educationtennessee career and technical education ... · a. materials can be accessed in a variety...

O Department of.EducationTENNESSEE CAREER AND TECHNICAL EDUCATION TEXTBOOK SCREENING INSTRUMENT,

BUSINESS AND MARKETING ELECTIVES

BEFORE YOU BEGIN

ALIGNMENT TO THE TENNESSEE CAREER AND TECHNICAL EDUCATION STANDARDS:

Tennessee’s Career and Technical Education Standards (hereafter, “the standards”) represent a significant shift in the definition of studentproficiency within career and technical education environments. Evaluators of materials should understand that the standards replace theproficiency frameworks of years past in three major respects:

1) A shift to clear, specific, and measurable expectations for student learning. The standards articulate deep knowledge and skillattainment, departing from the competency-based structure of years past.

2) Increased focus on rigor in literacy and mathematics within technical contexts.3) Sequential progression of knowledge and skills within and across courses. The new standards build on each other both within

course content and across course levels, arranged within programs of study that culminate in capstone and/or work-based learningexperiences for students.

Evaluators of materials must be well versed in the standards for the course(s) aligned to the materials in question, how the content fits intothe progressions in the content standards, and the expectations of the standards with respect to conceptual understanding, fluency, andtechnical application. Aligned courses in the Business Management & Administration Career Cluster:

AMERICAN BUSINESS LEGAL (5892)

REVIEW

Book Title and ISBN: Law for Business & Personal Use igEd. (ISBN: 978-1-305-65300-9 Level(s)/Course(s): ABLS

Publisher: Cengage Copyright Year: 2017

SECTION 1(1):FOCUS:Students and teachers using the materials as designed devote the majority of time in each level to the course standards.*METRICS:

A. In any single course level, materials are designed where there is 80%** alignment to the Yes X Nocourse standards. — —

B. All materials are appropriate for the designated course level, both in terms of content and interms of language. For materials spanning multiple course levels and/or grade bands, content Yes X Nois presented at the appropriate grain size (i.e., level of detail) commensurate to expectations in — —

the standard.

C. Materials focus equally on the conceptual knowledge as well as the technical skill outlined in the Yes X Nostandards. — —

D. Topics do not deviate from the content outlined in the course standards. Topics may go “aboveand beyond” stated learning expectations, but not in a manner that distracts from the focus on Yes ....X_ Nospecific knowledge and skills as determined by the standards.

To be aligned to the Tennessee Standards, materials for each level must attend to all four Meet?indicators of Focus. All four indicators must be marked Yes. Yes No

Justification/Notes

This textbook meets the mandatory 80 percent alignment to course standards in American Business Legal Systems.

*For the purposes of this document, Tennessee C~E students are considered to be enrolled in course “levels” (i.e., Level 1, Level 2, Level 3, and Level 4) due tovariation in the grade level at which students may take a course. For example, a tenth-grade student may be enrolled in a Level 1 course. For this reason,reviewers are asked to evaluate materials on the basis of their alignment to particular course levels, not grade levels or grade bands.**Thjs ~ercentaoe is a guide. Reviewers should not attempt to comoute oercentages based on counting pages or counting lessons. Reviewers will use theirprofessional judgment to determine how students are meant to spend their time to determine focus and provide evidence for their decision.

Demonstrate parliamentary procedure through office staff/chapterorganizational meetings. 1.11 Apply appropriate typography concepts toindustry documents.

2. The student will analyze the Constitution as it relates to American X 2.1 — pages 4-23business. The student will: 2.1 Examine the historical background of the 2.2 — pages 25-31United States legal system. 2.2 Analyze the basic principles upon which 2.3 — pages 31-36the Constitution of the United States is based. 2.3 Demonstrate the role 2.4 — page 25-36of constitutions in preventing abuse of governmental power. 2.4 Analyze 2.5 — pages 402-417the impact of the Constitution, Constitutional Amendments, and federalacts on American business practices. 2.5 Critique the effect of rule of lawas it applies to business and employees.

3. The student will analyze ways the Bill of Rights protects the American X 3.1 — pages 24-47citizen. The student will: 3.1 Examine the basic freedoms guaranteed by 3.2 — pages 36-47the Bill of Rights. 3.2 Analyze the effect of laws on individual rights and 3.3 — pages 264-283freedoms. 3.3 Investigate the balance between the protection ofindividual rights and the general welfare of all citizens.

4. The student will investigate the organizational structure of the executive, X 4.1-4.5 — pages 24-47legislative, and judicial branches of federal, state, and local governments.The student will: 4.1 Compare and contrast requirements and duties forthe executive and legislative branches. 4.2 Examine the process forproposing and passing legislation. 4.3 Examine the function of the judicialsystem as it relates to the executive and legislative branches. 4.4 Relatethe duties and requirements for serving in state and local governments.4.5 Analyze the function of a system of checks and balances.

5. The student will connect ethics, law, the court system, and substantive X 5.1-5.4 — pages 48-105and procedural law. The student will: 5.1 Compare the relationshipbetween ethics and the law. 5.2 Analyze the structure of federal, state,and local courts in the American legal system. 5.3 Connect the role of thejuvenile court with the role of other courts within a state, territory, orprovince. 5.4 Differentiate between substantive and procedural law.

6. The student will apply the concepts of contract law. The student will: 6.1 X 6.1-6.4 — pages 112-227Analyze the essential parts of a contract. 6.2 Analyze the differentclassifications of contracts. 6.3 Compare requirements of an offer and anacceptance. 6.4 Analyze requirements for valid consideration.

13. Analyze the American business and legal systems compared to other Xglobal business and legal systems. The student will: 13.1 Investigate typesof legal systems that are different from the U.S. system. 13.2 Analyzebusiness law and practices in other countries which are different than theUS practices. 13.3 Examine laws and practices related to the import andexport of goods and services (trade agreements, protectionism, tradebalance). 13.4 Assess the role of trade agreements and international legaland political bodies in the resolution of trade disputes.

Justification/Notes

This textbook aligns with 93% of the standards and provides rigor through various activities in each unit.

SECTION 1(3):POSTSECONDARY AND CAREER READINESS:Materials promote multiple pathways to student success beyond high school, highlighting a range of careeropportunities aligned with entry and exit points to and from appropriate postsecondary programs. Aligned pathways arepresented in a fair and balanced fashion that underscores the need for advanced training beyond high school, but doesnot privilege one set of credentials over another and is consistent with occupational requirements.METRICS:Career planning activities in each unit:

A. Technical skills are promoted within the context of applicable industries and workenvironments. They are not presented in isolation or without meaningful connections to Yes Noaligned careers.

B. Materials showcase a diversity of career and postsecondary opportunities for students uponcompletion of high school, including all applicable levels of postsecondary training (i.e., Yes Notechnical schools, community colleges, four-year universities, etc.).

C. Connections to relevant certifications and other credentials are clearly explained, and their Yes X Novalue in industry is communicated where appropriate. — —

D. Materials provide opportunities for students to practice and reflect upon 21st century (or Yes X No“soft”) skills. — —

Page 3, 111, 233, 289, 385, 471, 541,

N/A — There is no nationalcertification for ABLS.

A. Materials are aligned to relevant national and/or industry standards whereappropriate. For example, Mechatronics I materials routinely make reference 2 1to and reinforce connections with national industry certification standards from 0companies like Siemens.

B. Materials are aligned to discipline-specific content or pedagogical 2- various activities areframeworks frequently used by professionals in associated industries. For 2 1 provided in the teacherexample, Differentiating Instruction materials routinely make reference to and materials includingreinforce connections with instructional strategies that meet the educational enrichment projectsneeds of the student, as specified in the standards.

C. Connections are made to discipline-specific professional societies and 2 — FBLA competitions areorganizations, and their value is clearly communicated in the materials. For 2 1 routinely focused on inexample, School Counseling materials routinely make reference to and 0 each unitreinforce connections with the American School Counselor Association (ASCA).

Section 11(2). SEQUENCE AND PROGRESSION OF STANDARDS SCORE JUSTIFICATION/NOTES2 — see standardjustification above

A. Connections are made within a course between knoWledge and skills, where 2 1these connections are appropriate and natural, as set forth by the standards. 0

Section 11(4). USABILITY SCORE JUSTIFICATION! NOTES2- all available

A. Materials can be accessed in a variety of formats and media, including but not 2 1limited to printed textbooks, digital storage devices, online applications, andcloud-based forums.

2- all appropriateB. Materials are clear and easy to read for students, teachers, and parents. The 2 1

design and graphics do not distract from the course content and areappropriately placed.

2 — Spanish resources areprovided

C. Materials include supports for all learners, e.g., ELs, students who are below 2 1grade level, advanced students. 0

2- information is presented

D. Materials are culturally and politically sensitive to the full range of potential 2 1 without biasusers, and do not advance unwarranted opinions that are not factually based.All materials strive to present content, not beliefs.

Please note any concerns with sensitivity below:

Section 11(5). ASSESSMENTS SCORE JUSTIFICATION/NOTES

tr -~

~Department of

_____.Education

AFRICAN AMERICAN HISTORY INSTRUCTIONAL MATERIALS SCREENING INSTRUMENT

SECTION I: NON-NEGOTIABLE ALIGNMENT CRITERIA

All submissions must be aIi~7ned to the Tennessee Soda! Studies Standards and therefore must meet the non-negotiable criteria ofSection Iprior to moving to Section IL

Note: The Tennessee standards induding the introduction and grade level standards appropriate to this screening instrument and thisscreening instrument should be read in fullprior to review/hg materials. Evaluators of materials must be well versed in the standards forthe grade/course(s) aligned to the materials in question, how the content fits into the progressions in the content standards, and theexpectations of the standards. Additionally, special attention should be made to the Social Studies Practices, which are specific skills thatstudents should apply when learning about sodal studies. The Social Studies Practices should be applied regularly in the classroom andguide inquiry and critical thinking and are not to be done in isolation.

Book Title and ISBN: _African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History_

Publisher: _____Houghton Mifflin Harcourt____________________________ Copyright: 2018 Edition_

2

AFRICAN AMERICAN HISTORY

Course Description: Students will examine the life and contributions of African Americans from the early 1600s through the contemporary United States.Students will explore the influence of geography on slavery and the growth of slavery in the U.S. Students will consider urban and rural African Americancommunities and institutions in the North and South leading up to and during the Civil War. Students will investigate the rise of Jim Crow and the subsequenteffects of the laws and trace the impact of African American migration through the early 20th century. Students will explore the impact of the Harlem Renaissanceas well as the contributions of African Americans during the Great Depression and World War II. Students will examine the successes and failures of the Civil RightsMovement and consider the contemporary issues confronting African Americans.

This course and the following standards are written in accordance with T.C.A. § 49-6-1006.

Note: There are instances in the standards where examples are given. The following should be used as a reference for when for those examples:Including: used to say that a peison or thing is a part ofa groupLa: “that is”or ‘~fti other words’~ specific examples that should be usede.g.: ‘for example’~ examples that could be used, but examples are not limited to those listedsuch as: introduces an example or examples ofsomething mentioned

SECTION I: NON-NEGOTIABLE ALIGNMENT CRITERIA

All submissions must be al,gned to the Tennessee State Social Studies Standards and therefore must meet 100% of the non-negotiable criteria ofSection Iprior tomoving to Section IL


Publisher: _____Houghton Muffin Harcourt____________________________ Copyright: 2018 Edition_

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Standard Content StandardNumber

X Chapter 1 Section 1

AAH.o1 Analyze the economic, political, and social reasons for focusing the slave Chapter 1 Section 2trade on Africa, including the roles of: Africans, Europeans, and colonists. Chapter 2 Section 3


AAH.02 Analyze the role of geography on the growth and development of slavery.

X Chapter 1 Section 2Assess the impact of the slave trade on West Africa and North American Chapter 2 Section 3AAH.03 colonies.

Note: There are instances in the standards where examples are given. The following should be used as a reference for when those examples are given:Induo7ng: used to say that a person or thing is a pad ofa group.


AAH.04 Explain why the Middle Passage is considered to be one of the largest Pg. 35forced migrations in human history.

African American Life Prior to the Civil War (1619-1860) Yes No Evidence (e.g., page numbers andjor examplesof inclusion)Standard I Content StandardNumber


The Beginnings of Slavery and the Slave Trade (pre-1619)Yes No~ Evidence:(e.g.,pagenumbers andJorexamples

of inclusion~

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AAH 05 Analyze the economic, social, religious, and legal justifications for the. establishment and continuation of slavery.


AAH.06 Describe the varied experiences of free blacks in colonial America.


AAH 07 Identify the various ways Africans in the U.S. resisted slavery as well as~ their ability to buy their freedom.

X Chapter 4 Section 1Analyze the role slavery played in the development of nationalism and Chapter 4 Section 2AAH.08 sectionalism, including the fugitive slave laws. Chapter 4 Section 3

Note: There are instances in the standards where examples are given. The following should be used as a reference for when those examples are given:Including: used to say that a person or thing is a part ofa group.

Assess the development of the abolitionist movement and its impact on x Missing: American Colonial Societyslavery and the nation, including the efforts of: Missing: Ralph Waldo Emerson

AAH.09 • American Colonial Society • William Lloyd Garrison. Frederick Douglass • Sojourner Truth• Ralph Waldo Emerson • Harriet Tubman


AAH 10 Explain the Underground Railroad, and assess its impact on slavery in theU.S.

Book Title and ISBN: .....African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History......


I, 5

X Missing: Book does not cover the scope of the standard

AAH 11 Compare and contrast African American communities in the North andSouth, with emphasis on those in rural and urban areas.


AAH 12 Describe and analyze various experiences of African American families in Chapter 3 Section 2• the Antebellum U.S.


AAH 13 Describe the development of African American institutions, such as• religion, education, and benevolent organizations, during this era.


AAH 14 Identify and explain contributions to science and the arts from African• Americans during this era.

Note: There are instances in the standards where examples are given. The following should be used as a reference for when those examples are given:Including: used to say that a person or thing is a part ofa group.such as: introduces an example or examples ofsomething mentioned

African Americans during the Civil War and Reconstruction (1861-1890s) ~ No Evidence (e.g., page numbers andjor examples. of inclusion)



AAH.15 Describe President Abraham Uncoln’s evoMng views on slavery.

X Chapter 6 Section 1Describe the changing status of slaves, freed slaves, and free blacks Chapter 6 Section 2AAH.16 during and after the Civil War. Chapter 6 Section 3


Publisher: _____Houghton tvlifflin Harcourt____________________________ Copyright: 2018 Edition.

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X Chapter 5 Section 3Identify and explain the roles of African American soldiers, spies, and Missing: 13th U.S. Colored Troops

AAH.17 slaves in the war effort in both the North and the South, including the 54thMassachusetts Regiment and the 13th U.S. Colored Troops.


AAH 18 Identify reasons for and effects of the 13th, 14th, and 15th Amendments on Chapter 6 Section 2~ African Americans.

X Chapter 6 Section 1Analyze the effects of Reconstruction on the legal, political, social, cultural, Chapter 6 Section 2AAH.19 educational, and economic life of freedmen. Chapter 6 Section 3


AAH 20 Assess the successes and failures of Reconstruction as they relate to~ African Americans.

Note: There are instances In the standards where examples am given The following should be used as a reference for when those examples are given:Including: used to say that a person or thing is a pad ofa group.

African American Life after Emancipation through World War I (1890s- Yes No Evidence (e.g., page numbers and/or examples1920s) of inclusion)

Content StandardX Chapter 7 Section 1

AAH 21 Assess the economic and social impact of Jim Crow laws on African~ Americans.


AAH 22 Analyze the legal ramifications of segregation laws and court decisions~ (e.g., Plessy v. Ferguson) on American society.



7

Compare and contrast organized responses to Jim Crow laws (e.g., the X Chapter 7 Section 1Niagara Movement, the NAACP, the Urban League, the Atlanta Chapter 7 Section 2MH.23 compromise, the Farmers’ Alliance, Brotherhood of Sleeping Car Porters, Missing: Urban Leagueand the anti-lynching crusade). Missing: Farmers’ Alliance


Identify influential African Americans of the time period, and analyze their Chapter 7 Section 2AAH.24 impact on American and Tennessee society (e.g., Robert R. Church, Missing: Robert R. Church

Samuel McElwee, Randolph Miller, James Napier, Ida B. Wells). Missing: Samuel McElweeMissing: Randolph MillerMissing: James Napier

X Chapter 7 Section 4Describe the progress of African American institutions, such as religion,AAH.25 education, and benevolent organizations, during this era.

X Chapter 7 Section 3Describe the economic, cultural, political, and social impact of African Chapter 7 Section 4

MH.26 American migration within and from the South (e.g., Exodusters, Benjamin“Pap” Singleton, First Great Migration).

Note: There are instances in the standards where examples are given The following should be used as a reference for when those examples are given:e.g.: “for example’~ examples that could be used, but examples are not limited to those llstedsuch as: introduces an example or examples ofsomething mentioned

X Chapter 7 Section 4Identify the achievements of African American inventors and entrepreneurs Missing: Garrett Morgan

AAH.27 of the period (e.g., George Washington Carver, Garrett Morgan, MadamC.J. Walker).


AAH.28 Describe the impact of African American regiments on the western Chapter 8 Section 1campaigns, the Spanish-American War, and World War I.


Publisher: _____Houghton Mifflin Harcourt____________________________ Copyright: 2018 Edition

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X Chapter 8 Section 1Describe the African American experience during and after World War I

AAH.29 (e.g., economic opportunities, Second Great Migration, resurgence of KuKlux Klan, etc.).

Yes No Evidence (e.g., page numbersandjorexamplesAfrican Americans and the Hartem Renaissance (1.920s-1930s) of inclusion)

Content Standard


AAH.30 Identify literary contributions made by African Americans during this era Chapter 8 Section 3(e.g., Countee Cullen, Langston Hughes, Zora Neale Hurston). Missing: Countee Cullen


Describe the contributions of African Americans to the performing arts Chapter 8 Section 3AAH.31 during this era (e.g., DeFord Bailey, Duke Ellington, Fisk Jubilee Singers, Missing: DeFord Bailey

W.C. Handy, James Weldon Johnson, John Work III). Missing: Fisk Jubilee SingersMissing: W.C. HandyMissing: John Work III

Note: There are instances in the standards where examples are given The following should be used as a reference for when those examples are given:ag.: “for example’~ examples that could be used, but examples are not limited to those listed

X Chapter 8 Section 2Describe the contributions of African Americans to the visual arts during Chapter 8 Section 3MH.32 this era, including the work of William Edmondson. Missing: William Edmondson


AAH.33 Analyze the influence of the Harlem Renaissance on American culture.



9

African American Life during.the Great Depression and Woild War.II (1930s- Yes No Evidence (e.g.,.page numbers andior examples1940s) ofinclusion)Standard Content Standard


AAH 34 Analyze the impact of the Great Depression and the New Deal on the livesof African Americans.

X Chapter 8 Section 3Describe highlights of African American culture of the 1930s and 1940s Chapter 9 Section 1

AAH.35 (e.g., Satchel Page and Negro league baseball, Cab Calloway, Mississippi Missing: Satchel Paige (Name is spelled wrong inDelta blues musicians). standards)

Missing:_Mississippi_Delta_blues_musiciansX Chapter 9 Section 2

Identify the contributions of African Americans who served in the military,AAH.36 and compare their experiences to other Americans who served in World

War II.

Note: There are instances hi the standards where examples are given. The following should be used as a reference for when those examples are given:Including: used to say that a pe,son or thing Is a patt ofa group.e.g.: “Thr example’~ examples that could be used, but examples are not limited to those listed


AAH 37 Describe the experience of African Americans at home during and after Chapter 9 Section 3~ World War II.

Explain how World War II laid the groundwork for the modern Civil Rights X Chapter 9 Section 2Movement (e.g., President Franklin D. Roosevelt’s Executive Order 8802, Chapter 9 Section 3

AAH.38 CORE, President Harry S. Truman’s integration of the military, Columbia Chapter 10 Section 1

Race Riots, etc.). Missing: Columbia Race Riots


Publisher: _____Houghton Muffin Harcourt____________________________ Copyright: 2018 Edition__

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Yes No Evidence (e.g., page numbers andlor.examplesThe Modem Civil Righ~ Movement (1950s-1960s) of inclusion)


X Chapter 10 Section 1Explain how legal victories prior to 1954 inspired and propelled the Civil Chapter 10 Section 2AAH.39 Rights Movement.

X Chapter 10 Section 1Describe the impact of Brown v Board ofEducation of Topeka, Kansas,AAH.40 and evaluate the resistance to the decision and the reactions that followed.

X Chapter 10 Section 1Describe various methods employed by African Americans to obtain civil Chapter 10 Section 2AAH.41 rights. Chapter 10 Section 3

Note: There are instances in the standards where examples are given. The following should be used as a reference for when those examples are given:e.g.: “for example’~ examples that could be used, but examples are not limited to those listed

X Missing: Book does not cover the scope of the standardSummarize the Civil Rights Movement in Tennessee, including: the Missing: The integration of Clinton High School

AAH.42 integration of Clinton High School, sit-ins in Nashville, and the activities of Missing: Sit-ins in NashvilleDiane Nash and Jim Lawson. Missing: Jim Lawson

X Chapter 11 Section 1Identify various organizations and their roles in the Civil Rights Movement Chapter 11 Section 2AAH.43 (e.g., Black Panthers, Highlander Folk School, SNCC, etc.). Missing: Highlander Folk School

X Chapter 11 Section 1Identify legal victories of the Civil Rights Movement (e.g., Civil Rights Act ofAAH.44 1964, Voting Rights Act of 1965, 24th Amendment).

Book Title and ISBN: _African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History.


11

X Chapter 11 Section 1Assess the extent to which the Civil Rights Movement transformed Chapter 11 Section 2AAH.45 American politics and society. Chapter 11 Section 3

X Chapter 11 Section 1Chapter 11 Section 2

AAH.46 Discuss the impact of the Vietnam War on the Civil Rights Movement.

Note: There are instances in the standards where examples are given. The following should be used as a reference for when those examples are given:Including: used to say that a person or thing is a pait ofa groupe.g.: “for example~ examples that could be used, but examples are not limited to those listed

Book Title and ISBN: _African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History__


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Yes No Evidence (e.g., page numbers and/orexamplesAfrican American Issues in Contemporary Times (2970s-present) of inclusion)

Standard Content StandardNumberX Chapter 12 Section 1

Identify and analyze how the changing political environment has impacted Chapter 13 Section 1AAH.47 civil rights.

. X Chapter 12 Section 1Describe how African Americans have responded to or engaged in political Chapter 13 Section 1AAH.48 conservatism.

X Chapter 13 Section 1Compare and contrast the responses of African Americans to the economic, Chapter 13 Section 2AAH.49 social, and political challenges in the contemporary U.S.

X Chapter 12 Section 1Identify and evaluate major contemporary African American issues Chapter 13 Section 3

AAI-I.50 confronting society (e.g., affirmative action, educational achievement gap,wealth gap, poverty, AIDS, drug epidemic, crime).

X Chapter 13 Section 1Analyze the impact of immigration and migration on the lives of African Chapter 13 Section 2AAH.S1 Americans in the contemporary U.S.

Note: There are instances in the standards where examples are given. The following should be used as a reference for when those examples are given:e.g.: “for example’~ examples that could be used, but examples are not limited to those listed



13

Identify the major contributions of contemporary African Americans in X Chapter 13 Section 3business, education, the arts, politics, sports, science, technology, and Missing: Tina Turnersociety in general, including those of:AAH.52

. President Barack Obama • Tina Turner

. Condoleezza Rice Oprah Winfrey

. Wilma_Rudolph

Note: There ate instances in the standards where examples are given. The following should be used as a reference for when for those examples:Including: used to say that a pe,son or thing is a part ofa group



14

SECTION IA: Yes No Notes (summary of notes from section IA)X The majority of information missing from the text is

related to TN spedflc information or people. The bookdoes cover the larger scope of African American historyas it relates to the United States as a whole.

Standards that were not fully covered by the bookAAH.09AAH.17AAH.23AAH.24AAH.27AAH.30

The instructional materials reviewed in section IA represents 100% alignment with theTennessee Social Studies Standards and explicitly focuses teaching and learning on the AAHJ5grade level standards at a level of rigor necessary for students to reach mastery. AAH:38

AAH.42AAH.43AAH.52



15SECTION I. Alignment to Tennessee State Social Studies Standards

Parts, Fi~cus: Instruction centers on the grade level topic, content strands, and Social Studies Practices at the level articulated within the standards.Yes No* * Evidence of extraneous or inaccurate materials

Materials focus on the grade level standards (i.e., does not includeinformation from outside of the scope of the grade level standards or usedisconnected facts and details).

Materials are accurate and grade level appropriate.

Part C. Content Strands~ Supports the use of the content topics found wit~in the Tennessee State Standards through the integration of the content strands.,:The content strands are focused on the seven disciplines of social studies and represent a way of categorizing knowledge about the human experience. Thccontent strands help to organize the various themes of social studies instruction at age-appropnate levels The content strands should be used withininstructional materials to show the interconnectedness of the content strands with each otheri _________________________________________________________Content Yes No Evidence (include evidence of the integration of theStrand Targets for Content Strand content strands)

Use culture and cultural diversity to understand howhuman beings create, learn, share, and adapt to culture.

CultureUnderstand the role of culture in shaping lives andsociety.

Use economic reasoning skills and knowledge of majoreconomic concepts, issues, and systems.

Economics Make informed choices as producers, consumers, savers,investors, workers, and citizens in an interdependent Xworld.Use knowledge of geographic locations, patterns, andprocesses to show the interrelationship between the X

Geography physical environment and human activity.Explain the interactions that occur in an increasinglyinterdependent world.

Book Title and ISBN: African American History 978-1-328-45003-6_ Level(s)/Course(s): _African Arnerican History__

Publisher: _____Houghton Mifflin Harcourt Copyright: 2018 Edition_

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Use knowledge of perspectives as well as practices andproducts of cultural, ethnic, and social groups to analyze ~the impact of their commonality and diversity within local,national, regional, and global settings.

Use materials drawn from the diversity of the humanHistory experience to analyze and interpret significant events, X

patterns, and themes in history.

Use knowledge of the purposes, structures, and processesof political systems at the local, state, national, and Xinternational levels.

Port~ Understand that people create systems of government as~“j4.~ structures of power and authority to provide order, X~ov~nn~env maintain stability, and promote the general welfare.

‘ Use knowledge of the rights and responsibilities ofcitizenship in order to examine and evaluate civic idealsand to participate in community life and the Americandemocratic system.Students will use materials drawn from various sources toexplore history through a Tennessee lens while focusing

Tennessee on the events, patterns, and themes that impacted bothHistory the U.S. and Tennessee. X

This coutse has embedded and implied Tennesseeh/story content

Additional comments on integration of the content strands into the materials:

Book Title and ISBN: African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History.....


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PartO. Soc!aIStudiesPractices~ Social studies practices are specific skills that students should apply when learning social studies. They provide learningexperiences that support a progression of student competencies and skills through active engagement and the continuous refinement of knowledge and ability~through the content topics found in the grade or course level standards. Instructional materials should provide resources through which teachers engage in the~SSP. This may include but are not limited to the followinq: qraphics, artifacts media sources, technology sources, and other Primary and Secondary sources.:Social Evidence (include evidence of knowledge and skillStudies Targets for the Social Studies Practices Yes No progression within units, grade level, and betweenPractices grade levels)

~ 01 Gather information from a variety of primary and. secondary sources.

SSP.02 Critically examine primary or secondary source(s). X

SSP.03 Organize data from a variety of sources. X

SSP.04 Construct and communicate arguments supported byevidence.

SSP.05 Develop historical awareness. X

SSP.06 Develop geographic awareness. X

Additional comments on the Social Studies Practices within materials:

Book Title and ISBN: _African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History...

Publisher: _____Houghton Muffin Harcourt Copyright: 2018 Edition

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Book Title and ISBN: _African American History 978-1-328-45003-6— Level(s)/Course(s): _African American I-listory_

Publisher: _____Houghton Muffin Harcourt Copyright: 2018 Edition_

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Evidence (include evidence of the use of T.C.A. relatedYes No materials within units, grade level, and between

grade levels)

AFRICAN AMERICAN HISTORYSECTION II: ADDiTIONAL ALIGNMENT CRITERIA AND INDICATORS OF QUALifY

Book Title and ISBN: _African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History__

PartE TennesseeCode Annotated. Supporft the various laws mandated by the Tennessee General Assembly and ensures that appropilate attention isgiven to these specific areas. ________ ________

T.C.A. § 49-6-1006 The course of instruction in all public schools shouldinclude, at some appropriate grade level or levels, as determined by thelocal board ofeducation, courses and content designed to educate childrenin black histo,’y and culture and the contribution ofblack people to thehistoty and development of this countiy and of the world. The generalassembly finds that the goal of curriculum shall include the h/stay,heritage, culture, experience and ultimate destiny ofail social, ethnic,gender and national groups and indMduals, and that such are representedas interdependent, interactive and complementaly. The slate board ofeducation shall include multicultural diversity when developing frameworksand curricula to be taught at appropriate grade levels kindergarten throughgrade twelve (K-12). —__________________________________Additional comments on T.C.A. within materials:

Publisher: _____Houghton Mifflin Harcourt. Copyright: 2018 Edition

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All submissions must be açgn& to the Tennessee State Soda! Studies Standards and therefore must meet 100% of the non-negotiable criteria ofSection Iprior tomoving to Section IL

SECTION II: ADDITIONAL ALIGNMENT CRiTERIA ANDINDICATORS OF QUALiTY’

PartA. KeyAmas ofFocusYes No Evidence

Rigor Learning experiences provide opportunities for thought, Xdiscourse, and practice in an interconnected and social context.

Coherence Units and instructional sequences are coherent andorganized in a logical manner that builds upon knowledge and Xskills learned in prior grades or earlier in the year.

Literacy Supports student communication within a historicalcontext through providing consistent opportunities for students toutilize literacy skills in reading, writing, vocabulary, speaking and Xlistening.

EvidenceA Note on Bias andSensitivity: Social, ethnic, racial,religious, and gender bias is best determined at the local levelwhere educators have in-depth knowledge of the culture andvalues of the community in which students live.As you review materials, please note any possible bias/sensitivityissues for use at the local level.

SECTION U: ADDiTIONAL ALIGNMENT CRITERIA AND INDICATORS OF QUALITY

Pan B. Student Engagement and Instn,ct!onalSuppo,tsI Yes I No I Evidence andfor comments

Book Title and ISBN: _African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History.._


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a. Engages students through real-world, relevant, thought-provoking questions, problems, and tasks that stimulate xinterest and elicit critical thinking and problem solving.

b. Includes differentiated materials that provides support for thefollowing: ELL students, students with disabilities, or struggling Xlearners.

c. Includes differentiated materials that provides support forstudents approaching mastery as well as extensions forstudents already meeting mastery or with high interest. X


Publisher: _____Houghton Muffin Harcourt____________________________ Copyright: 2018 Edition

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SECTION II: ADDITIONAL ALIGNMENT cRTrERXAAND INDICATORS OF QUALiTY

Paft C., Monitodng Student ProgressYes No Evidence and/or comments

a. Assessments collect data on all topics, content strands, andsocial studies practices within each grade level and allowstudents to show mastery in concert with each other (e.g., Xassessments are contextualized and serve to address specificevents/topics or answer specific questions).

b. Assesses student mastery using methods that are unbiased Xand accessible to all students.

c. Includes aligned rubrics or scoring guidelines that providesufficient guidance for interpreting student performance. X

d. Uses varied modes of curriculum embedded assessments thatmay include pre-, formative-, summative-, and self- Xassessment measures.

e. Assessments are embedded throughout instructional materialsas tools for students’ learning and teachers’ monitoring of Xinstruction.

f. Assessments provide teachers with a range of data to inform x

instruction.

Book Title and ISBN: _African American History 978-1-328-45003-6_ Level(s)/Course(s): _African American History..._

Publisher: _____Houghton Muffin HarcourZ Copyright: 2018 Edition_

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Publisher: _____Houghton Muffin Harcourt____________________________ copyright: 2018 Edition_

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SECTION II: ADDITIONAL. .ALIGNMENTCRITERIAAND INDICATORSOF QUALiTY

Part P. TeathersuppoitMaterialsYes No Evidence

a. Provides grade-level background information and context toguide integration of all topics, content strands, and socialstudies practices within the lessons, units, and grade. X

b. Includes strategies that assist teachers in incorporatingappropriate and integral connections between social studiesand other subject areas (e.g., mathematics, ELA, science, x

visual and performing arts, CTE)

c. Provides strategies and guidance to support the inclusion of“hands-on” activities with other practices (e.g., asking Xquestions, engagement in argument).

d. Strategies included to assist teachers in identifying studentmisconceptions and the reason(s) that prevent student x

mastery of the topics, content strands, and social studiespractices within the standards.

e. Includes strategies to help teachers identify ways in whichactivities or learning experiences can be contextualized to theschool environment (e.g., place- based learning experiences). X


Publisher: _____Houghton Muffin Harcourt. Copyright: 2018 Edition_

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