SOCIAL STUDIES Grade Level Expectations and Textbook Alignment

Grade Level Expectations Grade Level Expectations are NOT curriculum. Grade Level Expectations are NOT curriculum. Grade Level Expectations ARE content specific statements of what a student should know and be able to do at a particular grade level. Grade Level Expectations ARE content specific statements of what a student should know and be able to do at a particular grade level. Grade Level Expectations are an extension of the state content standards. Grade Level Expectations are an extension of the state content standards.

Grade Level Expectations and Textbook Alignment What does it mean to align textbook content with Grade Level Expectations? What does it mean to align textbook content with Grade Level Expectations?

Grade Level Expectations and Textbook Alignment DOCUMENTS TO USE: Grade Level Expectations Grade Level Expectations FOR FURTHER CLARIFICATION: Teachers Guide to Statewide Assessment *** Go to the purple curriculum tab and then go to resources.

FIFTH GRADE Geography:The World in Spatial Terms BenchmarkG-1A-M2 interpreting and developing maps, globes, graphs, charts, models and databases to analyze spatial distributions and patterns GLE 3: Interpret a map, using a map key/legend and symbols, distance scale, compass rose, cardinal or intermediate directions, and latitude and longitude (G-1A-M2) 4: Locate major landforms and geographic features, places, and bodies of water/waterways on a map of the United States (G-1A-M2)

FIFTH GRADE History: Historical Thinking Skills BenchmarkH-1A-M2 demonstrating historical perspective through the political, social, and economic context in which an event or idea occurred. GLE 22: Identify different points of view about key events in early American history (H-1A-M3)

EIGHTH GRADE Geography: Physical and Human Systems BenchmarkG-1C-M5 tracing local and worldwide patterns of cultural diffusion and analyzing their causes and effects GLE 12: Describe the causes and effects of cultural diffusion and the effects of cultural diversity in Louisiana (G- 1C-M5)

United States History History: Historical Thinking Skills Benchmark Interpreting and evaluating the historical evidence presented in primary and secondary sources GLE 9: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 10: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A- H3)

FREE ENTERPRISE Economics: Fundamental Economic Concepts Benchmark E-1A-H1: analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result. ***There are 6 GLEs that fall under this benchmark. GLE 1. Apply fundamental economic concepts to decisions about personal finance (E-1A-H1)

FREE ENTERPRISE Economics: Fundamental Economic Concepts GLE 6: Identify the four basic economic questions (E-1A-H1) What to produce? What to produce? How to produce it? How to produce it? How much to produce? How much to produce? Who gets what is produced? Who gets what is produced?

The Bottom Line Teachers need textbooks that provide accurate and adequate information to assist them in delivering the content mandated by the state through the GLEs. Teachers need textbooks that provide accurate and adequate information to assist them in delivering the content mandated by the state through the GLEs. Accurate and Adequate! Accurate and Adequate!