ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish II
GRADE LEVEL: Level 1
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Classroom and school vocabulary,
Salir, Comparatives, Superlatives,
Direct Object Pronouns, Tener, Traer,
Daily routine, Extracurricular
activities, Reflexive verbs, Stem
changing verbs(o-ue
e-ie, e-i), Antes de/Despues de +
infinitive, Clothing in detail, Preterite
tense, Demonstrative adjectives and
pronouns, Equal Comparisons,
Leisure-time activities, Invitations,
Preterite of ser, hacer, poder, tener,
Present of saber, Childhood activity
vocabulary (toys, playground, ect...),
Imperfect tense, Imperfect of ser/ir,
Special occasions vocabulary
(holidays, parties, ect...), Preterite
verbs with e-i change, Preterite of dar,
Uses of imperfect, Personal
Possessions, Home appliances and
furnishings vocabulary, Possessive
adjectives, Possessive Pronouns, Use
of ser, Places to shop and shopping
vocabulary, Use of estar, Present
progressive, Negative constructions,
Se impersonal
Produce and perform brief guided conversations related
to student’s needs and interests (e.g.. home, school,
celebrations, clothing preferences, leisure time activities)
Create brief conversations related to public place
functions in simulation- (e.g. shopping, parties, ect...)
Tell about daily routines at school and at home
Create a brochure advertising your school
Critique movies, t.v., songs by making comparisons
Prepare and respond to basic directions, instructions,
commands, and requests in the classroom
Tell about which extracurricular activities you prefer
Propose and answer topic related questions
Create a dialogue buying detailed clothing in a simulated
store
Generate conversations integrating basic routine social
situations including greetings, leave takings, ect...
Role play extending, accepting, or rejecting an invitation
Count and use numbers in other functions-temperature,
time, money, clothing size, to indicate quantity
Name specific locations in a community
Devise a simple narrative about a personal experience
using present, Preterite, and imperfect tense (e.g. a
memory from your childhood or a description of a special
holiday)
State preferences pertaining to everyday life
Demonstrate comprehension of short face to face and
audio conversations on familiar topics
Assess main idea of simple oral/written narratives and
texts on familiar topics
Distinguish words and phrases heard or seen in songs
Utilize appropriate responses to oral and/or written
requests, directions and other information
Demonstrate comprehension and use for contextualized
understanding of isolated words or phrases in authentic
but unfamiliar printed material or announcements from
target culture
Spanish II, Level 1
Page 1
Approx. Time Allotment:
Instructional Strategies
Text:
Paso a Paso II (Prentice Hall, 2000)
and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters
for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Scholastic Magazine: Que tal?
Verbsheets
Realia
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-1-
Oral presentations from memory
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
TPR activities
Personalization
Visual and Verbal cues (situation
cards)
Modeling
Realia
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies activities
Songs, skits, games and puzzles
Cloze activities
Speaking and writing activities ( e.g.
workbook exercises, taking notes,
listing, categorizing, labeling,
summarizing, comparing,
contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet activities
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
Repeat unfamiliar words that recombine familiar sound
patterns and letter combinations
Use knowledge of linguistic system (grammar, word
patterns) to derive meaning from unfamiliar material
Use cognates to facilitate comprehension
Read aloud familiar stories, passages, dialogues etc. with
appropriate intonation and comprehensible pronunciation
Recite proverbs, nursery rhymes, short poems, and songs
Compose and present simple guided texts on familiar
topics
Reproduce in written form most language that is used
orally
Use oral or written language to give messages, write
reports, etc.
Use oral and written language to produce and share
illustrated stories or projects
Use target language pronunciation and spelling for
specific vocabulary imbedded in native language
presentations (e.g.. names of places, things that appear in
more complex presentations made in English
Interpret and use gestures germaine to the language
Practice skills “Teacher of the Day”
Evaluate communicative skills using discrete point
quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Introduce a new friend at a party
Discuss daily activities
Produce projects
Develop oral presentations
Construct reports
Assess listening skills through TPR
Assess aural comprehension via dictations
Spanish II, Level 1
Page 2
-2-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
Approx. Time Allotment:
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future assignments
Note taking by classmate for reproduction
Engage in ongoing communication with case
workers.
Spanish II, Level 1
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Mexico
Reciprocal exchange program to
Spain
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level II Opportunities
Field trips
Music
Rank Level I projects
Challenge for placement
Enhancement activities (e.g. provide
extra reading material, extra
listening and speaking
opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class enhancement activities
( e.g. movies related to or in target
language, language luncheon
groups)
Page 3
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages: French, German,
Latin, and Spanish. Compare and
contrast languages within the discipline.
Mathematics: monetary exchange,
measurement systems, ancient math
systems
Geography: maps, demographics,
climate
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Music: folk songs and dances, popular
music, native instruments
Art: art history, folk art, crafts, student
art projects, architecture
Science: famous scientists, ecology,
natural sciences
Consumer Science: cuisine, etiquette,
fashion, advertising
Physical Education: sports, recreational
activities, health and fitness
Technology Education: student projects
and research utilizing all phases of
technology
-3-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Classroom and school vocabulary,
Salir, Comparatives, Superlatives,
Direct Object Pronouns, Tener, Traer,
Daily routine, Extracurricular
activities, Reflexive verbs, Stem
changing verbs(o-ue
e-ie, e-i), Antes de/Después de +
infinitive, Clothing in detail, Preterite
tense, Demonstrative adjectives and
pronouns, Equal Comparisons,
Leisure-time activities, Invitations,
Preterite of ser, hacer, poder, tener,
Present of saber, Childhood activity
vocabulary (toys, playground, ect...),
Imperfect tense, Imperfect of ser/ir,
Special occasions vocabulary
(holidays, parties, ect...), Preterite
verbs with e-i change, Preterite of dar,
Uses of imperfect, Personal
Possessions, Home appliances and
furnishings vocabulary, Possessive
adjectives, Possessive Pronouns, Use
of ser, Places to shop and shopping
vocabulary, Use of estar, Present
progressive, Negative constructions,
Se impersonal
CONNECTIONS
Use every day number skills to do simple math problems
and to calculate currency equivalencies in the target
language
Make, label and read maps using appropriate geographical
terms in the target language
Manipulate the applications of the metric system in talking
about weather, height, weight, distance
Recognize famous historical events, people, landmarks,
places, products from the target culture
Examine American historical events, place names, famous
people and events from the target culture perspective and
influence
Discuss and express preferences about sports, games and
equipment for these in the target language
Demonstrate knowledge of other forms of government
Apply as appropriate language arts skills to the target
language-punctuation, dictionary skills, reading and writing
skills
Demonstrate awareness of artistic and musical
contributions, and practices present in the target culturefamous works of art, special musical instruments, famous
artists or composers, well known songs
Use computer, multimedia, traditional texts and printed
material to find information on familiar themes to integrate
in other target language activities (menus, phone book ads,
TV and movie listings)
Analyze form, presentation, layout of target culture
products to examine culturally imbedded features
COMPARISONS
Recognize borrowed words from the target language
Recognize Anglicisms present in the target language
Compare grammatical structures, pronunciation and writing
systems between native and target languages
Spanish II, Level 1
Approx. Time Allotment:
Page 4
Text:
Paso a Paso II (Prentice Hall, 2000)
and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters
for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Scholastic Magazine: Que tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-4-
Instructional Strategies
Oral Presentations
Simulated activities through role
playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues ( e.g.
situation cards )
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities (
e.g. Workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing, comparing,
contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
Internet activities
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Identify different social conventions( e.g. forms of address,
idiomatic expressions, phone etiquette)
Demonstrate understanding that vocabulary terms mean
different things in different cultures
Identify and understand cognates between languages
Understand and use appropriate nonverbal communication
of the target language
Use the target language in a manner appropriate to the
etiquette of the native speaker
Compare and contrast basic conditions in the various target
cultures( e.g. weather, seasons, food customs)
Speculate and defend perceptions on why certain products
are important in the target culture
Compare target culture products toys, games, foods, with
those in native culture
Compare target culture daily practices (e.g. grocery
shopping) with native culture
Compare celebrations and holidays common to the cultures
of the target language and the native culture (U.S.)
COMMUNITY
Identify the target language in the students’ daily life (e.g.
Restaurant menus, recipes, TV commercials, travel
programs, movies)
Find connections with the target culture through the use of
technology, media and authentic sources
Participate in structured curricular programs designed to
extend learning beyond the classroom (e.g. Visiting artists,
field trips, community resource speakers)
Discover and utilize rich resources within the RTM
community
Explore and interface with Hispanic communities in close
proximity to RTM (e.g. Wilmington, Philadelphia, West
Chester, Kennett Square, Lancaster, New York City)
Use target language to respond to basic target language
Spanish II, Level 1
Page 5
-5-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
situations encountered in the students’ daily life (e.g. Read
various realia, communicate with international visitors)
Listen to music, sing songs, and/or play instruments from
target culture
Share native songs cross culturally with exchange students
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate films
from target culture
Appreciate target culture elements that are related to travel
experiences
Demonstrate survival skills in an immersion experience
Spanish II, Level 1
Page 6
-6-
June, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the
world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of
cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future assignments
Note taking by classmates for reproduction
Engage in ongoing communication with case
workers.
Spanish II, Level 1
Enrichment Strategies
World Language Departmental Initiatives
Immersion trips to Mexico
Reciprocal Exchange program to Spain
District World Language Contest and Fete
(award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level II Opportunities
Field trips
Rank Level I projects
Challenge for placement
Bridge program
Enhancement activities (e.g. provide extra
reading material, extra listening and
speaking opportunities)
Guest speakers/ Visiting artists
Page 7
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages- French, German,
Latin, Spanish( compare and contrast
languages within the discipline)
Mathematics ( currency exchange,
measurement systems)
Geography ( maps, demographics,
climate)
Language Arts ( etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema)
Social Studies ( culture, civics, history,
humanities, economics, ethnicity,
government)
Music ( folk songs, dances, popular music,
musical instruments)
Art ( art history, crafts, student art
projects, architecture)
-7-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
Classroom and school vocabulary,
Salir, Comparatives, Superlatives,
Direct Object Pronouns, Tener,
Traer, Daily routine,
Extracurricular activities, Reflexive
verbs, Stem changing verbs(o-ue
e-ie, e-i), Antes de/Despues de +
infinitive, Clothing in detail,
Preterite tense, Demonstrative
adjectives and pronouns, Equal
Comparisons, Leisure-time
activities, Invitations, Preterite of
ser, hacer, poder, tener, Present of
saber, Childhood activity
vocabulary (toys, playground,
ect...), Imperfect tense, Imperfect
of ser/ir, Special occasions
vocabulary (holidays, parties,
ect...), Preterite verbs with e-i
change, Preterite of dar, Uses of
imperfect, Personal Possessions,
Home appliances and furnishings
vocabulary, Possessive adjectives,
Possessive Pronouns, Use of ser,
Places to shop and shopping
vocabulary, Use of estar, Present
progressive, Negative
constructions, Se impersonal,
Similarities and differences
between your schooling and that of
a student in Mexico City, Compare
students’ extracurricular activities
in Guatemala and the U.S., Talk
about currency in Spain and in
various Latin American countries,
Talk about the paintings of
Spanish II, Level 1
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Produce and perform brief guided conversations related to
student’s needs and interests (e.g.. home, school,
celebrations, clothing preferences, leisure time activities)
Create brief conversations related to public place functions
in simulation- (e.g. shopping, parties, ect...)
Tell about daily routines at school and at home
Create a brochure advertising your school
Critique movies, t.v., songs by making comparisons
Prepare and respond to basic directions, instructions,
commands, and requests in the classroom
Tell about which extracurricular activities you prefer
Propose and answer simple questions
Create a dialogue buying detailed clothing in a simulated
store
Generate conversations integrating basic routine social
situations including greetings, leave takings, ect...
Role play extending, accepting, or rejecting an invitation
Count and use numbers in other functions-temperature,
time, money, clothing size, to indicate quantity
Name specific locations in a community
Devise a simple narrative about a personal experience using
present, preterite, and imperfect tense (e.g. a memory from
your childhood or a description of a special holiday)
State preferences pertaining to everyday life
Demonstrate comprehension of short face to face and audio
conversations on familiar topics
Assess main idea of simple oral/written narratives and texts
on familiar topics
Distinguish words and phrases heard or seen in songs
Utilize appropriate responses to oral and/or written
requests, directions and other information
Demonstrate comprehension and use for contextualized
understanding of isolated words or phrases in authentic but
unfamiliar printed material or announcements from target
culture
Repeat unfamiliar words that recombine familiar sound
Page 8
Instructional Strategies
Text:
Paso a Paso II(Prentice Hall, 2000)
and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters
for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Scholastic Magazine: Que tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-8-
Oral presentations
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation
cards)
Modeling
Realia
Audio tape activities
Videotapes activities
Computer software
Overhead transparency activities
Songs, skits, games and puzzles
Cloze activities
Speaking and writing activities ( e.g.
workbook exercises, taking notes,
listing, categorizing, labeling,
summarizing, comparing,
contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet activities
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
PA Standards:
2.1, 2.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Mexican artists, Discuss José
Martí, Explore various cultural
celebrations, Discuss aspects of
early American civilizations,
Describe bargaining procedures in
a Latin American market
patterns and letter combinations
Use knowledge of linguistic system (grammar, word
patterns) to derive meaning from unfamiliar material
Use cognates to facilitate comprehension
Read aloud familiar stories, passages, dialogues etc. with
appropriate intonation and comprehensible pronunciation
Recite proverbs, nursery rhymes, short poems, and songs
Compose and present simple guided texts on familiar topics
Reproduce in written form most language that is used orally
Use oral or written language to give messages, write
reports, etc.
Use oral and written language to produce and share
illustrated stories or projects
Use target language pronunciation and spelling for specific
vocabulary imbedded in native language presentations (e.g..
names of places, things that appear in more complex
presentations made in English
Interpret and use gestures germaine to the language
Practice skills “Teacher of the Day”
Evaluate communicative skills using discrete point quizzes
and prochievement chapter tests
Recite dialogues
Create role plays
Introduce a new friend at a party
Discuss daily activities
Produce projects
Develop oral presentations
Construct reports
Assess listening skills through TPR
Assess aural comprehension via dictations
Spanish II, Level 1
Approx. Time Allotment:
Page 9
Instructional Strategies
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the
practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives
of the culture.
Approx. Time Allotment:
PA Standards:
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future
assignments
Note taking by classmate for reproduction
Engage in ongoing communication with case
workers.
Spanish II, Level 1
Enrichment Strategies
World Language Departmental Initiatives
Immersion trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and
Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level II Opportunities
Field trips
Music
Rank Level I projects
Challenge for credit
Independent Study
Bridge program
Enhancement activities (e.g. provide extra
reading material, extra listening and
speaking opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class enhancement activities ( e.g.
movies related to or in target language,
language luncheon groups)
Page 10
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages: French, German, Latin,
and Spanish. Compare and contrast
languages within the discipline.
Mathematics: monetary exchange,
measurement systems, ancient math
systems
Geography: maps, demographics, climate
Language Arts: etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema
Social Studies: culture, civics, history,
humanities, economics, ethnicity,
government
Music: folk songs and dances, popular
music, native instruments
Art: art history, folk art, crafts, student art
projects, architecture
Science: famous scientists, ecology,
natural sciences
Consumer Science: cuisine, etiquette,
fashion, advertising
Physical Education: sports, recreational
activities, health and fitness
Technology Education: student projects
and research utilizing all phases of
technology
- 10 -
June, 2004