SOCIAL STUDIES

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SOCIAL STUDIES

• Grade Level Expectations and Textbook Alignment

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Grade Level Expectations

• 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 an extension of the
  state content standards.

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Grade Level Expectations and Textbook Alignment

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

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Grade Level Expectations and Textbook Alignment

• DOCUMENTS TO USE
• Grade Level Expectations
• FOR FURTHER CLARIFICATION
• Teachers Guide to Statewide Assessment
• www.louisianaschools.net
• Go to the purple curriculum tab and then go to
  resources.

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FIFTH GRADE GeographyThe World in Spatial Terms

• Benchmark
• G-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)

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FIFTH GRADE History Historical Thinking Skills

• Benchmark
• H-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)

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EIGHTH GRADE Geography Physical and Human
Systems

• Benchmark
• G-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)

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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)

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FREE ENTERPRISEEconomics 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)

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FREE ENTERPRISEEconomics Fundamental Economic
Concepts

• GLE
• 6 Identify the four basic economic questions
  (E-1A-H1)
• What to produce?
• How to produce it?
• How much to produce?
• Who gets what is produced?

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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.
• Accurate and Adequate!