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In 1948 archeologists verified that a now overgrown and urbanized landscape along the Saugus River (Massachusetts) was the site of the Saugus Iron Works from 1646 until 1648. That discovery led to a careful, though partly conjectural, reconstruction of the first successful integrated ironmaking plant in the colonial America. The early Puritan settlers of the Massachusetts Bay Colony needed an ironmaking factory to make tools and utensils for house building. Ironmasters recruited skilled and unskilled workers from the ironmaking regions in England. The reconstruction of the Saugus Iron Works helps people imagine the daily life of these early European settlers. This lesson is based on the National Register of Historic Places registration file, Saugus Iron Works National Historic Site, and primary documents from archives at the site. The lesson can be used in teaching units on the life and culture of the colonial United States, archeology, settlements and use of the land, or the history of technology. It is divided into eight sections: "About This Lesson"; "Getting Started: Inquiry Question"; "Setting the Stage: Historical Context"; "Locating the Site: Maps" (Saugus, Massachusetts and Surrounding Area; South Part of New England, 1634); "Determining the Facts: Readings" (An Ironworks in New England; An Ironworks Community); "Visual Evidence: Images" (Map of Saugus, Lynn and Nahant; Materials and Techniques for Making Iron; Excavation at the Saugus Site; Artifact Found at Saugus; Reconstructed Ironworks Buildings; Artists' Conception of Saugus Ironworks); "Putting It All Together: Activities" (Archeology; Researching Industries in the Local Community); and "Supplementary Resources." (BT)

This teacher's guide contains activities to use in conjunction with a site visit to the Hopewell Furnace National Historic Site (Elverson, Pennsylvania). The guide provides diagrams of the furnace, a cold-blast smelting operation, and the furnace operation. It presents a timeline of iron production from ancient times through contemporary times. The guide offers nearly 50 pages of activities about the Hopewell Furnace site, from crossword puzzles to vocabulary to historical activities to a visualization activity. (BT)

This publication provides information on occupations in industrial metalworking in the Federal Republic of Germany. Section I contains the German vocational training regulations for these occupations, including an overview of training, examinations, reorganization of the industrial metalworking trades, and characteristic features of the new occupational structure. Section II provides descriptions and profiles of 17 new industrial metalworking occupations: industrial mechanic specializations: production mechanics, operation technique, engineering and systems engineering, and tool and fine tool engineering; tool mechanic specializations: punching and forming, moulding engineering, and instrument engineering; metal-cutting mechanic specializations: turning, automatic turning, cutting, and grinding; construction mechanic specializations: metal construction and shipbuilding, outfitting, and sheet metal construction; plant mechanic specializations: equipment engineering and supply engineering; and motor vehicle mechanic. Each occupation is described in terms of duration of vocational training and tasks. The occupation profile lists skills and knowledge with standard times in weeks from the general syllabus for each year of training. (YLB)

This instructor's manual contains the materials required to conduct the competency-based workplace literacy program that was developed to help employees at a foundry that has evolved from a small, family-owned business into a major foundry group with several automated production systems. The workplace literacy program consists of 24 lessons in which information about the company and the tasks performed by its workers is used as the basis for helping workers develop the reading, writing, mathematics, problem-solving, and computer literacy skills required to work at the foundry. Each lesson contains some or all of the following: behavioral objectives; lesson plan containing instructor notes, lesson activities, a list of required materials, and estimates of the time required for each component of the lesson; one or more learning activities; vocabulary list; vocabulary definitions; reading material and accompanying questions; and answers to the learning activities and discussion questions. The following are among the unit topics: company history; International Standards Organization and company mission; problem solving; foundry process; coremaking I-II; grinding; pouring I-II; melting; general safety; material safety data sheets; safety--lockout/tagout and personal protective equipment; basic mathematics; statistical process control (SPC) history and principles; SPC math; form completion; job procedure; process cards; benefits; computers--introduction; computer applications; writing I-II; and bar coding. (MN)

Developed as part of a National Workplace Literacy Program, this lesson focuses on terms and mathematical operations associated with Statistical Process Control (SPC) in the foundry industry. With appropriate assistance and preparatory work, workers testing between grades 4 and 9 on the Test of Adult Basic Education Locator should be able to use the lesson. The individualized lesson is intended to supplement small-group SPC activities. It teaches terms and mathematics used in quality control at Bodine-Robinson and Robinson Foundry. Reading material is followed by questions that ask about the instructional material. Some terms that are covered include key characteristic, specification, aim, and control limits. Mathematics areas include adding and subtracting SPC measurements, adding and subtracting decimals, figuring averages, and figuring ranges. A true-false quiz on the material is provided. (YLB)

This packet contains 15 lessons developed in a workplace basic skills project for the metal casting industry established jointly by Central Alabama Community College and Robinson Foundry, Inc. The lessons cover the following topics: (1) green sand schedule; (2) the core room; (3) the core room (continued); (4) figuring time; (5) the cleaning room; (6) the EPS (Evaporated Polystyrene System) process; (7) green sand; (8) EPS-1; (9) EPS-2; (10) grinding production sheet; (11) building and grounds; (12) molding production sheet; (13) forms; (14) grinding production sheet; and (15) vocabulary. Lessons contain information sheets, vocabulary (in some cases), technical information particular to the Robinson Foundry, pretests/posttests with answers, and learning activities for each of the factory processes covered in the lessons. (KC)

Focusing on occupations in the various metal industries, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include occupations in the aluminum industry, occupations in foundries (patternmakers, molders, coremakers), and occupations in the iron and steel industry. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practices in both English and Chinese. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machines; planer-surfacers; presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing material in Korean, Thai, Cambodian, Japanese, and Ilokano are available separately through ERIC--see note.) (MN)

Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practices in both English and Korean. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machinery, planer-surfacers, presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing material in Chinese, Thai, Cambodian, Japanese, and Ilokano are available separately through ERIC--see note.) (MN)

Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practice in both English and Japanese. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machines, planer-surfacers, presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing material in Chinese, Korean, Thai, Cambodian, and Ilokano are available separately through ERIC--see note.) (MN)

One of a series of curriculum guides prepared for the metals occupations cluster of the construction/fabrication occupational group, this guide identifies the essentials of the foundry trade as recommended by the successful foundry operator. An instructional program based upon the implementation of the guide is expected to prepare a student to adequately perform entry level tasks required of a foundry worker or to enter a post-secondary technical or apprenticeship program in a foundry where additional depth can be realized. Trade tasks or information are listed in chart form under the headings of safety, blueprint reading and planning, casting tools and equipment, processes, operations and jobs, and general competencies. Space is provided on the charts to record for each item the date completed, teaching methods used, and teaching materials used. Also included are a list of teacher responsibilities, guidance information and sources of occupational information, recommended tests and references, and a chart depicting the total construction/fabrication occupational curriculum. A typical application for employment and a sample trade and industrial education injury report are appended. (HD)

The guide is one of a series developed in a pilot project to integrate career education concepts with traditional subject matter and topics in elementary grades K-7 and in special education. Developed by teachers in the Radford, Virginia, schools, the units make use of resource persons from outside the school, occupational information, interviewing and reporting techniques, parent and family involvement, hands-on experiences, role playing, and field trips. All units are organized in a column format which provides an introductory motivating activity with related resources and materials. The lessons are based on content questions, which are explored by specific techniques and activities and supported by resource materials in all media. Not all data on materials are complete. For the intermediate educable student in special education, the units are: camping, food, homes and shelter, the Lynchburg foundry, service station and garage workers, the telephone, and the human body. (MDW)

Focusing on metalworking occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include blacksmiths, forge shop occupations, welders, foundry occupations (pattern makers, molders, coremakers), and machining occupations (all-round machinist, instrument makers, machine tool operators, setup workers, and tool-and-die makers). The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This student section of a South Carolina industrial arts safety guide includes guidelines for developing a student safety program and three sections of shop safety practices. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Section 4, on specific processes and operations, covers safety procedures relating to automotive and power mechanics; compressed gas; drafting rooms; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries. Examined in the section on safety procedures for machines are buffers, drill presses, forges, grinders, jointers, lathes, milling machines, presses, saws, sanders, metal shapers, shears, sheet metal machines, planer-surfacers, and welders. (A corresponding administrator and teacher guide is available separately through ERIC--see note.) (MN)

Designed for use in bilingual education programs, this industrial arts safety guide presents guidelines for developing a student safety program and three sections of shop safety practices in both English and Ilokano. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping, back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machines, planer-surfacers, presses, sanders, saws, metal shapers, shears, sheet metal machines, and welders. (Corresponding bilingual guides containing materials in Korean, Chinese, Thai, Cambodian, and Japanese are available separately through ERIC--see note.) (MN)

Designed for use in bilingual education programs, this industrial arts safety guide includes guidelines for developing a student safety program and three sections of shop safety practices in both English and Cambodian. Safety program format, safety committees, safety inspection, and student accident investigation are discussed in the section on developing a student safety program. Set forth in the section on general safety practices are safety instructions for all areas of industrial arts; safety rules for machine tools, hand tools, and portable electric hand tools; housekeeping; back strains and proper lifting; safe lifting; materials handling; personal practices and conduct; and fire control. Safety procedures relating to automotive and power mechanics; compressed gas; drafting room; dusts, fumes, and combustible materials; foundry practices; flammable and combustible liquids; electricity/electronics; graphic arts; soldering; and storage batteries are covered. Specific machines examined in the section on safety procedures for machines include buffers, drill presses, forges, grinders, jointers, lathes, milling machines, presses, saws, sanders, metal shapers, shears, sheet metal machines, planer-surfacers, and welders. (Corresponding bilingual guides containing material in Chinese, Korean, Thai, Japanese, and Ilokano are available separately through ERIC--see note.) (MN)

This publication is the teacher's guide for the competency-based Prevocational Manufacturing Exploration curriculum for secondary students in West Virginia. The guide is intended to help instructors give students career exploration activities in the various fields and job categories of manufacturing. The guide is organized into 18 learning modules. In each module is a career information sheet that includes a unit of study, occupational category, occupational division, occupational group, occupational overview, and representative job title within the occupational group. Included within the guide are listings of audiovisual aids, references, equipment, and supplies for presenting the various areas of manufacturing. Also included are the answers to all of the questions from the worksheets contained in most lessons. The following occupations are represented by the learning modules: wrought iron worker, foundry worker, printer, electricity/electronics technician, artist, compositor, photographer, drafter, sheet metal worker, machinist, welder, motor repairer, radio and television repairer, air conditioner mechanic, custodian, coal miner, and warehouse operator. (KC)

This curriculum guide is designed to assist junior high school industrial arts teachers in planning new courses and revising existing courses in metalworking. Addressed in the individual units of the guide are the following topics: introduction to manufacturing, history and development of metalworking, safety, laboratory management, material layout, bench metal work, machine metal work, forging/heat treatment, decorative work, metal casting, sheet metal work, and career opportunities. Each unit contains some or all of the following: objectives, key words, a list of teaching aids needed, suggested references, a sentence outline, a list of materials for students, suggested student activities, student worksheets, transparency masters, student handouts, and a unit test. (MN)

This curriculum guide is designed to assist junior high school industrial arts teachers in planning new courses and revising existing courses in woodworking. Addressed in the individual units of the guide are the following topics: introduction to manufacturing; laboratory management (youth leadership, entrepreneurship, and laboratory organization); wood as a material; procedures for designing, joining, planning, and material layout; safety and health environment; procedures for processing wood; procedures for finishing wood; and careers in the woodworking industry. Each unit contains some or all of the following: objectives, key words, a list of teaching aids needed, suqgested references, a sentence outline, a list of materials for students, suggested student activities, student worksheets, transparency masters, student handouts, and a unit test. (MN)

Competency profiles are presented for 17 instructional programs/occupational areas. These forms provide for recording the following information: instructional program, student name and other identifying information (address, telephone number, social security number, emergency contacts), class information (method of instruction, grade, dates of enrollment, instructor), on-the-job training/work experience, and followup information/record. A rating scale to evaluate student performance on the related job competencies is also part of each competency profile. Another rating scale is also included to evaluate the trainee on essential elements for all vocational programs. Profiles are provided for these instructional programs/occupational areas: business machine repair, auto mechanic, auto body repairer, carpentry, bricklaying, commercial artist, electrician, plumbing, machinist, welder, printer, vocational electronics technician, ironworker, radio and television repairer, computer maintenance technician, pre-tech law enforcement, and heavy equipment repairer. (YLB)