SOCIAL STUDIES

Grade Level Expectations and Grade Level Expectations and Textbook Alignment Textbook Alignment

Grade Level Expectations

Grade Level Expectations are NOT Grade Level Expectations are NOT curriculum. curriculum.

Grade Level Expectations ARE content Grade Level Expectations ARE content specific statements of what a student should specific statements of what a student should know and be able to do at a particular grade know and be able to do at a particular grade level. level.

Grade Level Expectations are an extension Grade Level Expectations are an extension of the state content standards.of the state content standards.

Grade Level Expectations and Textbook Alignment

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

Grade Level Expectations and Textbook AlignmentDOCUMENTS TO USE: DOCUMENTS TO USE: Grade Level ExpectationsGrade Level Expectations

FOR FURTHER CLARIFICATION: FOR FURTHER CLARIFICATION:

Teachers Guide to Statewide AssessmentTeachers Guide to Statewide Assessment

***www.louisianaschools.net ***www.louisianaschools.net

Go to the purple curriculum tab and then Go to the purple curriculum tab and then go to resources. go to resources.

FIFTH GRADE Geography:The World in Spatial Terms BenchmarkBenchmarkG-1A-M2 G-1A-M2

interpreting and developing maps, globes, graphs, interpreting and developing maps, globes, graphs, charts, models and databases to analyze spatial charts, models and databases to analyze spatial distributions and patterns distributions and patterns

GLEGLE3: Interpret a map, using a map key/legend and symbols, 3: Interpret a map, using a map key/legend and symbols,

distance scale, compass rose, cardinal or intermediate distance scale, compass rose, cardinal or intermediate directions, and latitude and longitude (G-1A-M2) directions, and latitude and longitude (G-1A-M2)

4: Locate major landforms and geographic features, 4: Locate major landforms and geographic features, places, and bodies of water/waterways on a map of places, and bodies of water/waterways on a map of the United States (G-1A-M2)the United States (G-1A-M2)

FIFTH GRADE History: Historical Thinking Skills

BenchmarkBenchmark

H-1A-M2 H-1A-M2

demonstrating historical perspective through the political, demonstrating historical perspective through the political, social, and economic context in which an event or idea social, and economic context in which an event or idea occurred. occurred.

GLEGLE

22: Identify different points of view about key events in early 22: Identify different points of view about key events in early American history (H-1A-M3)American history (H-1A-M3)

EIGHTH GRADE Geography: Physical and Human Systems

Benchmark Benchmark

G-1C-M5G-1C-M5 tracing local and worldwide patterns of cultural tracing local and worldwide patterns of cultural diffusion and analyzing their causes and effects diffusion and analyzing their causes and effects

GLEGLE

12: Describe the causes and effects of cultural diffusion 12: Describe the causes and effects of cultural diffusion and the effects of cultural diversity in Louisiana (G-and the effects of cultural diversity in Louisiana (G-1C-M5)1C-M5)

United States History History: Historical Thinking Skills

BenchmarkBenchmark

Interpreting and evaluating the historical evidence Interpreting and evaluating the historical evidence presented in primary and secondary sourcespresented in primary and secondary sources

GLEGLE

9: Evaluate and use multiple primary or secondary materials 9: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3)to interpret historical facts, ideas, or issues (H-1A-H3)

10: Determine when primary and/or secondary sources would 10: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-be most useful when analyzing historical events (H-1A-H3)H3)

FREE ENTERPRISEEconomics: Fundamental Economic Concepts

BenchmarkBenchmark

E-1A-H1: analyzing the impact of the scarcity of productive E-1A-H1: analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost resources and examining the choices and opportunity cost that result. that result.

***There are 6 GLEs that fall under this benchmark.***There are 6 GLEs that fall under this benchmark.

GLEGLE

1. Apply fundamental economic concepts to decisions about 1. Apply fundamental economic concepts to decisions about personal finance (E-1A-H1)personal finance (E-1A-H1)

FREE ENTERPRISEEconomics: Fundamental Economic Concepts

GLEGLE

6: Identify the four basic economic questions 6: Identify the four basic economic questions (E-1A-H1) (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 Teachers need textbooks that provide accurate and adequate information to assist accurate and adequate information to assist them in delivering the content mandated by them in delivering the content mandated by the state through the GLEs. the state through the GLEs.

Accurate and Adequate!Accurate and Adequate!