louisiana department of education social...

Louisiana Department of Education Social Studies

Correlation to Grade Level Expectations

Grade 6 Correlation Document

Pearson Scott Foresman The World

Social Studies GRADE 6

C/SS-7A_G6

Book Title: Scott Foresman Social Studies – The World Grade Level: 6 Publisher: Pearson Scott Foresman Subject/Course: Social Studies Grade 6 Correlation *Publishers: You may expand rows, but do not delete any.

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TO BE COMPLETED BY PUBLISHER FOR COMMITTEE MEMBER USE ONLY

GRADE LEVEL EXPECTATIONS CORRELATION NOTATIONS if the content of the text

material is sufficient to allow students to adequately meet the

GLE..

Geography The World in Spatial Terms

1. Use latitude and longitude to determine direction or locate or compare points on a map or representation of a globe (G-1A-M2)

SE: H12–H14, 194–195 TE Part 1: Volume 1: H13–H14, 194–195 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 2–3; Unit 8, pp. 34–35 Ancillaries: Workbook pages pictured on TE page(s) 195

Places and Regions

2. Identify land and climatic conditions conducive to human settlement in regions of the world and describe the role of these conditions (G-1B-M1)

SE: LA 10-13, 26–29, 34–39, 78–81, 82-83, 92–95, 100–103, 122–127, 162–165, 186–189, 208–211, 246–251, 322–325, 370–373, 392–395 TE Part 1: Volume 1: LA 10-13, 26–29, 34–39, 78–81, 82-83, 92–95, 100–103, 122–127, 162–165, 186–189, 208–211, 246–251 Volume 2: 322–325, 370–373, 392–395 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 2–3; Unit 2, pp. 6–7; Unit 2, pp. 8–9 Ancillaries: Workbook pages pictured on TE page(s) 29, 39, 81, 103, 127, 165, 189, 211, 251, 325, 373, 395


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GLE..

3. Identify physical features that influenced world historical events and describe their influence (e.g., the Nile and Tigris-Euphrates as “cradles of civilization”) (G-1B-M2)

SE: 34–39, 78–81, 92–95, 100–103, 122–127, 162–165, 168–173, 186–189, 196–201, 218–221, 246–251, 260–264, 276–279, 322–325 TE Part 1: Volume 1: 34–39, 78–81, 92–95, 100–103, 122–127, 162–165, 168–173, 186–189, 196–201, 218–221, 246–251, 260–264, 276–279 Volume 2: 322–325 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 6–7; Unit 2, pp. 8–9 Ancillaries: Workbook pages pictured on TE page(s) 39, 81, 95, 103, 127, 165, 173, 189, 201, 221, 251, 264, 279, 325

4. Explain ways in which goals, cultures,

interests, inventions, and technological advances have affected people’s perceptions and uses of places or regions in world history (G-1B-M4)

There are many opportunities for students to meet this GLE. These are some of the many examples. SE: LA 4-5, 34–39, 43, 46, 78–81, 92–95, 100–103, 106–112, 122–127, 162–165, 168–173, 186–189, 196–201, 218–221, 246–251, 260–264, 276–279, 282–287, 288–292, 294–297, 330–333, 354, 400–405, 430–437, 474–477 TE Part 1: Volume 1: LA 4-5, 34–39, 43, 46, 78–81, 92–95, 100–103, 106–112, 122–127, 162–165, 168–173, 186–189, 196–201, 218–221, 246–251, 260–264, 276–279, 282–287, 288–292, 294–297 Volume 2: 330–333, 354, 400–405, 430–437, 474–477


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GLE..

(con’td) 4. Explain ways in which goals, cultures,

interests, inventions, and technological advances have affected people’s perceptions and uses of places or regions in world history (G-1B-M4)

TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 4–5; Unit 2, pp. 6–7; Unit 7, pp. 28–29; Unit 7, pp. 30–31; Unit 7, pp. 32–33 Ancillaries: Workbook pages pictured on TE page(s) 39, 81, 95, 103, 112, 127, 165, 173, 189, 201, 221, 251, 264, 279, 287, 292, 297, 333, 405, 437, 477

Physical and Human Systems

5. Explain reasons for different patterns of migration among early peoples (G-1C-M4)

SE: LA 6-7, 128–134 TE Part 1: Volume 1: LA 6-7, 128–134 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 3, pp. 12–13 Ancillaries: Workbook pages pictured on TE page(s) 134

6. Explain factors or events that have facilitated cultural diffusion (e.g., the Silk Road, Crusades) (G-1C-M5)

SE: LA 6-7, 406–411, 430–437, 438–442, 474–477 TE Part 1: Volume 2: LA 6-7, 406–411, 430–437, 438–442, 474–477 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 5, pp. 22–23; Unit 7, pp. 28–29; Unit 7, pp. 32–33 Ancillaries: Workbook pages pictured on TE page(s) 411, 437, 442, 477


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7. Describe the economic interdependence among various ancient civilizations (G-1C-M6)

SE: LA 8-9, 89, 94, 109, 375 TE Part 1: Volume 1: LA 8-9, 89, 94, 109 Volume 2: 375 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 4, pp. 18–19

8. Explain how ancient civilizations established and maintained political boundaries (G-1C-M7)

SE: LA 8-9, 50, 52–53, 58–59, 85, 93, 133 TE Part 1: Volume 1: 50, 52–53, 58–59, 85, 93, 133 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 4, pp. 18–19 Ancillaries: Workbook pages pictured on TE page(s) 53, 59

Environment and Society

9. Explain how different physical environments affected human activity in ancient civilizations (G-1D-M2)

SE: LA 6-9, 26–29, 34–39, 78–81, 92–95, 100–103, 122–127, 162–165, 168–173, 186–189, 196–201, 218–221, 246–251, 260–264, 276–279, 322–325 TE Part 1: Volume 1: 26–29, 34–39, 78–81, 92–95, 100–103, 122–127, 162–165, 168–173, 186–189, 196–201, 218–221, 246–251, 260–264, 276–279 Volume 2: 322–325 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 6–7; Unit 2, pp. 8–9 Ancillaries: Workbook pages pictured on TE page(s) 29, 39, 81, 95, 103, 127, 165, 173, 189,


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(Continued) 9. Explain how different physical environments

affected human activity in ancient civilizations (G-1D-M2)

Ancillaries: Workbook pages pictured on TE page(s) 201, 221, 251, 264, 279, 325

10. Analyze world or regional distribution of natural resources in terms of the need to import or the capacity to export (G-1D-M3)

SE: Related content: 445, 665–667 TE Part 1: Volume 2: Related content: 445, 665–667 LA Comprehensive Curriculum Support Unit 8 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 7, pp. 28–29; Unit 7, pp. 30–31; Unit 7, pp. 32–33 Louisiana Comprehensive Curriculum Support Card: Unit 8

Civics Foundations of the American Political System

11. Identify the essential elements of Greek and Roman government that would later influence the U.S. government (C-1B-M1)

SE: LA16–LA17, 252–256, 260–264, 282–287, 288–292 TE Part 1: Volume 1: LA16–LA17, 252–256, 260–264, 282–287, 288–292 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 4, pp. 14–15; Unit 4, pp. 16–17 Ancillaries: Workbook pages pictured on TE page(s) 256, 264, 287, 292


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Economics Fundamental Economic Concepts

12. Explain the role of expanding specialization in the development of world civilizations (E-1A-M4)

SE: 22, 58, 89, 404 TE Part 1: Volume 1: 22, 58, 89 Volume 2: 404 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 2–3; Unit 1, pp. 4–5

13. Identify the functions and characteristics of money (e.g., money as a store of value) and compare barter exchange to money exchange (E-1A-M8)

SE: 58–59, 264, 286, 301, 305, 378 TE Part 1: Volume 1: 58–59, 264, 286, 301, 305 TE Part 2: Volume 2: 378 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 6, pp. 24–25

14. Use economic concepts (e.g., supply and demand, interdependence) to describe the economic motivations for expanding trade and territorial domination in world history (E-1A-M9

SE: LA 24-27, 38–39, 89, 480, 445, 448-449 TE Part 1: Volume 1: LA 24-27, 38–39, 89 Volume 2: 480, 445, 448-449 LA Comprehensive Curriculum Support: Unit 5 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 3, pp. 12–13; Unit 4, pp. 18–19; Unit 7, pp. 28–29 Louisiana Comprehensive Curriculum Support Card: Unit 5

History Historical Thinking Skills

15. Construct a timeline of key developments in world history (political, social, technological, religious/cultural) (H-1A-M1)

SE: LA 35, 24–25 TE Part 1: Volume 1: LA 35, 24–25 Volume 2: 524–525 LA Comprehensive Curriculum Support: Unit 4


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GLE..

(Continued) 15. Construct a timeline of key developments in

world history (political, social, technological, religious/cultural) (H-1A-M1)

TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 4–5; Unit 3, pp. 12–13; Unit 4, pp. 18–19; Unit 8, pp. 34–35 Ancillaries: Workbook pages pictured on TE page(s) 25, 525 Louisiana Comprehensive Curriculum Support Card: Unit 4

16. Interpret data presented in a timeline to identify change and continuity in world civilizations (H-1A-M1)

SE: LA 14-15, 2-3, 4-5, 24–25, 31, 67, 70-71, 72-73, 110-111, 134, 155-156, 157, 238-239, 240-241, 314-315, 316-317, 318, 343, 366, 422-423, 424-425, 434, 478-479, 512-515, 524–525, 539, 571, 598-600, 601, R29-R40 TE Part 1: Volume 1: LA 14-15, 2-3, 4-5, 24–25, 31, 67, 70-71, 72-73, 110-111, 134, 155-156, 157, 238-239, 240-241 Volume 2: 314-315, 316-317, 318, 343, 366, 422-423, 424-425, 434, 478-479, 512-515, 524-525, 539, 571, 598-599, 601, R29-R40 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 8, pp. 34–35 Ancillaries: Workbook pages pictured on TE page(s) 25, 525

17. Describe the defining characteristics of major world civilizations from political, social, and economic perspectives (H-1A-M2)

SE: LA 16-17, 10–16, 18–23, 34–39, 40–46, 48–53, 54–59, 78–81, 84–90, 92–95, 106–112, 114–117, 128–134, 168–173, 174–180, 190–193, 196–201, 212–215, 218–221, 222–224, 252–256, 260–264, 266–271, 276–279, 282–287, 288–292, 294–297, 298–304, 326–328, 346–349, 350–355, 356–359,


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GLE..

(Continued) 17. Describe the defining characteristics of major

world civilizations from political, social, and economic perspectives (H-1A-M2)

SE: 374–378, 406–411, 430-437, 442, 456-462, 466-471 TE Part 1: Volume 1: LA 16-17, 10–16, 18–23, 34–39, 40–46, 48–53, 54–59, 78–81, 84–90, 92–95, 106–112, 114–117, 128–134, 168–173, 174–180, 190–193, 196–201, 212–215, 218–221, 222–224, 252–256, 260–264, 266–271, 276–279, 282–287, 288–292, 294–297, 298–304 Volume 2: 326–328, 346–349, 350–355, 356–359, 374–378, 406–411, 430-437, 442, 456-462, 466-471 LA Comprehensive Curriculum Support: Unit 3 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 2–3; Unit 1, pp. 4–5; Unit 2, pp. 8–9; Unit 2, pp. 10–11; Unit 3, pp. 12–13; Unit 4, pp. 14–15; Unit 4, pp. 16–17; Unit 5, pp. 22–23; Unit 6, pp. 24–25 Ancillaries: Workbook pages pictured on TE page(s)16, 23, 39, 46, 53, 59, 81, 90, 95, 112, 117, 134, 173, 180, 193, 201, 215, 221, 224, 256, 264, 271, 279, 287, 292, 297, 304, 328, 349, 355, 359, 378, 411 Louisiana Comprehensive Curriculum Support Card: Unit 3

18. Describe the causes, effects, or impact of a given historical development or event in world civilizations (H-1A-M3)

SE: LA 6-9, LA 26, LA 28-29, 39, 266, 271, 298, 304, 334, 338, 356, 359-360, 363, 392, 395, 492, 496, 520, 523, 532, 534, 537, 538, 542, 547-548,


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GLE..

(Continued) 18. Describe the causes, effects, or impact of a

given historical development or event in world civilizations (H-1A-M3)

554, 558, 561, 564, 568, 572, 576, 580, 582, 587, 590 TE Part 1: Volume 1: LA 6-9, LA 26, LA 28-29, 39, 271, 304 Volume 2: 338, 359, 363, 395, 496, 523, 532, 537, 538, 547, 554, 561, 564, 572, 580, 587, 590 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 10–11; Unit 5, pp. 20–21; Unit 6, pp. 24–25; Unit 6, pp. 26–27

19. Use multiple primary and secondary sources to describe world civilizations (H-1A-M4)

SE: 2–3, 37, 43, 50-51, 70–71, 85, 91, 111, 116, 135, 137, 141, 144–145, 154–155, 172, 181, 199, 228-229, 238–239, 248, 255, 270, 280–281, 284, 286, 291, 293, 245, 307, 311, 314-314, 328, 335, 339, 363, 379, 407, 409, 410, 422–423, 440, 458, 459, 464-465, 471, 472–473, 483, 512–513, 527, 528, 530, 555, 556, 559, 561, 579, 584, 588-589, 592-593, 598–599, 611, 623, 625, 638, 645, 674-675 TE Part 1: Volume 1: 2–3, 37, 43, 50-51, 70–71, 85, 91, 111, 116, 135, 137, 141, 144–145, 154–155, 172, 181, 199, 228-229, 238–239, 248, 255, 270, 280–281, 284, 286, 291, 293, 245, 307, 311 Volume 2: 314–315, 328, 335, 339, 363, 379, 407, 409, 140, 422–423, 440, 458, 459, 464-465, 471, 472–473, 483, 512–513, 527, 528, 530, 555, 556, 559, 561, 579, 584, 588-589, 592-593, 598–599, 611, 623, 625, 638, 645, 674-674


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GLE..

(Continued) 19. Use multiple primary and secondary sources

to describe world civilizations (H-1A-M4)

TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 10–11; Lesson Planner: Unit 3, pp. 12–13; Unit 5, pp. 20–21 Ancillaries: Workbook pages pictured on TE page(s) 145, 281, 473

20. Identify historical issues or problems in world civilizations and discuss how they were addressed (H-1A-M5)

SE: 81, 94, 102, 132 TE Part 1: Volume 1: 81, 94, 102, 132 LA Comprehensive Curriculum Support Unit 7 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 4, pp. 16–17; Unit 5, pp. 20–21; Unit 6, pp. 24–25; Unit 7, pp. 28–29 Louisiana Comprehensive Curriculum Support Card: Unit 7

21. Conduct historical research using a variety of resources to answer historical questions related to world civilizations (H-1A-M6)

SE: H4–H9, 144–145, 147, 153, 364–365, 367, 386–387, 389, 472-473, 510 TE Part 1: Volume 1: H4–H9, 144–145, 147, 153 Volume 2: 364–365,367, 386–387, 389, 472-473, 510 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 10–11; Unit 3, pp. 12–13; Unit 6, pp. 24–25; Unit 7, pp. 30–31 Ancillaries: Workbook pages pictured on TE page(s)145, 365, 387


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World History

22. Describe features of the earliest communities (e.g., shelter, food, clothing) (H-1C-M1)

SE: LA 6-9, 10–16, 18–23, 26–29 TE Part 1: Volume 1: LA 6-9, 10–16, 18–23, 26–29 LA Comprehensive Curriculum Support Unit 3 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 2–3; Unit 1, pp. 4–5; Unit 2, pp. 8–9 Ancillaries: Workbook pages pictured on TE page(s) 16, 23, 29 Louisiana Comprehensive Curriculum Support Card: Unit 3

23. Describe hunter-gatherer societies, including the development of tools and the use of fire (H-1C-M1)

SE: LA 6-9, 10–16 TE Part 1: Volume 1: LA 6-9, 10–16 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 2–3 Ancillaries: Workbook pages pictured on TE page(s)16

24. Explain how geographical features influenced development of early civilizations (e.g., domestication, cultivation, specialization) (H-1C-M2)

SE: LA 6-9, 18–23, 26–29 TE Part 1: Volume 1: LA 6-9, 18–23, 26–29 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 4–5; Unit 2, pp. 8–9 Ancillaries: Workbook pages pictured on TE page(s) 23, 29


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25. Explain why agricultural societies developed from hunters and gatherers (H-1C-M2)

SE: LA 6-9, 18–22 TE Part 1: Volume 1: LA 6-9, 18–22 LA Comprehensive Curriculum Support: Unit 1 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 4–5 Ancillaries: Workbook pages pictured on TE page(s) 22 Louisiana Comprehensive Curriculum Support Card: Unit 1

26. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing (H-1C-M2)

SE: 18–22, 23, 27–28, 36–37 TE Part 1: Volume 1: 18–22, 23, 27–28, 36–37 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 1, pp. 2–3; Unit 1, pp. 4–5 Ancillaries: Workbook pages pictured on TE page(s) 22, 28, 37

27. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley (H-1C-M3)

SE: 36, 38, 40-43, 75, 79–80, 81-82, 83, 102–103, 125, 129-131 TE Part 1: Volume 1: 36, 38, 40-43, 75, 79–80, 81-82, 83, 102–103, 125, 139-131 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 6–7; Unit 2, pp. 8–9 Ancillaries: Workbook pages pictured on TE page(s) 39, 81, 83, 103, 127

28. Describe the major characteristics of early river valley civilizations (H-1C-M3)

SE: 36, 38, 40-43, 75, 79–80, 81-82, 83, 102–103, 125 TE Part 1: Volume 1: 36, 75, 79–80, 83, 102–103, 125


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GLE..

(Continued) 28. Describe the major characteristics of early

river valley civilizations (H-1C-M3)

LA Comprehensive Curriculum Support: Unit 2 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 6–7; Unit 2, pp. 8–9; Unit 2, pp. 10–11 Ancillaries: Workbook pages pictured on TE page(s) 39, 81, 83, 103, 127 Louisiana Comprehensive Curriculum Support Card: Unit 2

29. Describe how early river civilizations influenced the development of other cultures through trade and cultural diffusion (H-1C-M4)

SE: 38, 80–81, 89, 93, 107, 108–112, 113–115, 130–131, 134 TE Part 1: Volume 1: 38, 80–81, 89, 93, 107, 108–112, 113–115, 130–131, 134 LA Comprehensive Curriculum Support Card: Unit 2 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 8–9; Unit 2, pp. 10–11 Ancillaries: Workbook pages pictured on TE page(s) 39, 81, 83, 103, 127, 134 Louisiana Comprehensive Curriculum Support Card: Unit 2

30. Describe the development of agricultural societies and individual communities in Southwest Asia, the Mediterranean basin, and temperate Europe, including the role of plow technology (H-1C-M4)

SE: 34–39, 40–46, 124–125, 126-127, 401-402, 403 TE Part 1: Volume 1: 34–39, 40–46, 124–125, 126-127 Volume 2: 401-402, 403 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 8–9; Unit 3, pp. 12–13 Ancillaries: Workbook pages pictured on TE page(s) 39, 46, 127, 405


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GLE..

31. Identify the effects of migration and militarization on the politics and social fabric of Europe and Asia (H-1C-M5)

SE: 130, 285, 299 TE Part 1: Volume 1: 130, 285, 299 LA Comprehensive Curriculum Support Unit 8 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 3, pp. 12–13 Louisiana Comprehensive Curriculum Support Card: Unit 8

32. Analyze the origins and influence of the Hittite, Minoan, and Mycenaean civilizations (H-1C-M5)

SE: 250–251 TE Part 1: Volume 1: 250–251 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 3, pp. 12–13

33. Explain the significance of the introduction of iron tools and weapons in Southwest Asia and the Mediterranean region (H-1C-M6)

SE: 95, 108, 250, 261, 263 TE Part 1: Volume 1: 95, 108, 250, 261, 263 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 3, pp. 12–13

34. Explain the significance of Phoenician trade in the Mediterranean basin (H-1C-M6)

SE: 58–59 TE Part 1: Volume 1: 58–59 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 3, pp. 12–13 Ancillaries: Workbook pages pictured on TE page(s) 59


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GLE..

35. Identify forms of writing developed in early civilizations and discuss how written records changed political, legal, religious, and cultural life (H-1C-M6)

SE: 43, 55, 56, 86, 107, 128, 130, 172–173, 354 TE Part 1: Volume 1: 43, 55, 56, 86, 107, 128, 130, 172–173 TE Part 1: Volume 2: 354 LA Comprehensive Curriculum Support Card:Unit 1 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 2, pp. 10–11 Louisiana Comprehensive Curriculum Support Card Unit 1

36. Describe the development of the Greek city-states, the cultural achievements of Athens, and the impact of Alexander the Greats conquests (H-1C-M7)

SE: 252–256, 260–264, 266–271 TE Part 1: Volume 1: 252–256, 260–264, 266–271 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 4, pp. 14–15; Unit 4, pp. 16–17; Unit 4, pp. 18–19 Ancillaries: Workbook pages pictured on TE page(s) 256, 264, 271

37. Explain the sharing of ideas, goods, and services through trade between the Greek and Roman civilizations, and the influence of those civilizations on other cultures (H-1C-M7)

SE: 276–279 TE Part 1: Volume 1: 276–279 LA Comprehensive Curriculum Support Unit 4 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 4, pp. 18–19; Unit 6, pp. 24–25 Ancillaries: Workbook pages pictured on TE page(s) 279 Louisiana Comprehensive Curriculum Support Card: Unit 4


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38. Describe and compare/contrast the key characteristics of classical civilizations (e.g., Greek, Roman, Persian, Chinese) (H-1C-M7)

SE: 106–112, 114–117, 128–134, 260–264, 266–271, 282–287, 288–292, 350–355 TE Part 1: Volume 1: 106–112, 114–117, 128–134, 260–264, 266–271, 282–287, 288–292 Volume 2: 350–355 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 4, pp. 16–17; Unit 4, pp. 18–19 Ancillaries: Workbook pages pictured on TE page(s) 112, 117, 134, 264, 71, 287, 292, 355

39. Identify the major new religions and relate them to the empires that emerged in the Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, Islam) (H-1C-M8)

SE: 136–139, 140–143, 294–297, 330–333 TE Part 1: Volume 1: 136–139, 140–143, 294–297 Volume 2: 330–333 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 5, pp. 20–21; Unit 5, pp. 22–23 Ancillaries: Workbook pages pictured on TE page(s) 139, 143, 297, 333

40. Compare and contrast the major religions in terms of leaders, key beliefs, and location (H-1C-M8)

SE: 136–139, 140–143, 158, 294–297, 330–333 TE Part 1: Volume 1: 136–139, 140–143, 158, 294–297 Volume 2: 330–333 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 5, pp. 20–21; Unit 5, pp. 22–23 Ancillaries: Workbook pages pictured on TE page(s) 139, 143, 297, 333


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41. Trace the spread of major religions and cultural traditions (e.g., the migration of Jews, spread of Christianity, expansion of Islamic rule) (H-1C-M9)

SE: LA 10-13, 136–139, 140–143, 294–297, 330–333 TE Part 1: Volume 1: LA 10-13, 136–139, 140–143, 294–297 Volume 2: 330–333 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 5, pp. 22–23 Ancillaries: Workbook pages pictured on TE page(s) 139, 143, 297, 333

42. Identify the effect that the major religions have had on European, Asian, and African civilizations (H-1C-M9)

SE: 136–139, 140–143, 294–297, 330–333 TE Part 1: Volume 1: 136–139, 140–143, 294–297 Volume 2: 330–333 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 5, pp. 22–23 Ancillaries: Workbook pages pictured on TE page(s) 139, 143, 297, 333

43. Describe the changes and developments brought about by the emergence and collapse of major empires/kingdoms in Europe, Asia, Africa, and the Americas prior to A.D. 1000 (H-1C-M10)

SE: 252–256, 260–264, 266–271, 276–279, 282–287, 298–304, 326–328, 346–349, 350–355, 356–359, 374–378, 380–385 TE Part 1: Volume 1: 252–256, 260–264, 266–271, 276–279, 282–287, 298–304, 326–328, 346–349, 350–355 Volume 2: 356–359, 374–378, 380–385


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G DERA CORRELATION NOTATIONS LEVEL EXPECTATIONS if the content of the text


GLE..

(Continued) 43. Describe the changes and developments

Brought about by the emergence and collapse of major empires/kingdoms in Europe, Africa, and the Americans prior to A.D. 1000 (H-1C-M10)

TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 6, pp. 24–25; Unit 6, pp. 26–27 Ancillaries: Workbook pages pictured on TE page(s) 256, 264, 271, 279, 287, 304, 328, 349, 355, 359, 378, 385

44. Describe major events, key figures, and social structure of the Early Middle Ages (e.g., the fall of Rome, Charlemagne, feudalism) (H-1C-M10)

SE: 298–304, 396–398, 400–405 TE Part 1: Volume 1: 298–304 Volume 2: 396–398, 400–405 LA Comprehensive Curriculum Support Unit 5 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 6, pp. 24–25 Ancillaries: Workbook pages pictured on TE page(s) 304, 398, 405 Louisiana Comprehensive Curriculum Support Card: Unit 5

45. Identify effects of exploration and trade on the economic and cultural development of Europe, Africa, and Asia prior to 1500 (H-1C-M11)

SE: 396–398, 406–411, 438–442 TE Part 1: Volume 2: 396–398, 406–411, 438–442 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 7, pp. 28–29; Unit 7, pp. 32–33 Ancillaries: Workbook pages pictured on TE page(s) 398, 411, 442


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46. Explain how communication among regions was accomplished between AD 1000 to 1500 (H-1C-M11)

TE Part 1: Although communication among regions is not explicitly stated, the civilizations of this time period are featured in Unit 5 (pp. 320–420). TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 7, pp. 30–31; Unit 7, pp. 32–33

47. Explain how and why Europe changed politically, socially, culturally, or economically during the period of intensified hemispheric interactions (H-1C-M12)

SE: 406–411 TE Part 1: Volume 2: 406–411 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 7, pp. 30–31; Unit 8, pp. 34–35 Ancillaries: Workbook pages pictured on TE page(s) 411

48. Describe the major contributing factors that led to the Renaissance (H-1C-M12)

SE: 430–437 TE Part 1: Volume 2: 430–437 LA Comprehensive Curriculum Support Unit 6 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 8, pp. 34–35 Ancillaries: Workbook pages pictured on TE page(s) 437 Louisiana Comprehensive Curriculum Support Card: Unit 6


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GLE..

49. Describe the major contributing factors that would lead to the Reformation (H-1C-M12)


50. Explain the major social, economic, political, and cultural features of European, African, and Asian societies that stimulated exploration and colonization (H-1C-M14)

SE: 374–378, 380–385, 438–442, 444–449, 486–489, 492–496 TE Part 1: Volume 2: 374–378, 380–385, 438–442, 444–449, 486–489, 492–496 LA Comprehensive Curriculum Support Card: Unit 6 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 8, pp. 36–37 Ancillaries: Workbook pages pictured on TE page(s) 378, 385, 442, 449, 489, 496 Louisiana Comprehensive Curriculum Support Card: Unit 6

51. Identify major technological developments in shipbuilding, navigation, and naval warfare, and trace the cultural origins of various innovations (H-1C-M14)

SE: 80, 438–439, 442, 521 TE Part 1: Volume 1: 80 Volume 2: 438–439, 442, 521 LA Comprehensive Curriculum Support Card: Unit 7 TE Part 2: LA Comprehensive Curriculum Lesson Planner: Unit 8, pp. 36–37 Louisiana Comprehensive Curriculum Support Card: Unit 7


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GLE..

52. Describe the major achievements of the early Renaissance in Europe, including the impact of innovations in printing (H-1C-M14)



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Committee Member Use only—Independent Review

(to be completed before deliberations begin) Percentage of GLEs for which content of the text material is sufficient to allow students to adequately meet the GLE:

x 100 = ___________%

number of GLEs mettotal 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 material is sufficient to allow students to adequately meet the GLE:

x 100 = ___________%

number of GLEs mettotal number of GLEs for grade or course

louisiana department of education social...

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