development. We education all for their interest and dedicationto the improvement of industrial arts in Maine. John A. Snell, Chief Bureau of Vocational Education HOW THIS GUIDE WAS DEVELOPED the Pro- In the Spring of 1963, the StateDirector of Industrial Arts and College fessors of the Industrial ArtsDepartment at Gorham State Teachers 12. As a met to discuss the Industrial Artscurriculum for Grades 7 through result of this meeting and others, asuggested outline was proposed. The next step consisted of dividingthe State into 15 curriculum groups Chair- to discuss the suggested program. The following teachers served as man and Co-Chairman fortheir particular areas. Area1 - Gordon Parritt, Garland St. Jr.H. S., Bangor, Maine Area2 - Bruce Trundy, Calais Mem. HighSchool, Calais, Maine Area3 - John Jackson, Bucksport HighSchool, Bucksport, Maine Area4 - Alden Mitchell, Farmington HighSchool, Farmington, Maine Area5 - Robert Bolduc, Madawaska High School,Madawaska, Maine Area6 - Richard Grovo, Madison High School,Madison, Maine Area7 - Ellery L. Huff, Oxford HillsSenior H. S., Norway-Paris, Maine Area8 - Ronald Robertson, Kennebunk H. S.,Kennebunk, Maine Area9 - Neal Ward, Lincoln Academy,Newcastle, Maine Dean Bennett, Yarmouth High School,Yarmouth, Maine Area 10 - Elmer Lyons, Jr., DeeringH. S., Portland, Maine Frederick Jackson, King Jr. H. S., Portland,Maine Area 11 - Raymond Flagg, Jr.,Gardiner Area H. S., Gardiner, Maine Area 12 - Morton Strom, Camden HighSchool, Camden, Maine Area 13 - Dennis Mahoney, SchenckHigh School, E. Millinocket, Maine Area 14 - George S. Ange, ThorntonAcademy, Saco, Maine Alexander Juniewicz, Scarborough H. S.,Scarborough, Maine Area 15 - Kenneth Jordan, LewistonHigh School, Lewiston, Maine Reuben Smith, Montello Jr. H. S., Lewiston,Maine The following people served as consultantsto these groups: Dr. John Mitchell, Professor and headof the Industrial Arts Department at Gorham State Teachers College John Greer, Associate Professor ofIndustrial Arts, Gorham State Teachers College Arts, Gorham State Arthur Berry, AssociateProfessor of Industrial Teachers College Arts, Gorham State John Falls, AssistantProfessor of Industrial Teachers College Arts Education Elwood A. Padham, StateDirector of Industrial the State, discussingthe curriculum materials. Many meetings were held across consultants met and In the Spring of 1964, all areaChairmen, Co-Chairmen and industrial arts shouldfollow for Grades 7through discussed the suggested sequence level suggested content shouldbe listed at each grade 12. It was.decided that develop sug- methods implement it. The next step was to and that various teaching This was accomplishedduring two gested teaching units forGrades 7 through 12. in Bangor. These were carried out summer workshops; oneheld in Lewiston and one under the direction ofElwood Padham. workshops: The following personsparticipated in these two Maine Lynn W. Markee, WebsterJunior High School, Auburn, Brunswick, Maine Henry Briggs, BrunswickJunior High School, Cape Elizabeth, Maine Carl
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