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component. The skills of listening and speaking are developed in order to evaluate and communicate information and ideas. Development of
a repertoire of vocabulary enables students to understand word meanings and nuances. Critical analysis and media production skills are are
integrated throughout the Common Core State Standards.
Social Studies. Berson, Bennett, and Dobson (2009), in a position statement paper for the National Council for the Social Studies,
outline some of the requirements for a successful social studies program in elementary school classrooms as being connected, coherent, and
comprehensive. Elements “from the four core social studies disciplines: civics, economics, geography, and history” form part of a structured
program. A well-crafted social studies curriculum is built around logical sequences with the possibility of studying in depth and with focus.
The placement of social studies as “an essential part of the elementary curriculum” is necessary to prepare young students for their place in a
democratic society. The effective teacher of social studies at the elementary level commands a knowledge of subject matter and the “the ability to
engage students in the learning process through a variety of instructional methodologies.”
National Council for the Social Studies (NCSS) posits that the development of attitudinal outcomes in students, such as civic competence and
good citizenship, are primary motivations for the inclusion of a social studies curriculum. School programs may integrate content from varied
disciplines such as “anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and
sociology” (2010). NCSS recommends ten organizing strands that may be used to create a school curriculum for any content within the social
studies domain:
•• Culture
•• Time, continuity, and change
•• People, places, and environments
•• Individual development and identity
•• Individuals, groups, and institutions
•• Power, authority, and governance
•• Production, distribution, and consumption
•• Science, technology, and society
•• Global connections
•• Civic ideals and practices.
The intent is that any section of content—such as the American Civil War, ancient Greek civilizations, or biomes around the planet—may be
presented using a focus from one or several of the stated themes.
World Language. The discipline of world language requires the teacher to create an environment in which students feel safe to make
mistakes as they use their developing language skills to communicate. Ingold and Wang (2010) propose a set of required competencies, based
around the target language, for effective world language teachers. They include language proficiency, understanding of language structure,
appreciation of associated culture, and a pedagogy for second language acquisition.
Partnership for 21st Century Education describes the expectations for world language learning in a contemporary U.S. school classroom, with an
“emphasis on developing students’ communicative competence” and a goal of communicating with native speakers of the language (Theison et al.,
2011). Three modes of communication are prescribed.
Interpersonal mode between participants uses “active oral or written communication in which the participants negotiate meaning to make sure
that their message is understood.” Interpretive mode finds meaning by listening or reading a text. Presentational mode is one-way written
or oral communication in which the presenter must take into account the impact on the audience. In addition to technical aspects of language,
there is an “emphasis on the relationship among the perspectives, practices, and products of the culture.” The contemporary teacher seeks
opportunities for students to authentically use the learned language outside of the classroom.
Related Arts (Family Consumer Science, HWF (Health, Wellness, Fitness), TE (Tech. Ed). Music, Art. Larrick (2008), writing for
the California County Superintendents Educational Services Association, suggests that a proportion of elementary teachers are challenged in
delivering visual and performing arts instruction due a lack of background training. A number of attributes for the planning of effective arts
lessons are suggested. An effective sequence to a lesson maintains the focus on a few objectives, flows logically, and is practically achievable. The
student is at the heart of planning, activities involve active participation and, plans anticipate how students may respond to the lesson. A tight
lesson script can anticipate questions that students may ask. The overall plan should include activities that challenge students and create interest.
An effective introduction provides guidance for the path the lesson should take and may involve activities such as warm up routines in movement
lessons, such as dance and theater. The inventive teacher is able to adapt a lesson plan in order to make use of spaces and resources that are
realistically available. This may involve substituting art materials, sources of music, scripts for plays, or stories.
According to the Pennsylvania Department of Education SAS Web site, family and consumer science enables students to develop skills, attitudes,
and behaviors for living, such as finance and resource management, family, work and community responsibilities, food science, and nutrition
and child development (n.d.-b). It also describes a range of specialist vocational subjects, in the field of careers and technical education, that
may be offered at high school level. Subjects such as accounting, car repair, computer technology, child care, and electronics are aimed directly at
potential career pathways (n.d.-a).
The IDEA Health and Fitness Association recommends that health, wellness, and fitness is taught as a whole school effort. Measures such as
a repertoire of vocabulary enables students to understand word meanings and nuances. Critical analysis and media production skills are are
integrated throughout the Common Core State Standards.
Social Studies. Berson, Bennett, and Dobson (2009), in a position statement paper for the National Council for the Social Studies,
outline some of the requirements for a successful social studies program in elementary school classrooms as being connected, coherent, and
comprehensive. Elements “from the four core social studies disciplines: civics, economics, geography, and history” form part of a structured
program. A well-crafted social studies curriculum is built around logical sequences with the possibility of studying in depth and with focus.
The placement of social studies as “an essential part of the elementary curriculum” is necessary to prepare young students for their place in a
democratic society. The effective teacher of social studies at the elementary level commands a knowledge of subject matter and the “the ability to
engage students in the learning process through a variety of instructional methodologies.”
National Council for the Social Studies (NCSS) posits that the development of attitudinal outcomes in students, such as civic competence and
good citizenship, are primary motivations for the inclusion of a social studies curriculum. School programs may integrate content from varied
disciplines such as “anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and
sociology” (2010). NCSS recommends ten organizing strands that may be used to create a school curriculum for any content within the social
studies domain:
•• Culture
•• Time, continuity, and change
•• People, places, and environments
•• Individual development and identity
•• Individuals, groups, and institutions
•• Power, authority, and governance
•• Production, distribution, and consumption
•• Science, technology, and society
•• Global connections
•• Civic ideals and practices.
The intent is that any section of content—such as the American Civil War, ancient Greek civilizations, or biomes around the planet—may be
presented using a focus from one or several of the stated themes.
World Language. The discipline of world language requires the teacher to create an environment in which students feel safe to make
mistakes as they use their developing language skills to communicate. Ingold and Wang (2010) propose a set of required competencies, based
around the target language, for effective world language teachers. They include language proficiency, understanding of language structure,
appreciation of associated culture, and a pedagogy for second language acquisition.
Partnership for 21st Century Education describes the expectations for world language learning in a contemporary U.S. school classroom, with an
“emphasis on developing students’ communicative competence” and a goal of communicating with native speakers of the language (Theison et al.,
2011). Three modes of communication are prescribed.
Interpersonal mode between participants uses “active oral or written communication in which the participants negotiate meaning to make sure
that their message is understood.” Interpretive mode finds meaning by listening or reading a text. Presentational mode is one-way written
or oral communication in which the presenter must take into account the impact on the audience. In addition to technical aspects of language,
there is an “emphasis on the relationship among the perspectives, practices, and products of the culture.” The contemporary teacher seeks
opportunities for students to authentically use the learned language outside of the classroom.
Related Arts (Family Consumer Science, HWF (Health, Wellness, Fitness), TE (Tech. Ed). Music, Art. Larrick (2008), writing for
the California County Superintendents Educational Services Association, suggests that a proportion of elementary teachers are challenged in
delivering visual and performing arts instruction due a lack of background training. A number of attributes for the planning of effective arts
lessons are suggested. An effective sequence to a lesson maintains the focus on a few objectives, flows logically, and is practically achievable. The
student is at the heart of planning, activities involve active participation and, plans anticipate how students may respond to the lesson. A tight
lesson script can anticipate questions that students may ask. The overall plan should include activities that challenge students and create interest.
An effective introduction provides guidance for the path the lesson should take and may involve activities such as warm up routines in movement
lessons, such as dance and theater. The inventive teacher is able to adapt a lesson plan in order to make use of spaces and resources that are
realistically available. This may involve substituting art materials, sources of music, scripts for plays, or stories.
According to the Pennsylvania Department of Education SAS Web site, family and consumer science enables students to develop skills, attitudes,
and behaviors for living, such as finance and resource management, family, work and community responsibilities, food science, and nutrition
and child development (n.d.-b). It also describes a range of specialist vocational subjects, in the field of careers and technical education, that
may be offered at high school level. Subjects such as accounting, car repair, computer technology, child care, and electronics are aimed directly at
potential career pathways (n.d.-a).
The IDEA Health and Fitness Association recommends that health, wellness, and fitness is taught as a whole school effort. Measures such as
