Louisiana Department of Education Social Studies Correlation to Grade Level Expectations Document Pearson Scott Foresman The United States Social Studies GRADE 5 C/SS-7A_G5
Geography The World in Spatial Terms 1. Describe the characteristics, functions, and applications of various types of maps (G-1A-M1) 2. Compare the uses of different types of maps, including two different types of maps of the same area (G-1A-M1) SE: H 12-22, LA 2-3, LA 5, 26-27, 29, 32 33, 55, 62, 68, 77, 84, 89, 95, 103, 107, 108, 137, 140, 141, 147, 148, 153, 166, 177, 205, 206, 226, 234, 235, 242, 244, 245, 250, 288, 290, 305, 342, 375, 378-379, 387, 405, 431, 435, 440, 473, 477, 479, 486, 509, 512-513, 540, 542 543, 556, 581, 621, 629, 638, 652, 656 657, 665, R4-R15 TE Part 1: Volume 1: H 12-22, LA 2-3, LA 5, 26-27, 29, 32 33, 55, 62, 68, 77, 84, 89, 95, 103, 107, 108, 137, 140, 141, 147, 148, 153, 166, 177, 205, 206, 226, 234, 235, 242, 244, 245, 250, 288, 290, 305, Volume 2: 342, 375, 378-379, 387, 405, 431, 435, 440, 473, 477, 479, 486, 509, 512-513, 540, 542 543, 556, 581, 621, 629, 638, 652, 656 657, R4-R15 LA Comprehensive Curriculum Support: Unit 9 Planner: Unit 3, pp. 8 9; Unit 3, pp. 10 11 page(s) 33, 141, 245, 513, 543, 657 Louisiana Comprehensive Curriculum Support Cards: Unit 9 SE: 244-245, 378 379, 656 657 TE Part 1: Volume 2: 244-245, 378 379, 656 657 LA Comprehensive Curriculum Support Unit 9 Page 2 of 21
2. Compare the uses of different types of maps, including two different types of maps of the same area (G-1A-M1) 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) Planner: Unit 3, pp. 8 9; Unit 3, pp. 10 11 page(s) 379, 657 Louisiana Comprehensive Curriculum Support Cards: Unit 9 SE: LA 2, 26-27, 29, 32, 33, 55, 62, 68, 77, 84, 89, 95, 103, 107, 111, 114, 137, 140, 141, 147, 148, 153, 159, 166, 171, 177, 205, 206, 226, 234, 234, 235, 242, 244, 245, 248, 250, 271, 278, 288, 290, 305, 317, 341, 365, 375, 378, 379, 387, 403, 405, 412, 431-432, 435, 440, 473, 477, 479, 486, 500, 507, 509, 512-513, 523, 540, 542-543, 544 545, 550, 556-557, 604, 621, 629, 638, 652, 656 657, 665, R4 R17 TE Part 1: Volume 1: LA 2, 26-27, 29, 32, 33, 55, 62, 68, 77, 84, 89, 95, 103, 107, 111, 114, 137, 140, 141, 147, 148, 153, 159, 166, 171, 177, 205, 206, 226, 234, 234, 235, 242, 244, 245, 248, 250, 271, 278, 288, 290, 305, 317 Volume 2: 341-342, 365, 375, 378, 379, 387, 403, 405, 412, 431-432, 435, 440, 473, 477, 479, 486, 500, 507, 509, 512-513, 523, 540, 542-543, 544 545, 550, 556-557, 604, 621, 629, 638, 652, 656 657, 665, R4 R17 Page 3 of 21
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) 5. Translate a mental map into sketch form to illustrate relative location, size, and distances between places (G-1A-M3) Planner: Unit 1, pp. 2 3; Unit 3, pp. 8 9; Unit 3, pp. 10 11 page(s) 33, 141, 245, 513, 543, 657 SE: LA 3-6, 26 27, 89, 159, 166, 242, 244-245, 248, 621, R6-R9 TE Part 1: Volume 1: LA 3-6, 26 27, 89, 159, 166, 242, 244-245, 248 Volume 2: 621, R6-R9 Planner: Unit 1, pp. 4 5; Unit 3, pp. 10 11; Unit 6, pp. 20 21 page(s) 33 SE: H16-H19, 133, 337, 401, 537, 601 TE Part 1: Volume 1: H16-H19, 133 Volume 2: 337, 401, 537, 601 LA Comprehensive Curriculum Support Unit 9 Planner: Unit 3, pp. 8 9 Louisiana Comprehensive Curriculum Support Cards: Unit 9 Page 4 of 21
Places and Regions 6. Describe types of settlements and patterns of land use in Colonial America and suggest reasons for locations of cities and settlements (G-1B-M1) 7. Identify ways in which location and physical features influence the development or life in a region of the United States (e.g., effects of natural barriers) (G-1B-M2) 8. Identify physical or other criteria used to define regions and apply criteria to distinguish one region from another in the United States (G-1B- M3) SE: LA 2-3, 203 207, 210 214, 216 220, 225-227, 240 243, 254-255 TE Part 1: Volume 1: LA 2-3, 203 207, 210 214, 216 220, 240 243, 254 Planner: Unit 4, pp. 12 13; Unit 6, pp. 20 21 page(s) 207, 214, 220, 243 SE: LA 2-5, 26 27, 28 29, 30, 36, 61-64, 77-78, 83, 84, 89-90, 95, 177-180, 202 207 TE Part 1: Volume 1: LA 2-5, 26 27, 28 29, 30, 36, 61-64, 77-78, 83, 84, 89-90, 95, 177-180, 202 207 Planner: Unit 4, pp. 12 13; Unit 4, pp. 14 15; Unit 6, pp. 20 21 page(s) 30, 207 SE: 28, 61-62, 63, 64, 77-78, 83, 89, 90, 95, 178-180, 240 243, 542 543 TE Part 1: Volume 1: 28, 61-62, 63, 64, 77-78, 83, 89, 90, 95, 178-180, 240 243 Volume 2: 542 543 Page 5 of 21
8. Identify physical or other criteria used to define regions and apply criteria to distinguish one region from another in the United States (G-1B- M3) 9. Explain ways in which goals, cultures, interests, inventions, and technological advances affected perceptions and uses of places or regions in Colonial America (G-1B-M4) Physical and Human Systems 10. Describe the influence of location and physical setting on the founding of the original thirteen colonies (G-1C-M3) Planner: Unit 4, pp. 12 13; Unit 6, pp. 20 21 page(s) 38, 243, 543 SE: 202 207, 210 214, 216 220, 224 227, 232 236, 240 243, 246 251 TE Part 1: Volume 1: 202 207, 210 214, 216 220, 224 227, 232 236, 240 243, 246 251 Planner: Unit 4, pp. 12 13; Unit 6, pp. 22 23 page(s) 207, 214, 220, 236, 243, 251 SE: 176 177, 178-179, 180, 182, 205, 206-207, 210 214, 241-243, 247-248 TE Part 1: Volume 1: 176 177, 178-179, 180, 181, 182, 205, 206-207, 210 214, 241-243, 247-248 Planner: Unit 3, pp. 10 11 page(s) 182 Page 6 of 21
11. Explain the reasons why Europeans chose to explore and colonize the world (G-1C-M4) 12. Describe the economic interdependence among the thirteen American colonies (G-1C-M6) 13. Explain how geographic differences and similarities among the thirteen American colonies contributed to political cooperation and conflict (G-1C-M7) SE: 110 115, 135, 136, 137, 138, 143-145, 147, 164 165, 168 173 TE Part 1: Volume 1: 110 115, 135, 136, 137, 138, 143-145, 147, 164 165, 168 173 Planner: Unit 3, pp. 8 9; Unit 3, pp. 10 11 page(s) 115, 173 SE: 205, 206-207, 211, 212, 213-214 TE Part 1: Volume 1: 205, 206-207, 211, 212, 213-214 Planner: Unit 5, pp. 16 17; Unit 6, pp. 22 23 Addendum: SE: 205 TE Part 1: Volume 1: 254 Louisiana Comprehensive Curriculum Support Card: Unit 3 SE: 177-182 TE Part 1: Volume 1: 177-182 Planner: Unit 5, pp. 16 17; Unit 6, pp. 20 21; Unit 6, pp. 22 23 page(s) 182 Page 7 of 21
Environment and Society 14. Describe the impact of human action on the physical environment of early America (G-1D- M1) 15. Explain and give examples of how Native Americans and Europeans adapted to living in a particular North American physical environment (G-1D-M2) 16. Identify the natural resources used by people in the United States (G-1D-M3) SE: 28, 56, 61, 62-63, 159, 165, 172, 177-182 TE Part 1: Volume 1: 28, 56, 61, 62-63, 159, 165, 172, 177-182 LA Comprehensive Curriculum Support Unit 2 Planner: Unit 4, pp. 12 13; Unit 6, pp. 20 21 Louisiana Comprehensive Curriculum Support Card: Unit 2 SE: 54 57, 60 64, 76 80, 83-84, 88 91, 95, 148-149, 157, 159-162, 165-167, 169-173 TE Part 1: Volume 1: 54 57, 60 64, 76 80, 83-84, 88 91, 95, 148-149, 157, 159-162, 165-167, 169-173 Planner: Unit 4, pp. 12 13; Unit 6, pp. 20 21 page(s) 57, 64, 80, 91 SE: 35, 36, 37, 78, 373, 547, 548 549, 564, 566, 572 TE Part 1: Volume 1: 35, 36, 37, 78 Volume 2: 373, 547, 548 549, 564, 566, 572 LA Comprehensive Curriculum Support Overview Page 8 of 21
16. Identify the natural resources used by people in the United States (G-1D-M3) Civics Structure and Purposes of Government 17. Compare aspects of American colonial government (e.g., local, colonial governors, role of the British parliament and Crown) to presentday U.S. local, state, and national government (C-1A-M5) Economics Fundamental Economic Concepts 18. Describe economic activities within and among American Indian cultures prior to contact with Europeans (E-1A-M9) Planner: Unit 4, pp. 12 13; Unit 6, pp. 20 21 page(s) 567 Louisiana Comprehensive Curriculum Support Card Unit Overview SE: Related content: 162, 170, 222-223, 269, 272 273, 279 280, 296 300 TE Part 1: Volume 1: Related content: 162, 170, 222-223, 269, 272 273, 279 280, 296 300 LA Comprehensive Curriculum Support Unit 3 Planner: Unit 5, pp. 18 19; Unit 6, pp. 22 23 Louisiana Comprehensive Curriculum Support Card Unit 3 SE: 60 64, 66 69, 76 80, 82 85, 88 91, 94 97 TE Part 1: Volume 1: 60 64, 66 69, 76 80, 82 85, 88 91, 94 97 Planner: Unit 2 pp 4-5, 6-7 page(s) 64, 69, 80, 85, 91, 97 Page 9 of 21
19. Use economic concepts (e.g., supply and demand, scarcity, interdependence) to identify the economic motivations for European exploration and settlement in the Americas (E- 1A-M9) History Historical Thinking Skills 20. Construct a timeline of key events in American history (beginnings to 1763) (H-1A-M1) 21. Demonstrate an understanding of relative and absolute chronology by interpreting data presented in a timeline (H-1A-M1) Related content: SE: 131, 134 138, 139, 143, 147, 150, 157, 159, 161, 164 167, 168 173 TE Part 1: Volume 1: 131, 134 138, 139, 143, 147, 150, 157, 159, 161, 164 167, 168 173 LA Comprehensive Curriculum Support: Unit 2 Planner: Unit 3, pp. 10 11 page(s) 138, 167, 173 Louisiana Comprehensive Curriculum Support Card: Unit 2 SE: Related content: LA 8-9, LA 10-11, LA 16, 138, 145, 150, 152 TE Part 1: Volume 1: Related content: LA 8-9, LA 10-11, LA 16, 138, 145, 150, 152 LA Comprehensive Curriculum Support Unit 3 Planner: Unit 4, pp. 14 15; Unit 6, pp. 22 23 SE: LA 8-9, LA 10-11, LA 16-17, 46-47, 48-49, 54, 60, 66, 76, 82, 102, 106, 110, 116-117, 119, 126-127, 128-129, 138, 145, 150, 162, 167, 173, 182, Page 10 of 21
21. Demonstrate an understanding of relative and absolute chronology by interpreting data presented in a timeline (H-1A-M1) 22. Identify different points of view about key events in early American history (H-1A-M2) 194-195, 196-197, 220, 236, 243, 251, 260-261, 262-263, 273, 282, 291, 300, 308, 319, 330-331, 332-333, 343, 350, 355, 366, 376, 384, 394-395, 396-397, 406, 413, 420, 436, 441, 445, 456-457, 458-459, 467, 474, 482, 487, 496, 503, 511, 521, 531, 545, 552, 557, 565, 567, 574, 582, 595-596, 597-598, 605, 614, 622, 630, 641, 648, 655, 667 TE Part 1: Volume 1: LA 8-9, LA 10-11, LA 16-17, 46-47, 48-49, 54, 60, 66, 76, 82, 102, 106, 110, 116-117, 119, 126-127, 128-129, 138, 145, 150, 162, 167, 173, 182, 194-195, 196-197, 220, 236, 243, 251, 260-261, 262-263, 273, 282, 291, 300, 308, 319 Volume 2: 330-331, 332-333, 343, 350, 355, 366, 376, 384, 394-395, 396-397, 406, 413, 420, 436, 441, 445, 456-457, 458-459, 467, 474, 482, 487, 496, 503, 511, 521, 531, 545, 552, 557, 565, 567, 574, 582, 595-596, 597-598, 605, 614, 622, 630, 641, 648, 655, 667 Planner: Unit 1, pp. 2 3; Unit 4, pp. 14 15; Unit 6, pp. 22 23 SE: 149, 150, 151, 222-223, 225 227, 310-311, 352 355, 368-369, 385, 432 433, 437, 441, 464 467, 470 474, 475, 476 482, 483, 484 489, 492 496, 516 521, 540, 549, 572 573, 576-577, 584 Page 11 of 21
22. Identify different points of view about key events in early American history (H-1A-M2) 23. Identify the causes, effects, or impact of a given event in early American history (H-1A-M3) 585, 642-643, 646 648, 655 TE Part 1: Volume 1: 149, 150, 151, 222-223, 225 227, 310-311 Volume 2: 352 355, 368-369, 385, 432 433, 437, 441, 464 467, 470 474, 475, 476 482, 483, 484 489, 492 496, 516 521, 540, 549, 572 573, 576-577, 584 585, 642-643, 646 648, 655 LA Comprehensive Curriculum Support: Unit 5 Planner: Unit 3, pp. 8 9 page(s) 227, 355, 467, 474, 482, 489, 496, 521, 648 Louisiana Comprehensive Curriculum Support Card: Unit 5 There are many examples of cause and effect in the Guide Comprehension questions. These pages require students to construct a Cause and Effect chart. SE: LA 6-7, 264-265, 268, 273, 276, 282, 286, 291-292, 296, 300, 380, 384 TE Part 1: Volume 1: LA 6-7, 264-265, 268, 273, 276, 282, 286, 291-292, 296, 300 Volume 2: 380, 384 LA Comprehensive Curriculum Support Unit 8 Page 12 of 21
23. Identify the causes, effects, or impact of a given Event in early American history. (H-1A-M3) 24. Use both a primary and secondary source to describe key events or issues in early American history (H-1A-M4) 25. Identify historical issues or problems in early America and explain how they were addressed (H-1A-M5) Planner: Unit 5, pp. 18 19; Unit 6, pp. 22 23 Louisiana Comprehensive Curriculum Support Card: Unit 8 SE: H6 H7, 2 3, 260 261, 270, 275, 281, 282-283, 284-285, 287-288, 290, 293, 299, 301, 304, 309, 316, 330 331, 343, 346, 348, 350, 351, 353, 366, 368-369, 371, 374, 377, 385 TE Part 1: Volume 1: H6 H7, 2 3, 260 261, 270, 275, 281, 282-283, 284-285, 287-288, 290, 293, 299, 301, 304, 309, 316, Volume 2: 330 331, 343, 346, 348, 350, 351, 353, 366, 368-369, 371, 374, 377, 385 LA Comprehensive Curriculum Support: Unit 7 Planner: Unit 4, pp. 14 15 Louisiana Comprehensive Curriculum Support Card: Unit 7 These are some of the many examples of issues and problems and how they were addressed. SE: LA 6-7, 156 162, 168 173, 224 227, 246 251, 268 273, 276 282, 286 291, 306-308, 314-319, 338 343, 344-350, 353, 380 384, 416 420, 470 474, 476 482, 484 487, 498 503, 549, 554 557 TE Part 1: Volume 1: LA 6-7, 156 162, 168 173, 224 227, 246 251, 268 273, 276 282, 286 281, Page 13 of 21
25. Identify historical issues or problems in early America and explain how they were addressed (H-1A-M5) 26. Conduct historical research using a variety of resources to answer historical questions related to early American history (H-1A-M6) 306-308, 314-319 Volume 2: 338 343, 344-350, 353, 380 384, 416 420, 470 474, 476 482, 484 487, 498 503, 549, 554 557 Planner: Unit 4, pp. 14 15; Unit 5, pp. 16 17 page(s) 162, 173, 227, 251, 273, 282, 291, 343, 384, 420, 474, 482, 487, 503, 557 SE: 48, 86 87, 258, 275, 308, 356-357, 368-369, 392 TE Part 1: Volume 1: 48, 86 87, 128, 196, 262, 258, 275, 308 Volume 2: 332, 356-357, 368-369, 392, 396, 458, 537, 567 Planner: Unit 4, pp. 12 13 page(s) 87 United States History Page 14 of 21
27. Identify and describe indigenous cultures and groups that existed in the Americas at the beginning of European exploration (H-1B-M1) 28. Describe the trade that connected the Americas, Western Europe, and Western Africa prior to 1620, including the origins of the West Africa- European trade connection (H-1B-M1) 29. Compare and contrast Africans, Europeans, and Native Americans converging in the Western Hemisphere after 1492 (H-1B-M1) SE: 61 64, 65, 67 69, 70-71, 77 80, 83 85, 89 91, 95 97, 135, 143-145, 149 TE Part 1: Volume 1: 61 64, 65, 67 69, 70-71, 77 80, 83 85, 89 91, 95 97, 135, 143-145, 149 Planner: Unit 1, pp. 4 5 page(s) 64, 69, 80, 85, 91, 97 Louisiana Comprehensive Curriculum Support Card: Unit 1 SE: 107 115, 136, 161 TE Part 1: Volume 1: 107 115, 136, 161 Planner: Unit 2, pp. 6 7 page(s) 109, 115, 207 Louisiana Comprehensive Curriculum Support Card: Unit 1 SE: 134 138, 146 149, 157-161, 165-167, 168 173, 224 227, 246 251 TE Part 1: Volume 1: 134 138, 146 149, 157-161, 165-167, 168 173, 224 227, 246 251 Planner: Unit 2, pp. 6 7 page(s) 138, 173, 227, 251 Page 15 of 21
30. Explain that cultures change through cultural diffusion, invention, and innovation (H-1B-M2) 31. Describe major early explorations and explorers and their reasons for exploration (H-1B-M2) SE: LA 12-15, 57, 62-63, 80, 85, 91, 97, 103, 107, 109, 112, 135, 138, 143, 149, 184-185, 535, 540, 562 563, 564, 565, 566 567, 568, 569, 570 573, 574, 575, 576 577, 592, 612 613, 614, 642 644, 645, 648, 649 TE Part 1: Volume 1: LA 12-15, 57, 62-63, 80, 85, 91, 97, 103, 107, 109, 112, 135, 138, 143, 149, 184-185 TE Part 1: Volume 2: 535, 540, 562 563, 564, 565, 566 567, 568, 569, 570 573, 574, 575, 576 577, 592, 612 613, 614, 642 644, 645, 648, 649 LA Comprehensive Curriculum Support: Unit 1 LA Comprehensive Curriculum Support: Unit 8 Planner: Unit 3, pp. 8 9 page(s) 567, 574 Louisiana Comprehensive Curriculum Support Card: Unit 8 SE: LA 6-9, 102 104, 111, 114-115, 134 138, 139, 140-141, 147, 165, 166, 241, 242, 248, 372, 374 375, 377, 439, 440, 441, 443 TE Part 1: Volume 1: LA 6-9, 102 104, 111, 114-115, 134 138, 139, 140-141, 147, 165, 166, 241, 242, 248 Volume 2: 372, 374 375, 377, 439, 440, 441, 443 LA Comprehensive Curriculum Support: Unit 1 Page 16 of 21
31. Describe major early explorations and explorers and their reasons for exploration (H-1B-M2) 32. Describe the Spanish conquests in the Americas including the impact on the Aztecs, Incas, and other indigenous peoples (H-1B-M2) 33. Explain the course and consequences of the Columbian Exchange, including its cultural, ecological, and economic impact on Europe, the Americas, and West Africa (H-1B-M2) LA Comprehensive Curriculum Support: Unit 6 Planner: Unit 3, pp. 8 9 page(s) 104, 138, Unit 6 SE: 70, 71, 142 145, 146 150, 151 TE Part 1: Volume 1: 70, 71, 142 145, 146 150, 151 Planner: Unit 3, pp. 8 9 page(s) 145, 150 SE: 136, 138 TE Part 1: Volume 1: 136, 138 Planner: Unit 3, pp. 8 9 34. Describe the arrival of Africans in the European colonies in the seventeenth century and the increase in the importation of slaves in the eighteenth century (H-1B-M3) SE: 224 227, 306, 309, 367, 421, 422-423, 424-425, 464-465, 468, 469, 470-475 TE Part 1: Volume 1: 224 227 TE Part 1: Volume 2: 306, 309, 367, 421, 422-423, 424-425, 464-465, 468, 469, 470-475 Page 17 of 21
34. Describe the arrival of Africans in the European colonies in the seventeenth century and the increase in the importation of slaves in the eighteenth century (H-1B-M3) 35. Explain the societal impact of the immersion of Africans in the Americas (H-1B-M3) 36. Identify instances of both cooperation and conflict between Indians and European settlers (H-1B- M3) Planner: Unit 4, pp. 14 15 page(s) 227 SE: 150, 224 227, 476-481, 484-487 TE Part 1: Volume 1: 150, 224 227 TE Part 1: Volume 2: 476-481-484-487 LA Comprehensive Curriculum Support: Unit 7 Planner: Unit 4, pp. 14 15 page(s) 227 Louisiana Comprehensive Curriculum Support Card: Unit 7 SE: 168 173, 240 243, 246 251 TE Part 1: Volume 1: 168 173, 240 243, 246 251 LA Comprehensive Curriculum Support: Unit 6 Planner: Unit 4, pp. 12 13 page(s)173, 243, 251 Louisiana Comprehensive Curriculum Support Card: Unit 6 Page 18 of 21
37. Describe and compare the various religious groups in colonial America and the role of religion in colonial communities (H-1B-M4) SE: 169-171, 172 173, 183, 184 185, 218, 237 TE Part 1: Volume 1: 169-171, 172 173, 183, 184 185, 218, 237 Planner: Unit 5, pp. 18 19 page(s) 173 38. Describe the political, social, and economic organization and structure of the thirteen British colonies that became the United States (H-1B-M5) 39. Describe reflections of European culture, politics, and institutions in American life (H-1B-M5) SE: 157, 159 162, 167, 170 173, 178 180, 202-207, 210-214, 216-220, 224-227, 254-255 TE Part 1: Volume 1: 157, 159 162, 167, 170 173, 178 180, 202-207, 210-214, 216-220, 224-227, 254-255 Planner: Unit 5, pp. 18 19 page(s) 162, 173 SE: Related content: 10, 110 115, 159, 162, 177, 178, 179 TE Part 1: Volume 1: Related content: 10, 110 115, 159, 162, 177, 178, 179 Planner: Unit 5, pp. 16 17; Unit 5, pp. 18 19 Page 19 of 21
39. Describe reflections of European culture, politics, and institutions in American life (H-1B-M5) 40. Explain why some colonists felt loyal to England due to their cultural, political, and economic ties to their homeland (H-1B-M5) World History 41. Describe the origins, characteristics, and expansion of ancient American empires (e.g., Inca, Maya) and complex societies in the Americas (e.g., Aztec) (H-1C-M13) Louisiana Comprehensive Curriculum Support Card Unit Overview SE: 280 TE Part 1: Volume 1: 280 LA Comprehensive Curriculum Support Overview LA Comprehensive Curriculum Support: Unit 3 Planner: Unit 6, pp. 22 23 Louisiana Comprehensive Curriculum Support Card: Unit 4 SE: 66 69, 70-71 TE Part 1: Volume 1: 66 69, 70-71 Planner: Unit 1, pp. 2 3 page(s) 69 Page 20 of 21
Committee Member Use only Independent Review (to be completed before deliberations begin) Percentage of GLEs for which content of the text adequately meet the GLE: number of GLEs met x 100 = % total number of GLEs for grade or course Committee Member Use only Committee Review (to be completed as deliberations occur) Percentage of GLEs for which content of the text adequately meet the GLE: number of GLEs met x 100 = % total number of GLEs for grade or course Page 21 of 21