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    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    COURSE DESCRIPTION:

    General Notes: Fifth Grade: United States History The fifth grade social studies curriculum consists of the following content area strands: American History, Geography,

    Economics, and Civics. Fifth grade students will study the development of our nation with emphasis on the people, places, and events up to approximately 1850. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the initial inhabitation, exploration, colonization, and early national periods of American history. So that students can clearly see the relationship between cause and effect in history, students should also have the opportunity to explore how individuals and events of this period influenced later events in the development of our nation.

    The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public Schools.

Please note the following important general information regarding the Pacing Guides:

    ; The Pacing Guide outlines the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. ; Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school

    levels.

    ; The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.

    ; The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. ; The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the

    number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given

    nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

    ; NOTE: Content benchmarks that are highlighted in red are relevant to the Seventh Grade Civics End of Course Exam tested benchmarks.

    ; NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a pre-

    post quiz to be used during instruction in order to emphasize the importance of relevant Seventh Grade Civics End of Course Exam tested benchmarks.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

    ; Grade Level or Course Title - The grade level and course title are listed in the heading of each page. ; Course Code - The Florida Department of Education Course Code is listed for the course.

    ; Topic - The general topic for instruction is listed; e.g., Westward Expansion.

    ; Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. ; Strands and Standards Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. ; Nine Week Grading Period - Grading periods (1-4) are identified.

    ; Essential Content This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.

    ; NGSSS-SS Benchmarks This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into

    Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.

    ; Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional

    practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),

    Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a

    particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 27

    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:

    LA.5.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA.5.1.6.5 The student will relate new vocabulary to familiar words.

    LA.5.1.6.9 The student will determine the correct meaning of words with multiple meanings in context; LA.5.1.7.1 The student will explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm

     predictions, and establish a purpose for reading.

    LA.5.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details. LA.5.1.7.4 The student will identify cause-and-effect relationships in text. LA.5.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text. LA.5.2.1.8 The student will explain changes in the vocabulary and language patterns of literary texts written across historical periods.

    LA.5.2.1.9 The student will use interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical

     fiction, mythology, poetry) to expand the core .foundation of knowledge necessary to function as a fully literate member of a shared culture.

    LA.5.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings,

     charts, graphs, illustrations).

    LA.5.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing). LA.5.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts).

    LA.5.2.2.5 The student will use interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and

     topical areas, such as animals, science, history) to continue building a core foundation of knowledge. LA.5.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).

    LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record

     information on charts, data tables, maps and graphs, as appropriate.

    LA.5.4.2.3 The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs. LA.5.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of

     the proposed idea with detailed evidence.

    LA.5.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole). LA.5.6.2.2 The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information. LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement. LA.5.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).

    LA.5.6.3.1 The student will examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda. LA.5.6.3.2 The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.

    LA.5.6.4.1 The student will select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations). LA.5.6.4.2 The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and

     presenting a topic.

    MA.5.G.5.1 Identify and plot ordered pairs on the first quadrant of the coordinate plane. MA.5.S.7.1 Construct and analyze line graphs and double bar graphs.

    MA.5.S.7.2 Differentiate between continuous and discrete data, and determine ways to represent those using graphs and diagrams.

    SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts,

     and mountains.

    SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation. Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 28

    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 5: American Revolution & Birth of a New Nation)

    Content Benchmarks: Core Text Book: TBA ; Events and causes leading up to the American Revolution SS.5.A.5.1 Identify and explain significant events leading up Vocabulary/Identification:

    to the American Revolution. Patriot, Loyalist, neutral, pacifist, regiment, consequence, enlist, turning point, o French and Indian War traitor, negotiate, principle, proclamation , revolution, ally, congress, delegate, o Proclamation of 1763 SS.5.A.5.2 Identify significant individuals and groups who Parliament, pioneer, budget, representation, treason, boycott, declaration,

    played a role in the American Revolution repeal, liberty, monopoly, blockade, quarter, intolerable, petition, Minutemen, o Sugar Act Yankee, o Stamp Act SS.5.A.5.3 Explain the significance of historical documents

    including key political concepts, origins of these concepts, Technology: o Boston Massacre and their role in American independence. American Revolution Interactive website

     http://www.pbs.org/ktca/liberty/road.html o Boston Tea party SS.5.A.5.4 Examine and explain the changing roles and Historical Documents o Intolerable Acts impact of significant women during the American Revolution http://www.earlyamerica.com/independence.htm

     American Revolution for Kids o First Continental SS.5.A.5.5 Examine and compare major battles and http://www.kidinfo.com/American_History/American_Revolution.html Congress military campaigns of the American Revolution. Social Studies for Kids American Revolution o Lexington and Concord http://www.socialstudiesforkids.com/subjects/revoluti onarywar.html

    SS.5.A.5.6 Identify the contributions of foreign alliances and George Washington website o Second Continental individuals to the outcome of the Revolution. http://www.pocanticohills.org/washington/washington.html Congress George Washington: A National Treasure

    SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, http://www.georgewashington.si.edu/kids/portrait.html ; Significant individuals and and "undecideds" during the American Revolution. Relevant Ben’s Guide for Kids groups who played a role in the to Seventh Grade End of Course ExamTested Benchmark. http://bensguide.gpo.gov/benfranklin/ American Revolution (e.g. Click on the following link for a detailed lesson plan, reading, Liberty Kids: Archives on Ben Franklin George Washington, Benjamin instructional materials and pre-post quiz questions to assist http://www.libertyskids.com/arch_who_bfranklin.html Franklin, John Adams, Anne in the instruction of the relevant tested benchmark above: Social Studies Activities The Road to the Revolution Hutchinson, Loyalists, Patriots, http://socialsciences.dadeschools.net/pdf/elementary_lessohttp://www.mandygregory.com/SocialStudiesActivities.htm# Thomas Paine, Thomas ns-civic_integration/SS.5.C.2.1..pdf Women in the American Revolution Jefferson) http://www.americanrevolution.org/nguyen.htm ; Major battles and military SS.5.C.1.6 Compare Federalist and Anti-Federalist views of The Trail of Anne Hutchinson campaigns of the American government.Relevant to Seventh Grade End of Course http://pbskids.org/wayback/civilrights/features_hutchison.html Revolution ExamTested Benchmark. Important individual in the American Revolution

    Click on the following link for a detailed lesson plan, reading, http://www.theamericanrevolution.org/people.aspx o Bunker Hill instructional materials and pre-post quiz questions to assist Battles of the American Revolution

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 29

    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    in the instruction of the relevant tested benchmark above: http://www.kidport.com/reflib/usahistory/americanrevolution/Video/AmerRevBattlo Valley Forge http://socialsciences.dadeschools.net/pdf/elementary_lessoes.htm

    ns-civic_integration/SS%205%20C%201%206.pdf o Saratoga o Yorktown Images of the Revolution

    Skills Benchmarks: http://www.freewebs.com/ssjchokobo/06_french_revolution.jpg o Fort Ticonderoga George Washington website o Monmouth SS.5.A.1.1 Use primary and secondary sources to http://www.pocanticohills.org/washington/washington.html

    understand history. George Washington: A National Treasure o Trenton http://www.georgewashington.si.edu/kids/portrait.html

    SS.5.A.1.2 Utilize timelines to identify and discuss American Ben’s Guide for Kids: Ben Franklin ; Significant women during the History time periods. http://bensguide.gpo.gov/benfranklin/ American Revolution (e.g. Mary Liberty Kids: Archives on Ben Franklin Ludwig Hays, Mary Otis Warren, http://www.libertyskids.com/arch_who_bfranklin.html Sarah Franklin Bache, Abigail Adams, Martha Washington, Suggested Activities Sybil Ludington) Have students develop a graphic organizer to keep track of the events, places ; Contributions of foreign and people that relate to the American Revolution. alliances and the American Revolution Have students develop a timeline that include the key events that led to the

    American Revolution. o Money o Supplies Have students create a visual summary by illustrating on a large sheet of paper

    each of the events that led to the American Revolution. Include a caption for o Soldiers each drawing

    Have students research Thomas Paine and the pamphlet Common Sense.

    Then have them develop a brochure that would encourage people to join a

    colonial militia.

    Have students research a significant individual or group that impacted the

    American Revolution. Then, have students write an encyclopedia entry

    summarizing important facts and details.

    Have students research the different battles of the American Revolution and

    create a cause and effect chart accordingly.

    Have students plot on a map the major battles of the Revolutionary War and

    explain how each of these battles influenced the outcome of the war.

    Have students research the role of women in the Revolutionary War and write a

    paragraph explaining how women helped the cause.

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 30

    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    Have students make trading cards, using the link and information about prominent women during the American Revolution-

    http://score.rims.k12.ca.us/score_lessons/women_american_revolution/

Have students take a clear stance on the Revolutionary War by choosing the

    side of the Patriot or Loyalist. They compare and contrast the positions of both

    the loyalists and the patriots using a graphic organizer. Using the information they have gathered, students write a persuasive essay to convince others to support their position.

    Have students develop a graphic organizer that details the contributions of

    foreign alliances during the American Revolution.

Assessment:

    Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.

ELL:

    Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Related Programs:

    See the division of Social Science website, www.socialsciences.dadeschools.net

    for related activities

State and District Instructional Requirements:

    Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-

    American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed

    lesson plans can be downloaded from the Division of Social Sciences and Life Skills website, http://socialsciences.dadeschools.net/, under the headings

    “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or

    recognized.

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 31

MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    SPED:

    Go the Division of Social Sciences’ website,

    http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”

    Next Generation Sunshine State Standards” in order to download the PDF of

    Access Points for Students with Cognitive Disabilities related to this particular

    grade level.

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 32

    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 5: American Revolution & Birth of a New Nation) CIVICS AND GOVERNMENT (Standard 1: Foundations of Government, Law, and the American Political System) (Standard 2: Civic and Political Participation)

    Content Benchmarks: Core Text Book: TBA ; Analyze the causes and effects of the victory of Yorktown SS.5.A.5.3 Explain the significance of historical documents Vocabulary/Identification: ; Treaty of Paris including key political concepts, origins of these concepts, Public opinion, independence, allegiance, resolution, preamble, grievance, ; Personal and political hardships and their role in American independence. traitor, negotiate, principle, territory, ordinance resulting from the American Revolution SS.5.A.5.7 Explain economic, military, and political factors Technology: ; Historical documents and their which led to the end of the Revolutionary War. Liberty! The America Revolution role in American independence http://www.pbs.org/ktca/liberty/ ; Declaration of Independence SS.5.A.5.8 Evaluate the personal and political hardships Kids Info American Revolution- resulting from the American Revolution. www.kidinfo.com/American_History/American_Revolution.html ; Northwest Ordinance of 1787 The American Revolution Teacher Resources SS.5.A.5.9 Discuss the impact and significance of land www.mce.k12tn.net/revolutionary_war policies developed under the Confederation Congress Northwest Ordinance (Northwest Ordinance of 1787). http://www.mce.k12tn.net/nation_grows/lesson_1.htm Social Studies Activities The Revolutionary War

    SS.5.C.1.4 Identify the Declaration of Independence's http://www.mandygregory.com/SocialStudiesActivities.htm#

    grievances and Articles of Confederation's weaknesses. Jump Back in Time: Revolutionary Period

    Relevant to Seventh Grade End of Course ExamTested http://www.americaslibrary.gov/jb/colonial/jb_colonial_subj.html

    Benchmark. Battle of Yorktown

    Click on the following link for a detailed lesson plan, reading, http://www.socialstudiesforkids.com/wwww/us/yorktowndef.htm

    instructional materials and pre-post quiz questions to assist

    in the instruction of the relevant tested benchmark above: Suggested Activities: http://socialsciences.dadeschools.net/pdf/elementary_lessoHave students develop a cause and effect graphic organizer analyzing the ns-civic_integration/SS.5.C.1.4.pdf victory at Yorktown. Skills Benchmarks: Have students look at a map of the Battle of Yorktown http://www.socialstudiesforkids.com/wwww/us/yorktowndef.htm SS.5.A.1.1 Use primary and secondary sources to Then, write one account from the point of view of a British soldier and one understand history. account from the point of view of a Continental soldier. SS.5.A.1.2 Utilize timelines to identify and discuss American Have students make a newsletter announcing the end of the Revolutionary War. History time periods. Include images of the Battle of Yorktown as well as the Treaty of Paris.

    Have students show on a set of maps how North America changed from before

    the American Revolution to after, as a result of the Treaty of Paris.

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 33

    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    Have students construct a table categorizing the effects of the American Revolution.

    Have students draw political cartoons supporting independence for the colonies as well as opposing it. Then, write captions for the cartoons.

    Have students study the different sections of the Declaration of Independence and prepare a summary outlining the main points of each section.

    Have students imagine the year is 1776 and you are a newspaper reporter in Philadelphia. On July 8, you attend the first public reading of the Declaration of

    Independence. Write a news story about the event and the reactions of those present.

Have students examine and report on the articles in the 1787 Northwest

    Ordinance. Imagine that you are living in the Northwest Territory at this time and

    write a letter expressing your opinion on the ordinance.

Assessment:

    Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.

ELL:

    Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Related Programs:

    See the division of Social Science website, www.socialsciences.dadeschools.net

    for related activities

State and District Instructional Requirements:

    Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-

    American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed

    lesson plans can be downloaded from the Division of Social Sciences and Life Skills website, http://socialsciences.dadeschools.net/, under the headings

    “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 34

MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    particular month or day when a particular cultural group is celebrated or

    recognized.

    SPED:

    Go the Division of Social Sciences’ website,

    http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”

    Next Generation Sunshine State Standards” in order to download the PDF of

    Access Points for Students with Cognitive Disabilities related to this particular

    grade level.

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 35

    MIAMI-DADE COUNTY PUBLIC SCHOOLS

    District Pacing Guide- Social Studies

    STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis)

    CIVICS AND GOVERNMENT (Standard 1: Foundations of Government, Law, and the American Political System) (Standard 2: Civic and

    Political Participation Standard; 3-Structure and Functions of Government)

    Content Benchmarks: ; Events that led to creation Core Text Book: TBA SS.5.A.1.1: Use primary and secondary sources to of the Constitution understand history. Vocabulary/Identification: ; The Constitution and Bill of Republic, convention, commerce, federal system, bill, census, electoral college, SS.5.C.1.1: Explain how and why the United States Rights veto, impeach, justice, checks and balances, ratify, Federalist, Anti-Federalist, government was created. Relevant to Seventh Grade End of amendment, Magna Carta, due process of law, reserved powers, cabinet, Course ExamTested Benchmark. ; Organizational structure political party, candidate. Click on the following link for a detailed lesson plan, reading, and powers of the federal instructional materials and pre-post quiz questions to assist government Technology: in the instruction of the relevant tested benchmark above: We the People http://socialsciences.dadeschools.net/pdf/elementary_lesso www.usconstitution.net/constkids4.html ; Powers granted to the ns-civic_integration/SS%205%20C%201%201%20.pdf Congress for Kids federal government http://www.congressforkids.net/ SS.5.C.1.2: Define a constitution, and discuss its purposes. Declaration of Independence Movie ; Amendment process in Relevant to Seventh Grade End of Course ExamTested http://www.earlyamerica.com/independence.htm Article V Benchmark. Constitution for Kids Click on the following link for a detailed lesson plan, reading, http://www.historyforkids.org/learn/northamerica/after1500/government/constituti instructional materials and pre-post quiz questions to assist on.html in the instruction of the relevant tested benchmark above: Social Studies for Kids: The Constitution http://socialsciences.dadeschools.net/pdf/elementary_lessohttp://www.socialstudiesforkids.com/subjects/constitution.html ns-civic_integration/SS.5.C.1.2.pdf Constitution Day Interactive Activities http://cfbstaff.cfbisd.edu/davidj/Special%20Events/Constitution%20Day/constitutiSS.5.C.1.3: Explain the definition and origin of rights. on_day.htm Relevant to Seventh Grade End of Course ExamTested Social Studies Activities The Government Benchmark. http://www.mandygregory.com/SocialStudiesActivities.htm# Click on the following link for a detailed lesson plan, reading, Ben’s Guide: Branches of Government instructional materials and pre-post quiz questions to assist http://bensguide.gpo.gov/3-5/government/branches.html in the instruction of the relevant tested benchmark above: Three Branches of Government Think Quest http://socialsciences.dadeschools.net/pdf/elementary_lessohttp://library.thinkquest.org/J0110221/ ns-civic_integration/SS.5.C.1.3.pdf Suggested Activities: Have students write a newspaper article about the Constitutional Convention and the decisions the delegates finally reached. Have students write a persuasive letter to a delegate at the convention to express an opinion supporting or opposing the ratification of the Constitution.

    Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 36

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