GLE's


 * Louisiana Fifth Grade Level Expectations **

1. Identify word meanings using a variety of strategies, including: � using context clues (e.g., definition, restatement, example, contrast) � using structural analysis (e.g., base words, roots, affixes) � determining word origins (etymology) � using electr onic and print dictionaries, thesauruses, glossaries (ELA-1-M1) 2. Identify common abbreviations, symbols, acronyms, and multiple-meaning words (ELA-1-M1) 3. Identify the meanings of idioms and analogies (ELA-1-M1) 4. Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical texts, as well as news and current events) for various purposes (ELA-1-M1) 5. Identify and explain story elements, including: � theme development � character development � relationship of word choice and mood � plot sequence (e.g., exposition, rising action, climax, falling action, resolution) (ELA-1-M2) 6. Identify and explain literary devices in grade-appropriate texts, including: � how word choice and images appeal to the senses and suggest mood, tone, and style � foreshadowing � flashback (ELA-1-M2) 7. Answer literal and inferential questions in oral and written responses about ideas and information in grade-appropriate texts, including: � fiction � nonfiction � poetry � songs (ELA-1-M3) 8. Identify the connections between ideas and information in a variety of texts (e.g., cartoons, poetry, fiction, instructional manuals) and real-life situations and other texts (ELA-1-M4)
 * Reading and Responding **
 * Standard 1 **

9. Identify cultural characteristics, including customs, traditions, and viewpoints, found in national, world, and multicultural literature in oral and written responses (ELA-6-M1) 10. Compare and contrast elements (e.g., plot, setting, characters, theme) in a variety of genres in oral and written responses (ELA-6-M2) 11. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including: � fiction (e.g., folktales, fairy tales, fables, legends, short stories, novels) � nonfiction (e.g., biography, autobiography, informational text) � poetry (e.g., lyric, narrative) � drama (e.g., one-act play or skits) (ELA-6-M3)
 * Standard 6 **

12. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including: � sequencing events and steps in a process � summarizing and paraphrasing information � identifying stated and implied main ideas and supporting details for each � comparing and contrasting literary elements and ideas � making simple inferences and drawing conclusions � predicting the outcome of a story or situation with reasonable justification � identifying literary devices (ELA-7-M1) 13. Examine and explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2) 14. Use technical information and other available resources (e.g., software programs, manuals) to solve problems (ELA-7-M2) 15. Explain an author's purpose for writing (e.g., to explain, to entertain, to persuade, to inform, to express personal attitudes or beliefs) (ELA-7-M3) 16. Explain how the author�s viewpoint (perspective, bias) is reflected in the text (ELA-7-M3) 17. Analyze grade-appropriate print and nonprint texts using various reasoning skills, including: � identifying cause-effect relationships � raising questions � thinking inductively and deductively � generating a theory or hypothesis � skimming/scanning � distinguishing facts from opinions and probability (ELA-7-M4)
 * Standard 7 **

18. Write multiparagraph compositions on student- or teacher-selected topics organized with the following: � an established central idea � important ideas or events stated in sequential or chronological order � elaboration (e.g., fact, examples, specific details) � transitional words and phrases that unify points and ideas � an overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas (ELA-2-M1) 19. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-M1) 20. Develop grade-appropriate compositions on student- or teacher-selected topics that include the following: � word choices (diction) appropriate to the identified audience and/or purpose � vocabulary selected to clarify meaning, create images, and set a tone � information/ideas selected to engage the interest of the reader � clear voice (individual personality) � variety in sentence structure (ELA-2-M2) 21. Develop grade-appropriate compositions applying writing processes such as the following: � selecting topic and form � prewriting (e.g., brainstorming, researching, raising questions, completing graphic organizers) � drafting � conferencing (e.g., peer and teacher) � revising based on feedback and use of various tools (e.g., LEAP21 Writer�s Checklist, rubrics) � proofreading/editing � publishing using technology (ELA-2-M3) 22. Develop grade-appropriate paragraphs and multiparagraph compositions using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and exposition (ELA-2-M4) 23. Use the various modes to write compositions, including: � how-to essays � stories that incorporate dialogue, characters, plot, setting, and sensory details (ELA-2-M4) 24. Develop writing/compositions using a variety of literary and sound devices, including similes, metaphors, and onomatopoeia (ELA-2-M5) 25. Write for various purposes, including: � formal and informal letters that state a purpose, make requests, or give compliments � evaluations of media, such as films, performances, or field trips � explanations of stories and poems using retellings, examples, and text-based evidence (ELA-2-M6)
 * Writing **
 * Standard 2 **

26. Use standard English punctuation, including: � parentheses and commas in direct quotations � commas to set off appositives and introductory phrases � use quotation marks around dialogue (ELA-3-M2) 27. Capitalize the first and other important words in titles and proper nouns (ELA-3-M2) 28. Write paragraphs and compositions following standard English structure and usage, including: � varied sentence structures (e.g., simple, compound) and types (i.e., declarative, interrogative, imperative, exclamatory) � agreement of subjects and verbs in complex sentences � sentences without double negatives � correct sentence fragments and run-on sentences (ELA-3-M3) 29. Apply knowledge of parts of speech in writing, including: � us ing same verb tense throughout when appropriate � sele cting and using specific nouns, pronouns, and verbs for clarity (ELA-3-M4) 30. Spell high-frequency, commonly confused, frequently misspelled words correctly (ELA-3-M5) 31. Incorporate accurate spelling and use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA-3-M5)
 * Writing/Proofreading **
 * Standard 3 **

32. Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) 33. Use complete sentences and standard English grammar, diction, syntax, and pronunciation when speaking (ELA-4-M1) 34. Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA-4-M2) 35. Restate or describe oral directions/procedures for tasks (ELA-4-M2) 36. Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) 37. Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion (ELA-4-M3) 38. Demonstrate active listening strategies (e.g., asking focused questions, responding to questions, making visual contact) (ELA-4-M4) 39. Deliver formal and informal presentations for a variety of purposes, including: � book reports � personal experiences � explanations of projects (ELA-4-M4) 40. Evaluate media for various purposes, including: � effectiveness of organization and presentation � usefulness and relevance of information (ELA-4-M5) 41. Participate in group and panel discussions, including: � explaining the effectiveness and dynamics of group process � applying agreed-upon rules for formal and informal discussions � assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6)
 * Speaking and Listening **
 * Standard 4 **

42. Locate and select information using a variety of organizational features in grade-appropriate resources, including: � complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) � electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) � frequently accessed and bookmarked Web addresses (ELA-5-M1) 43. Locate and integrate information from grade-appropriate resources, including: � multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) � electronic sources (e.g., Web sites, databases, audio and video tapes, films, documentaries) for use in researching a topic (ELA-5-M2) 44. Locate, gather, and select information using data-gathering strategies, including: � surveying � interviewing � paraphrasing (ELA-5-M3) 45. Generate grade-appropriate research reports that include information presented in a variety of forms, including: � visual representations of data/information � graphic organizers (e.g., outlines, timelines, charts, webs) � bibliographies (ELA-5-M3) 46. Use word processing and/or other technology to draft, revise, and publish a variety of works, including compositions and reports (ELA-5-M4) 47. Give credit for borrowed information following acceptable use policy, including: � integrating quotations and citations � using endnotes � creating bibliographies and/or works cited lists (ELA-5-M5) 48. Interpret information from a variety of grade-appropriate sources, including timelines, charts, schedules, tables, diagrams, and maps (ELA-5-M6)
 * Information Resources **
 * Standard 5 **


 * Mathematics **

1. Differentiate between the terms //factor// and //multiple//, and //prime// and //composite// (N-1-M) 2. Recognize, explain, and compute equivalent fractions for common fractions (N-1-M) (N-3-M) 3. Add and subtract fractions with common denominators and use mental math to determine whether the answer is reasonable (N-2-M) 4. Compare positive fractions using number sense, symbols (i.e., <, =, >), and number lines (N-2-M) 5. Read, explain, and write a numerical representation for positive improper fractions, mixed numbers, and decimals from a pictorial representation and vice versa (N-3-M) 6. Select and discuss the correct operation for a given problem involving positive fractions using appropriate language such as //sum, difference, numerator//, and //denominator// (N-4-M) (N-5-M) 7. Select, sequence, and use appropriate operations to solve multi-step word problems with whole numbers (N-5-M) (N-4-M) 8. Use the whole number system (e.g., computational fluency, place value, etc.) to solve problems in real-life and other content areas (N-5-M) 9. Use mental math and estimation strategies to predict the results of computations (i.e., whole numbers, addition and subtraction of fractions) and to test the reasonableness of solutions (N-6-M) (N-2-M) 10. Determine when an estimate is sufficient and when an exact answer is needed in real-life problems using whole numbers (N-6-M) (N-5-M) 11. Explain concepts of ratios and equivalent ratios using models and pictures in real-life problems (e.g., understand that 2/3 means 2 divided by 3) (N-8-M) (N-5-M)
 * Number and Number Relations **

12. Find unknown quantities in number sentences by using mental math, backward reasoning, inverse operations (i.e., unwrapping), and manipulatives (e.g., tiles, balance scales) (A-2-M) (A-3-M) 13. Write a number sentence from a given physical model of an equation (e.g., balance scale) (A-2-M) (A-1-M) 14. Find solutions to one-step inequalities and identify positive solutions on a number line (A-2-M) (A-3-M)
 * Algebra **

15. Model, measure, and use the names of all common units in the U.S. and metric systems (M-1-M) 16. Apply the concepts of elapsed time in real-life situations and calculate equivalent times across time zones in real-life problems (M-1-M) (M-6-M) 17. Distinguish among the processes of counting, calculating, and measuring and determine which is the most appropriate strategy for a given situation (M-2-M) 18. Estimate time, temperature, weight/mass, and length in familiar situations and explain the reasonableness of answers (M-2-M) 19. Compare the relative sizes of common units for time, temperature, weight, mass, and length in real-life situations (M-2-M) (M-4-M) 20. Identify appropriate tools and units with which to measure time, mass, weight, temperature, and length (M-3-M) 21. Measure angles to the nearest degree (M-3-M) 22. Compare and estimate measurements between the U.S. and metric systems in terms of common reference points (e.g., l vs. qt., m vs. yd.) (M-4-M) 23. Convert between units of measurement for length, weight, and time, in U.S. and metric, within the same system (M-5-M)
 * Measurement **

24. Use mathematical terms to classify and describe the properties of 2-dimensional shapes, including circles, triangles, and polygons (G-2-M) 25. Identify and use appropriate terminology for transformations (e.g., //translation// as //slide//, //reflection// as //flip//, and //rotation// as //turn//) (G-3-M) 26. Identify shapes that have rotational symmetry (G-3-M) 27. Identify and plot points on a coordinate grid in the first quadrant (G-6-M)
 * Geometry **

28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing (D-1-M) (D-2-M) (P-3-M) (A-4-M) 29. Compare and contrast different scales and labels for bar and line graphs (D-1-M) 30. Organize and display data using spreadsheets, with technology (D-1-M) 31. Compare and contrast survey data from two groups relative to the same question (D-2-M) 32. Represent probabilities as common fractions and recognize that probabilities fall between 0 and 1, inclusive (D-5-M)
 * Data Analysis, Probability, and Discrete Math **

33. Fill in missing elements in sequences of designs, number patterns, positioned figures, and quantities of objects (P-1-M)
 * Patterns, Relations, and Functions **


 * Science **

Science as Inquiry The Abilities To Do Scientific Inquiry 1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1) 2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1) 3. Use a variety of sources to answer questions (SI-M-A1) 4. Design, predict outcomes, and conduct experiments to answer guiding questions (SI-M-A2) 5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2) 6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3) 7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3) 8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3) 9. Use computers and/or calculators to analyze and interpret quantitative data (SI-M-A3) 10. Identify the difference between description and explanation (SI-M-A4) 11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) (SI-M-A4) 12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4) 13. Identify patterns in data to explain natural events (SI-M-A4) 14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5) 15. Identify and explain the limitations of models used to represent the natural world (SI-M-A5) 16. Use evidence to make inferences and predict trends (SI-M-A5) 17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6) 18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6) 19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7) 20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7) 21. Distinguish between //observations// and //inferences// (SI-M-A7) 22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7) 23. Use relevant safety procedures and equipment to conduct scientific investigations (SI-M-A8) 24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI-M-A8) Understanding Scientific Inquiry 25. Compare and critique scientific investigations (SI-M-B1) 26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1) 27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1) 28. Recognize that investigations generally begin with a review of the work of others (SI-M-B2) 29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3) 30. Describe why all questions cannot be answered with present technologies (SI-M-B3) 31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3) 32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3) 33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4) 34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5) 35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5) 36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-B5) 37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5) 38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6) 39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) (SI-M-B7) 40. Evaluate the impact of research on scientific thought, society, and the environment (SI-M-B7) Physical Science Properties and Changes of Properties in Matter 1. Measure a variety of objects in metric system units (PS-M-A1) 2. Compare the physical properties of large and small quantities of the same type of matter (PS-M-A1) 3. Describe the structure of atoms and the electrical charge of protons, neutrons, and electrons (PS-M-A2) 4. Identify the physical and chemical properties of various substances and group substances according to their observable and measurable properties (e.g., conduction, magnetism, light transmission) (PS-M-A3) 5. Describe the properties and behavior of water in its solid, liquid, and gaseous phases (states) (PS-M-A5) 6. Describe new substances formed from common chemical reactions (e.g., burning paper produces ash) (PS-M-A6) Motions and Forces 7. Compare, calculate, and graph the average speeds of objects in motion using both metric system and U.S. system units (PS-M-B1) 8. Explain that gravity accelerates all falling objects at the same rate in the absence of air resistance (PS-M-B3) 9. Demonstrate a change in speed or direction of an object�s motion with the use of unbalanced forces (PS-M-B5) Transformations of Energy 10. Compare potential and kinetic energy and give examples of each (PS-M-C1) 11. Classify energy resources as //renewable//, //non-renewable//, or //inexhaustible// (PS-M-C1) 12. Identify the Sun as Earth�s primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion (PS-M-C3) 13. Investigate how changes in the position of a light source and an object alter the size and shape of the shadow (PS-M-C4) 14. Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical) (PS-M-C6) Life Science Structure and Function in Living Systems 15. Identify the cell as the basic unit of living things (LS-M-A1) 16. Observe, identify, and describe the basic components of cells and their functions (e.g., cell wall, cell membrane, cytoplasm, nucleus) (LS-M-A1) 17. Compare plant and animal cells and label cell components (LS-M-A2) 18. Describe the metamorphosis of an amphibian (e.g., frog) (LS-M-A3) 19. Describe the processes of photosynthesis and respiration in green plants (LS-M-A4) 20. Describe the levels of structural organization in living things (e.g., cells, tissues, organs, organ systems) (LS-M-A5) 21. Identify diseases caused by germs and how they can be transmitted from person to person (LS-M-A7) Populations and Ecosystems 22. Develop and use a simple dichotomous key to classify common plants and animals (LS-M-C1) 23. Construct food chains that could be found in ponds, marshes, oceans, forests, or meadows (LS-M-C2) 24. Describe the roles of producers, consumers, and decomposers in a food chain (LS-M-C2) 25. Compare food chains and food webs (LS-M-C2) 26. Identify and describe ecosystems of local importance (LS-M-C3) 27. Compare common traits of organisms within major ecosystems (LS-M-C3) 28. Explain and give examples of predator/prey relationships (LS-M-C4) Adaptations of Organisms 29. Describe adaptations of plants and animals that enable them to thrive in local and other natural environments (LS-M-D1) Earth and Space Science Structure of the Earth 30. Identify organic and inorganic matter in soil samples with the aid of a hand lens or microscope (ESS-M-A4) 31. Identify common rocks and minerals and explain their uses and economic significance (ESS-M-A5) 32. Demonstrate the results of constructive and destructive forces using models or illustrations (ESS-M-A7) 33. Identify the processes that prevent or cause erosion (ESS-M-A7) 34. Identify the components of the hydrosphere (ESS-M-A11) 35. Identify the atmosphere as a mixture of gases, water vapor, and particulate matter (ESS-M-A11) 36. Identify, describe, and compare climate zones (e.g., polar, temperate, tropical) (ESS-M-A11) 37. Identify typical weather map symbols and the type of weather they represent (ESS-M-A12) Earth History 38. Estimate the range of time over which natural events occur (e.g., lightning in seconds, mountain formation over millions of years) (ESS-M-B3) Earth in the Solar System 39. Identify the physical characteristics of the Sun (ESS-M-C1) 40. Describe the significance of Polaris as the North Star (ESS-M-C1) 41. Explain why the Moon, Sun, and stars appear to move from east to west across the sky (ESS-M-C1) 42. Differentiate among moons, asteroids, comets, meteoroids, meteors, and meteorites (ESS-M-C2) 43. Describe the characteristics of the inner and outer planets (ESS-M-C2) 44. Explain rotation and revolution by using models or illustrations (ESS-M-C4) 45. Identify Earth�s position in the solar system (ESS-M-C5) 46. Identify and explain the interaction of the processes of the water cycle (ESS-M-C6) (ESS-M-A10) 47. Identify and explain advances in technology that have enabled the exploration of space (ESS-M-C8) Science and the Environment 48. Determine the ability of an ecosystem to support a population (carrying capacity) by identifying the resources needed by that population (SE-M-A2) 49. Identify and give examples of pollutants found in water, air, and soil (SE-M-A3) 50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species) (SE-M-A4) 51. Describe naturally occurring cycles and identify where they are found (e.g., carbon, nitrogen, water, oxygen) (SE-M-A7)

Social Studies

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) 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) 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) 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) 10. Describe the influence of location and physical setting on the founding of the original thirteen colonies (G-1C-M3) 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) 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)
 * Geography **
 * The World in Spatial Terms **
 * Places and Regions **
 * Physical and Human Systems **
 * Environment and Society **

Civics
17. Compare aspects of American colonial government (e.g., local, colonial governors, role of the British parliament and Crown) to present-day U.S. local, state, and national government (C-1A-M5) 18. Describe economic activities within and among American Indian cultures prior to contact with Europeans (E-1A-M9) 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)� 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) 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) 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) 26. Conduct historical research using a variety of resources to answer historical questions related to early American history (H-1A-M6) 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) 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) 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) 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) 37. Describe and compare the various religious groups in colonial America and the role of religion in colonial communities (H-1B-M4) 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) 40. Explain why some colonists felt loyal to England due to their cultural, political, and economic ties to their homeland (H-1B-M5) 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)
 * Structure and Purposes of Government **
 * Economics **
 * Fundamental Economic Concepts **
 * History **
 * Historical Thinking Skills **
 * United States History **
 * World History **