Organization: SAVVAS Product Name: Missouri myWorld Interactive Grade 3 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-3965ec69-d04a-3621-8f64-29b615f399a2 Timestamp: Wednesday, December 30, 2020 03:40 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Define natural, capital and human resources. - 3.E.4.A.b Examine Oklahoma's political and physical features: Describe the climate and various natural vegetation zones found in Oklahoma. - OK.3.2.1.E. Compare and contrast private and public goods and services. - 3.E.4.A.a Understand that a timeline shows the order of events across a certain span of time. - NA_SS_G3_106 Describe why and how resources, people, goods, and ideas move, connecting communities. - OK.SSP.3.B.2-3.6 Use concepts learned in the chapter to explain how to get resources needed to make lemonade. - NA_SS_G3_65 Describe how the physical environment impacts our daily lives and affects human activities in the past and present. - OK.SSP.3.B.2-3.5 Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. - OK.SSP.3.B.2-3.4 Describe the community and state's human and physical environment through the use of geographic representations, including aerial photographs. - OK.SSP.3.B.2-3.3 Examine how individual rights are protected within our state. - 3.PC.1.C.a Create and use maps, graphs, and other simple geographic models to describe the physical and human features of the community and state. - OK.SSP.3.B.2-3.2 Explain supply and demand - 3.E.4.A.d Define economy. - 3.E.4.A.c Ask and answer geographic questions, using geographic information about the student's community and state. - OK.SSP.3.B.2-3.1 Identify and explain the functions of the three branches of government in Missouri. - 3.GS.2.D.a Create supporting questions to help answer essential questions in an inquiry. - SS.IS.2.3-5 Students will apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts from historical, ethnic, and global perspectives. - OK.SSP.4.B. Examine the interaction of the environment and the peoples of Oklahoma: Describe how pioneers to Oklahoma adapted to and modified their environment, such as sod houses, windmills, and crops. - OK.3.2.2.B. Show how consumption of products connects people to distant places. - SS.G.3.3 Examine Oklahoma's political and physical features: Identify the six states bordering Oklahoma on a map. - OK.3.2.1.F. Describe how people in Missouri preserve their cultural heritage - 3.RI.6.D.a Commemorate Statehood Day, November 16, as the joining of Indian and Oklahoma Territories. - OK.3.3.9 Distinguish between the points of view of both American Indians and settlers regarding the opening of territories in Oklahoma for settlement. - OK.3.3.8 Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). - OK.SSP.5.A.2-3.4 Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. - OK.SSP.5.A.2-3.2 Express an opinion about a topic by composing a written product and providing logical reasons as support. - OK.SSP.5.A.2-3.3 Read and construct historical and current maps. - 3.EG.5.A.a Create and use a chronological sequence of events. - SS.H.1.3 Students will demonstrate an understanding of the important institutions of their society and the principles that these institutions are intended to reflect. - OK.SSP.1.B. Describe how changes in communication and transportation technologies affect people’s lives. - 3.EG.5.E.a Describe American Indian pre-contact cultures that have inhabited what is now Oklahoma, such as the Spiro Mound Builders. - OK.3.3.3 Describe how each type of resource contributes to the production of goods and services. - NA_SS_G3_49 Students will comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. - OK.SSP.4.A. Read and interpret primary sources related to key events in Oklahoma's past. - OK.3.3.2 Differentiate among natural, human, and capital resources. - NA_SS_G3_48 Understand and describe the relationship between historic events and chronology through the creation of basic timelines. - OK.3.3.1 Describe cowboy life and cattle drives as typified by experiences along such routes as the Chisholm Trail and the impact of Mexican ranching traditions on the cattle industry and cowboy culture. - OK.3.3.7 Understand that people trade to get resources and goods and that companies import and export these products. - NA_SS_G3_45 Explain how production and consumption of goods and services has changed over time. - NA_SS_G3_44 Compare procedures for making decisions in the classroom, school and community. - SS.CV.3.3 Identify the difference between consumers and producers. - NA_SS_G3_47 Describe early expeditions into Oklahoma such as those of Coronado, Washington Irving, and George Catlin. - OK.3.3.5 Examine the interaction of the environment and the peoples of Oklahoma: Summarize how the weather and the environment have impacted the economy of Oklahoma in events such as the Dust Bowl, floods, and tornadoes. - OK.3.2.2.C. Identify factors that consumers and producers consider when making economic choices. - NA_SS_G3_46 Identify cultural similarities and differences of the existing sovereign tribal nations in Oklahoma, especially those near the local community. - OK.3.3.4 Examine the interaction of the environment and the peoples of Oklahoma: Summarize how Oklahomans affect and change their environments such as the construction of the McClellan-Kerr Arkansas River Navigation System, creation of recreational lakes by the building of dams, irrigation of croplands, and the establishment of wildlife refuges. - OK.3.2.2.D. Apply the concepts learned in this chapter to write a government job description - NA_SS_G3_127 Discuss the compelling question, “What qualities make a good government worker?” after completing the Quest - NA_SS_G3_128 Describe how producers use different types of resources to make goods and provide services. - NA_SS_G3_43 Connect the meaning of holidays, landmarks, and symbols to history and culture. - NA_SS_G3_121 Assess the value of holidays, landmarks, and symbols to civic pride. - NA_SS_G3_122 Explain how governments balance individual rights with common good to solve local community or state issues. - 3.GS.2.A.a Explain how the State of Missouri relies on responsible citizen participation and draw implications for how people should participate. - 3.PC.1.D.a Explain factors, past and present, that influence changes in our state’s economy. - 3.E.4.D.a Identify the author's purpose, including what the author wants to answer, explain, or describe in primary and secondary informational texts. - OK.SSP.4.B.2-3.1 Locate facts (e.g. who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. - OK.SSP.4.B.2-3.2 Identify a range of local problems and some ways in which people are trying to address these problems. - SS.IS.7.3-5 Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. - OK.SSP.4.B.2-3.3 Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. - OK.SSP.5.A. Describe and offer examples of how people have improved their communities in the past and present. - OK.SSP.1.A.2-3.2 Compare how people modify and adapt to the environment and culture in our community to other places. - SS.G.2.3 Generate examples of the goods and services that governments provide. - SS.EC.2.3 Compare the cultural characteristics of regions in Missouri. - 3.RI.6.A.a Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation. - 3.H.3.C.a Examine the changing roles of Native Americans, Immigrants, African Americans, women and others in Missouri history. - 3.RI.6.E.a Compare regions in Missouri. - 3.EG.5.F.b Acquire new academic vocabulary; relate new words to prior knowledge, and apply vocabulary in social studies. - OK.SSP.4.A.2-3.3 Locate and paraphrase the main idea and supporting details of a text (e.g. primary and secondary sources.) - OK.SSP.4.A.2-3.1 Use graphic features of a text, such as photographs, titles, headings, subheadings, charts, and graphs, to understand content. - OK.SSP.4.A.2-3.2 Develop claims using evidence from multiple sources to answer essential questions. - SS.IS.5.3-5 Name and locate major cities, rivers, regions, and states which border Missouri. - 3.EG.5.B.a Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. - OK.SSP.2.A. Describe freedom of choice when determining needs and wants in a free market. - OK.SSP.3.C.2-3.2 Describe and use absolute location using a grid system. - 3.EG.5.B.b Give examples of costs and benefits resulting from personal economic decisions. - OK.SSP.3.C.2-3.3 Identify regions in Missouri. - 3.EG.5.F.a Gather basic economic data from various types of graphs and charts. - OK.SSP.3.C.2-3.1 Summarize how the factors of scarcity and surplus and the laws of supply and demand of natural and human resources require people to make choices about producing and consuming goods and services. - OK.3.4.2 Compare differences among human, natural, and capital resources used to produce goods and services. - OK.3.4.1 Describe examples of the goods and services that local and state governments provide. - OK.SSP.3.C.2-3.4 Identify facts and opinions in social studies’ topics. - 3.TS.7.C.a Describe why people in one country trade goods and services with people in other countries. - OK.SSP.3.C.2-3.5 Explain how groups of people make rules to create responsibilities and protect freedoms. - SS.CV.2.3 Identify point of view in social studies’ topics. - 3.TS.7.C.b Examine how the development of Oklahoma's major economic activities have contributed to the growth of the state, including, mining and energy industry, agriculture, aviation, tourism, tribal enterprises, and military installations. - OK.3.4.3 Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. - NA_SS_G3_149 Explain why all informed citizens should participate in their community. - OK.SSP.1.B.2-3.2 Describe the basic structure of government at the local, state, and tribal levels. - OK.SSP.1.B.2-3.1 Explain and provide examples of the consequences for violating laws in the community or state. - OK.SSP.1.B.2-3.4 Explain the need for and purposes of laws in the community and state. - OK.SSP.1.B.2-3.3 Analyze peaceful resolution of disputes by the courts, or other legitimate authorities in Missouri. - 3.GS.2.B.a Develop essential questions and explain the importance of the questions to self and others. - SS.IS.1.3-5 Describe the character traits and civic attitudes of influential Missourians. - 3.PC.1.E.a Define taxes and explain how taxes are generated and used. - 3.E.4.C.a Generate a list of topics of interest and individual questions about a specific topic in social studies. - OK.SSP.5.B.2-3.1 Organize information found during group or individual research, using graphic organizers or other aids. - OK.SSP.5.B.2-3.2 Students will develop skills and practices which demonstrate an understanding that historical inquiry is based on the analysis and evaluation of evidence and its credibility. - OK.SSP.3.A. Determine sources representing multiple points of view that will assist in answering essential questions. - SS.IS.3.3-5 Examine Oklahoma's political and physical features: Identify the state of Oklahoma using relative location, absolute location (latitude and longitude), direction, scale, size, and shape using physical and political maps. - OK.3.2.1.A. Compare the goods and services that people in the local community produce and those that are produced in other communities. - SS.EC.1.3 Identify the author and date of a primary source using information found within the source itself. - OK.SSP.3.A.2-3.2 Describe the importance of the Louisiana Purchase and the expedition of Lewis and Clark. - 3.H.3.F.a Locate major landforms and bodies of water on a map or other representation. - SS.G.1.3 Evaluate the impact of westward expansion on the Native Americans in Missouri - 3.H.3.F.b Generate possible reasons for an event or development in the past. - OK.SSP.3.A.2-3.5 Make simple timelines and identify immediate cause and effect relationships from given information. - OK.SSP.3.A.2-3.4 Discuss issues of Missouri statehood. - 3.H.3.F.c Take part in a constructive process or method for resolving conflicts. - 3.RI.6.B.a Examine cultural interactions and conflicts among Native Americans, European immigrants and enslaved and free African-Americans in Missouri. - 3.H.3.B.a Explain the difference between a primary and secondary source of information and gather basic information from such sources. - OK.SSP.3.A.2-3.1 Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school. - SS.IS.8.3-5 Define point of view and give examples relevant to the student's experiences. - OK.SSP.3.A.2-3.7 Explain and give examples of how individuals and groups have shaped significant historical changes in the community and state. - OK.SSP.3.A.2-3.6 Identify and compare physical geographic characteristics of Missouri. - 3.EG.5.C.a Examine and determine the main purposes of Oklahoma's state government and identify elected leaders of the state of Oklahoma and the three branches of government. - OK.3.1.1 Describe human geographic characteristics of Missouri - 3.EG.5.C.b Identify artifacts and documents as either primary or secondary sources of historical data from which historical accounts are constructed. - SS.H.3.3 Define the concept of civic virtue and responsibilities of the citizen at the local, state, and tribal levels, including respect for diversity. - OK.3.1.5 Describe relationships between people and events of the past, including those commemorated on national, state, and community holidays. - OK.3.1.4 Describe the historical significance of the symbols of Oklahoma including the Oklahoma State Seal and the Oklahoma Flag; explain how the name of Oklahoma is derived from the Choctaw language. - OK.3.1.3 Students will engage in authentic inquiry to acquire, refine, and share knowledge through written presentations related to social studies. - OK.SSP.5.B. With guidance and support, use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas. - 3.TS.7.B.a Examine Oklahoma's political and physical features: Interpret thematic maps of Oklahoma with the essential map elements of title, legend, scale, and directional indicators. - OK.3.2.1.B. Investigate an appropriate social studies’ question and share results with assistance, if needed. - 3.TS.7.F.a Describe ways in which interactions among families, workplaces, voluntary organizations, and government benefit communities. - SS.CV.1.3 Conduct a personal cost-benefit analysis. - 3.E.4.B.a Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. - OK.SSP.2.B.2-3.2 Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. - SS.IS.6.3-5 Describe how authoritative decisions are made, enforced and interpreted by the state government across historical time periods and/or in current events. - 3.GS.2.C.a Explain how the National Anthem symbolizes our nation - 3.PC.1.F.a Recognize and explain the significance of the Gateway Arch and the Great Seal of Missouri and other symbols of our state. - 3.PC.1.F.b Explain and give examples of how laws are made and changed within the state. - 3.PC.1.B.a Explain the major purposes of the Missouri Constitution - 3.PC.1.B.b Students will analyze the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. - OK.SSP.3.C. Examine Oklahoma's political and physical features: Identify Oklahoma's major landforms and bodies of water on a physical map. - OK.3.2.1.C. Discuss the causes and consequences of the Dred Scott decision on Missouri and the nation. - 3.H.3.E.a Research stories and songs that reflect the cultural history of Missouri. - 3.RI.6.C.a Make connections between compelling and supporting questions which help answer an essential social studies question. - OK.SSP.2.A.2-3.2 Ask and respond to enduring essential questions of common concerns to the student, the community and the state. - OK.SSP.2.A.2-3.1 Describe the migration of Native Americans to Missouri prior to European settlement in the state. - 3.H.3.A.a Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. - OK.SSP.2.A.2-3.3 Describe the discovery, exploration and early settlement of Missouri by European immigrants. - 3.H.3.A.b Understand that individual responsibility is a duty, job, or task that you do because you want to do it or you are expected to do it. - NA_SS_G3_154 Explain how people can work together to make decisions in their community and state. - OK.SSP.1.C.2-3.1 Use democratic processes to consider and propose actions to address authentic, real-world problems in the community and state. - OK.SSP.1.C.2-3.2 Describe how significant people, events, and developments have shaped their own community and region. - SS.H.2.3 Describe how people of Missouri are affected by, depend on, adapt to and change their physical environments in the past and in the present. - 3.EG.5.D.a Summarize an informational text. - NA_SS_G3_152 Select and analyze primary and secondary social studies’ sources to determine importance with guidance and support. - 3.TS.7.A.a Identify the main idea and details of a text. - NA_SS_G3_153 Identify the characteristics of renewable and non-renewable resources and evaluate the role of citizens in conserving natural resources. - OK.3.2.3 Learn effective use of library media centers and information literacy skills - NA_SS_G3_150 Students will demonstrate an understanding of geographic concepts and develop mastery of geographic tools and ways of thinking in order to become geographically informed. - OK.SSP.3.B. Describe how people have tried to improve their communities over time. - SS.CV.4.3 Describe the contributions of Oklahoma's military personnel, including the Buffalo Soldiers, the code talkers, and the 45th Infantry. - OK.3.3.10 Create and use artifacts to share information on social studies’ topics. - 3.TS.7.A.b Generate supporting questions about social studies’ topics. - 3.TS.7.E.a Examine the interaction of the environment and the peoples of Oklahoma: Describe how early American Indians used Oklahoma's natural resources, such as bison hunting, fur trading, and farming. - OK.3.2.2.A. Discuss the compelling question “How do we use resources?” after completing the Quest. - NA_SS_G3_66 Use appropriate sources to investigate social studies’ questions. - 3.TS.7.E.c Examine Oklahoma's political and physical features: Identify Oklahoma's major metropolitan centers and cities on a political map. - OK.3.2.1.D. 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I_f6d33d01-9837-331f-a7d1-daea373c8b3f_1_R/BasicLTI.xml I_f6de0933-cdb6-30b7-b17b-f3547b929154_1_R/BasicLTI.xml I_f8824d4c-1ac8-341c-9262-cbd78e53351d_1_R/BasicLTI.xml I_f9633cbf-68ac-3905-bb88-99b881dfe70a_1_R/BasicLTI.xml I_f98da01a-ebfa-39c4-b44a-147bf0622590_R/BasicLTI.xml I_f9be13db-f657-3c76-b4f0-b8e14f9f4d24_1_R/BasicLTI.xml I_fa1c9417-9699-3455-a49b-cc4aa3e5b1c5_1_R/BasicLTI.xml I_fa81706c-0a08-3944-8337-f636a6d04208_1_R/BasicLTI.xml I_fc8e10c1-aa70-3a80-83fc-bcacad356b52_1_R/BasicLTI.xml I_fd6cd00d-4134-3b51-96fb-175727e6ab37_1_R/BasicLTI.xml I_fe04e10d-076e-3930-b84f-ab0c3c82da28_1_R/BasicLTI.xml I_fe3dbfe6-65d1-3ef6-b24a-6f835119eaa2_1_R/BasicLTI.xml Title: Missouri myWorld Interactive Grade 3 Welcome to the Course How to Use This Program Get a Program Overview Check System Requirements Missouri Standards and Resources Grade-Level Expectations for Social Studies Standards at-a-Glance Lesson-by-Lesson Reverse Correlations Teaching About Missouri Correlating myWorld Interactive to Your Reading Program Professional Development TikaTok Quests Chapter 1: Explore a National Park Quest Kick Off Student eText: Explore a National Park! Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. Quest Kick Off: Explore a National Park! Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. Quest Connection: National Park Landscapes Curriculum Standards: Read and construct historical and current maps. Name and locate major cities, rivers, regions, and states which border Missouri. Identify regions in Missouri. Identify and compare physical geographic characteristics of Missouri. Describe human geographic characteristics of Missouri Locate major landforms and bodies of water on a map or other representation. Students will demonstrate an understanding of geographic concepts and develop mastery of geographic tools and ways of thinking in order to become geographically informed. Create and use maps, graphs, and other simple geographic models to describe the physical and human features of the community and state. Examine Oklahoma's political and physical features: Identify the state of Oklahoma using relative location, absolute location (latitude and longitude), direction, scale, size, and shape using physical and political maps. Examine Oklahoma's political and physical features: Interpret thematic maps of Oklahoma with the essential map elements of title, legend, scale, and directional indicators. Examine Oklahoma's political and physical features: Identify Oklahoma's major metropolitan centers and cities on a political map. Examine Oklahoma's political and physical features: Identify the six states bordering Oklahoma on a map. Ask and answer geographic questions, using geographic information about the student's community and state. Describe the community and state's human and physical environment through the use of geographic representations, including aerial photographs. Examine Oklahoma's political and physical features: Identify Oklahoma's major landforms and bodies of water on a physical map. Identify a range of local problems and some ways in which people are trying to address these problems. Explain how groups of people make rules to create responsibilities and protect freedoms. Describe how people have tried to improve their communities over time. Compare how people modify and adapt to the environment and culture in our community to other places. Describe how significant people, events, and developments have shaped their own community and region. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe how the physical environment impacts our daily lives and affects human activities in the past and present. Examine the interaction of the environment and the peoples of Oklahoma: Describe how pioneers to Oklahoma adapted to and modified their environment, such as sod houses, windmills, and crops. Quest Connection: National Parks Plants and Animals Curriculum Standards: Describe human geographic characteristics of Missouri Identify and compare physical geographic characteristics of Missouri. Locate major landforms and bodies of water on a map or other representation. Compare how people modify and adapt to the environment and culture in our community to other places. Examine Oklahoma's political and physical features: Describe the climate and various natural vegetation zones found in Oklahoma. Examine the interaction of the environment and the peoples of Oklahoma: Summarize how the weather and the environment have impacted the economy of Oklahoma in events such as the Dust Bowl, floods, and tornadoes. Quest Connection: Protecting Our Nation's Land Curriculum Standards: Describe human geographic characteristics of Missouri Describe how people of Missouri are affected by, depend on, adapt to and change their physical environments in the past and in the present. Identify a range of local problems and some ways in which people are trying to address these problems. Explain how groups of people make rules to create responsibilities and protect freedoms. Describe how people have tried to improve their communities over time. Compare how people modify and adapt to the environment and culture in our community to other places. Describe how significant people, events, and developments have shaped their own community and region. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe how the physical environment impacts our daily lives and affects human activities in the past and present. Describe why and how resources, people, goods, and ideas move, connecting communities. Examine the interaction of the environment and the peoples of Oklahoma: Describe how early American Indians used Oklahoma's natural resources, such as bison hunting, fur trading, and farming. Examine the interaction of the environment and the peoples of Oklahoma: Describe how pioneers to Oklahoma adapted to and modified their environment, such as sod houses, windmills, and crops. Examine the interaction of the environment and the peoples of Oklahoma: Summarize how the weather and the environment have impacted the economy of Oklahoma in events such as the Dust Bowl, floods, and tornadoes. Examine the interaction of the environment and the peoples of Oklahoma: Summarize how Oklahomans affect and change their environments such as the construction of the McClellan-Kerr Arkansas River Navigation System, creation of recreational lakes by the building of dams, irrigation of croplands, and the establishment of wildlife refuges. Identify the characteristics of renewable and non-renewable resources and evaluate the role of citizens in conserving natural resources. Quest Findings: Create a Sightseeing Guide Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. Quest Findings Student eText: Create Your Sightseeing Guide Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Demonstrate understanding of social studies content through completion of teacher-led authentic tasks and assessments. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Reinforce inquiry skills by asking and responding to various levels of open-ended questions on a regular basis. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies. Student Activity Mat 4B Chapter 2: The Past and You! Quest Kick Off Student eText: The Past and You! Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Determine sources representing multiple points of view that will assist in answering essential questions. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Describe how significant people, events, and developments have shaped their own community and region. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Express an opinion about a topic by composing a written product and providing logical reasons as support. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Students will engage in authentic inquiry to acquire, refine, and share knowledge through written presentations related to social studies. Organize information found during group or individual research, using graphic organizers or other aids. Quest Kick Off: The Past and You! Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Determine sources representing multiple points of view that will assist in answering essential questions. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Describe how significant people, events, and developments have shaped their own community and region. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Express an opinion about a topic by composing a written product and providing logical reasons as support. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Students will engage in authentic inquiry to acquire, refine, and share knowledge through written presentations related to social studies. Organize information found during group or individual research, using graphic organizers or other aids. Quest Connection: Explorers Curriculum Standards: Describe the discovery, exploration and early settlement of Missouri by European immigrants. Locate major landforms and bodies of water on a map or other representation. Create and use a chronological sequence of events. Describe how significant people, events, and developments have shaped their own community and region. Generate possible reasons for an event or development in the past. Locate facts (e.g. who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. Describe early expeditions into Oklahoma such as those of Coronado, Washington Irving, and George Catlin. Explain and give examples of how individuals and groups have shaped significant historical changes in the community and state. Quest Findings: Write Your Persuasive Text Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Determine sources representing multiple points of view that will assist in answering essential questions. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Describe how significant people, events, and developments have shaped their own community and region. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Express an opinion about a topic by composing a written product and providing logical reasons as support. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Students will engage in authentic inquiry to acquire, refine, and share knowledge through written presentations related to social studies. Organize information found during group or individual research, using graphic organizers or other aids. Quest Findings Student eText: Write Your Persuasive Text Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Determine sources representing multiple points of view that will assist in answering essential questions. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Describe how significant people, events, and developments have shaped their own community and region. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Express an opinion about a topic by composing a written product and providing logical reasons as support. Write independently over extended periods of time (e.g. time for research and reflection) and for shorter time frames (e.g. single sitting). Students will engage in authentic inquiry to acquire, refine, and share knowledge through written presentations related to social studies. Organize information found during group or individual research, using graphic organizers or other aids. Student Activity Mat 4B Chapter 3: Shaping Our Nation: Important Americans Quest Kick Off Student eText: Shaping Our Nation: Important Americans Curriculum Standards: Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation. Learn effective use of library media centers and information literacy skills Students will develop skills and practices which demonstrate an understanding that historical inquiry is based on the analysis and evaluation of evidence and its credibility. Explain the difference between a primary and secondary source of information and gather basic information from such sources. Students will comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. Locate and paraphrase the main idea and supporting details of a text (e.g. primary and secondary sources.) Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. Describe cowboy life and cattle drives as typified by experiences along such routes as the Chisholm Trail and the impact of Mexican ranching traditions on the cattle industry and cowboy culture. Quest Kick Off: Shaping Our Nation: Important Americans Curriculum Standards: Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation. Learn effective use of library media centers and information literacy skills Students will develop skills and practices which demonstrate an understanding that historical inquiry is based on the analysis and evaluation of evidence and its credibility. Explain the difference between a primary and secondary source of information and gather basic information from such sources. Students will comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. Locate and paraphrase the main idea and supporting details of a text (e.g. primary and secondary sources.) Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. Describe cowboy life and cattle drives as typified by experiences along such routes as the Chisholm Trail and the impact of Mexican ranching traditions on the cattle industry and cowboy culture. Quest Connection: Historical Figures Who Shaped America Curriculum Standards: Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation. Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. Describe cowboy life and cattle drives as typified by experiences along such routes as the Chisholm Trail and the impact of Mexican ranching traditions on the cattle industry and cowboy culture. Quest Connection: The Civil Rights Movement Curriculum Standards: Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation. Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. Describe cowboy life and cattle drives as typified by experiences along such routes as the Chisholm Trail and the impact of Mexican ranching traditions on the cattle industry and cowboy culture. Identify the main idea and details of a text. Locate and paraphrase the main idea and supporting details of a text (e.g. primary and secondary sources.) Locate facts (e.g. who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. Quest Findings: Present at the Wax Museum Curriculum Standards: Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation. Learn effective use of library media centers and information literacy skills Students will develop skills and practices which demonstrate an understanding that historical inquiry is based on the analysis and evaluation of evidence and its credibility. Explain the difference between a primary and secondary source of information and gather basic information from such sources. Students will comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. Locate and paraphrase the main idea and supporting details of a text (e.g. primary and secondary sources.) Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. Describe cowboy life and cattle drives as typified by experiences along such routes as the Chisholm Trail and the impact of Mexican ranching traditions on the cattle industry and cowboy culture. Identify the main idea and details of a text. Locate facts (e.g. who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. Summarize an informational text. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Quest Findings Student eText: Present at the Wax Museum Curriculum Standards: Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation. Learn effective use of library media centers and information literacy skills Students will develop skills and practices which demonstrate an understanding that historical inquiry is based on the analysis and evaluation of evidence and its credibility. Explain the difference between a primary and secondary source of information and gather basic information from such sources. Students will comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. Locate and paraphrase the main idea and supporting details of a text (e.g. primary and secondary sources.) Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. Describe cowboy life and cattle drives as typified by experiences along such routes as the Chisholm Trail and the impact of Mexican ranching traditions on the cattle industry and cowboy culture. Identify the main idea and details of a text. Locate facts (e.g. who, what, where, when, why, and how) to demonstrate an understanding of key details in a text. Summarize an informational text. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. Student Activity Mat 4B Chapter 4: Resources All Around Us Quest Kick Off Student eText: Resources All Around Us Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Use concepts learned in the chapter to explain how to get resources needed to make lemonade. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Gather basic economic data from various types of graphs and charts. Organize information found during group or individual research, using graphic organizers or other aids. Discuss the compelling question “How do we use resources?” after completing the Quest. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe why and how resources, people, goods, and ideas move, connecting communities. Give examples of costs and benefits resulting from personal economic decisions. Quest Kick Off: Resources All Around Us Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Use concepts learned in the chapter to explain how to get resources needed to make lemonade. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Gather basic economic data from various types of graphs and charts. Organize information found during group or individual research, using graphic organizers or other aids. Discuss the compelling question “How do we use resources?” after completing the Quest. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe why and how resources, people, goods, and ideas move, connecting communities. Give examples of costs and benefits resulting from personal economic decisions. Quest Connection: Resources Used to Make Goods Curriculum Standards: Define natural, capital and human resources. Compare and contrast private and public goods and services. Explain factors, past and present, that influence changes in our state’s economy. Define economy. Explain supply and demand Identify factors that consumers and producers consider when making economic choices. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school. Show how consumption of products connects people to distant places. Compare the goods and services that people in the local community produce and those that are produced in other communities. Describe freedom of choice when determining needs and wants in a free market. Give examples of costs and benefits resulting from personal economic decisions. Identify the difference between consumers and producers. Describe how producers use different types of resources to make goods and provide services. Students will analyze the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. Describe examples of the goods and services that local and state governments provide. Compare differences among human, natural, and capital resources used to produce goods and services. Explain how production and consumption of goods and services has changed over time. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe why and how resources, people, goods, and ideas move, connecting communities. Describe why people in one country trade goods and services with people in other countries. Summarize how the factors of scarcity and surplus and the laws of supply and demand of natural and human resources require people to make choices about producing and consuming goods and services. Examine how the development of Oklahoma's major economic activities have contributed to the growth of the state, including, mining and energy industry, agriculture, aviation, tourism, tribal enterprises, and military installations. Understand that people trade to get resources and goods and that companies import and export these products. Quest Connection: Resources Needed to Build a Bicycle Curriculum Standards: Define natural, capital and human resources. Compare and contrast private and public goods and services. Explain factors, past and present, that influence changes in our state’s economy. Define economy. Explain supply and demand Identify factors that consumers and producers consider when making economic choices. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school. Show how consumption of products connects people to distant places. Compare the goods and services that people in the local community produce and those that are produced in other communities. Describe freedom of choice when determining needs and wants in a free market. Give examples of costs and benefits resulting from personal economic decisions. Identify the difference between consumers and producers. Describe how producers use different types of resources to make goods and provide services. Students will analyze the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. Describe examples of the goods and services that local and state governments provide. Compare differences among human, natural, and capital resources used to produce goods and services. Explain how production and consumption of goods and services has changed over time. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe why and how resources, people, goods, and ideas move, connecting communities. Describe why people in one country trade goods and services with people in other countries. Summarize how the factors of scarcity and surplus and the laws of supply and demand of natural and human resources require people to make choices about producing and consuming goods and services. Examine how the development of Oklahoma's major economic activities have contributed to the growth of the state, including, mining and energy industry, agriculture, aviation, tourism, tribal enterprises, and military installations. Understand that people trade to get resources and goods and that companies import and export these products. Quest Findings: Resources All Around Us Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Define natural, capital and human resources. Compare and contrast private and public goods and services. Use concepts learned in the chapter to explain how to get resources needed to make lemonade. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Gather basic economic data from various types of graphs and charts. Organize information found during group or individual research, using graphic organizers or other aids. Discuss the compelling question “How do we use resources?” after completing the Quest. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe why and how resources, people, goods, and ideas move, connecting communities. Give examples of costs and benefits resulting from personal economic decisions. Differentiate among natural, human, and capital resources. Show how consumption of products connects people to distant places. Compare the goods and services that people in the local community produce and those that are produced in other communities. Compare differences among human, natural, and capital resources used to produce goods and services. Describe how producers use different types of resources to make goods and provide services. Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school. Students will analyze the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. Describe examples of the goods and services that local and state governments provide. Describe how each type of resource contributes to the production of goods and services. Describe why people in one country trade goods and services with people in other countries. Quest Findings Student eText: Resources All Around Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Define natural, capital and human resources. Compare and contrast private and public goods and services. Use concepts learned in the chapter to explain how to get resources needed to make lemonade. Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Gather basic economic data from various types of graphs and charts. Organize information found during group or individual research, using graphic organizers or other aids. Discuss the compelling question “How do we use resources?” after completing the Quest. Students will demonstrate the capability for developing essential, compelling, and supporting questions that can frame and advance assisted or independent inquiry. Ask and respond to enduring essential questions of common concerns to the student, the community and the state. Make connections between compelling and supporting questions which help answer an essential social studies question. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources. Describe why and how resources, people, goods, and ideas move, connecting communities. Give examples of costs and benefits resulting from personal economic decisions. Differentiate among natural, human, and capital resources. Show how consumption of products connects people to distant places. Compare the goods and services that people in the local community produce and those that are produced in other communities. Compare differences among human, natural, and capital resources used to produce goods and services. Describe how producers use different types of resources to make goods and provide services. Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school. Students will analyze the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. Describe examples of the goods and services that local and state governments provide. Describe how each type of resource contributes to the production of goods and services. Describe why people in one country trade goods and services with people in other countries. Student Activity Mat 4B Chapter 5: Government at Work Quest Kick Off Student eText: Government at Work Curriculum Standards: Generate supporting questions about social studies’ topics. Use steps in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Investigate an appropriate social studies’ question and share results with assistance, if needed. Apply the concepts learned in this chapter to write a government job description Develop essential questions and explain the importance of the questions to self and others. Create supporting questions to help answer essential questions in an inquiry. Determine sources representing multiple points of view that will assist in answering essential questions. Develop claims using evidence from multiple sources to answer essential questions. Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources. Identify a