Organization: SAVVAS
Product Name: myWorld Interactive Grade 1 Illinois
Product Version: 1




Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-e66643c1-2863-3572-9bec-02dd615dda67
Timestamp:  Monday, January 4, 2021 01:59 PM EST
Status:     VALID!
Conformant: true


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Resource Validation Results
The document is valid.


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Schema Location Results
Schema locations are valid.


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Schema Validation Results
The document is valid.


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Schematron Validation Results
The document is valid.


Curriculum Standards:


Explain that a map is a simple representation of places on Earth. - NA_SS_G1_40
Explain that maps are used to show large and small places. - NA_SS_G1_41
Explore facts from various sources that can be used to answer the developed questions. - SS.IS.2.K-2
Compare the features of urban and rural communities. - OK1.2.4
Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of our country. - NA_SS_G1_172
Identify the difference between continents and oceans. - OK1.2.3
Learn about the roles and contributions of people from different demographic, ethnic, and cultural groups to the development of the United States. - NA_SS_G1_173
Identify cardinal directions and use them to identify specific locations on a map. - OK1.2.2
Understand the costs and benefits involved when people exchange goods. - NA_SS_G1_170
Describe the difference between physical and political maps; construct basic maps of specific places. - OK1.2.1
Identify examples of choices a buyer makes when buying goods and services. - NA_SS_G1_171
Locate and identify places on a map using the four cardinal directions. - NA_SS_G1_39
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_G1_177
Determine activities that people do in communities. - NA_SS_G1_35
Describe the location of self and objects relative to other locations. - NA_SS_G1_36
Identify and describe the relative location of places in the school and community. - NA_SS_G1_37
Recognize that maps can be used to locate and identify places. - NA_SS_G1_38
Consider advantages and disadvantages of solutions. - NA_SS_G1_31
Choose and implement a solution, and evaluate the effectiveness of the solution. - NA_SS_G1_32
Explain what a community is. - NA_SS_G1_33
Describe the difference between a city and a town. - NA_SS_G1_34
Use a problem-solving process to identify a problem, gather information, and list and consider options. - NA_SS_G1_30
Use listening, consensus building, and voting procedures to decide on and take action in their classroom. - SS.IS.6.K-2
Describe community customs and traditions as basic elements of culture. - OK1.2.5
Apply the concepts learned in this chapter to write a skit. - NA_SS_G1_28
Discuss the compelling question, Do responsibilities need to be equal to be fair?" after completing the Quest" - NA_SS_G1_29
Make meaningful connections to personal experience. - NA_SS_G1_24
Explain how people earn pay or income in exchange for work. - SS.EC.FL.3.1
Establish meaning. - NA_SS_G1_25
Understand that a ballot is a primary source that can give information about how people vote. - NA_SS_G1_26
Understand how to read a ballot from long ago. - NA_SS_G1_27
Explain and practice voting as a way of making choices and decisions. - NA_SS_G1_20
Define the terms fact and fiction. - NA_SS_G1_21
Identify sentences as fact or fiction. - NA_SS_G1_22
Use prior knowledge to gain understanding. - NA_SS_G1_23
Read and construct basic timelines to understand the chronology of events in history. - OK1.3.3
Describe the contributions of people and groups who have shaped our history and ways we commemorate important places and events of the past. - OK1.3.2
Explain why people may see events from different points of view. - OK1.3.1
Identify the state capital. - NA_SS_G1_17
Identify the role of a good citizen in a democracy. - NA_SS_G1_18
Identify characteristics of good citizenship, including participating in government by educating oneself about the issues, respectfully holding public officials to their word, and voting - NA_SS_G1_19
Identify leaders at home, school, and in the community. - NA_SS_G1_13
Identify the responsibilities of leaders at home, school, and in the community. - NA_SS_G1_14
Identify and describe the roles of public leaders in the community, state, and nation. - NA_SS_G1_15
Recognize that government leaders are citizens. - NA_SS_G1_16
Identify rules and laws that ensure fairness and safety. - NA_SS_G1_10
Identify the consequences of not following rules and laws. - NA_SS_G1_11
Explain why leaders are important. - NA_SS_G1_12
Describe the skills and knowledge required to produce certain goods and services. - SS.EC.2.1
Identify primary sources and how they help us to learn about the past. - OK1.3.4
Identify and explain responsibilities at home and at school, including showing respect for oneself and for others - NA_SS_G1_06
Identify and explain rights and the choices made as a member of a family and a class. - NA_SS_G1_07
Explain the importance of cooperating, or working well together. - NA_SS_G1_08
Explain the purpose of rules and laws. - NA_SS_G1_09
Demonstrate good citizenship in school and in the community. - NA_SS_G1_02
Explain the purpose for rules in the home, school, and community. - NA_SS_G1_03
Identify rules. - NA_SS_G1_04
Define responsibility, right, and cooperate. - NA_SS_G1_05
Identify and explain how rules function in various settings, inside and outside of the school. - SS.CV.2.1
Identify and describe the characteristics of good citizenship, including respect for oneself and others, and responsibility in daily life - NA_SS_G1_01
Identify the cause in a paragraph and a visual. - NA_SS_G1_82
Identify the effect in a paragraph and a visual. - NA_SS_G1_83
Understand that a song can be a primary source. - NA_SS_G1_84
Understand how to analyze a song. - NA_SS_G1_85
Describe the origins of national holidays and celebrations, such as Independence Day, Veterans Day, Memorial Day, President's Day, Martin Luther King, Jr. Day, and Cesar Chavez Day. - NA_SS_G1_80
Describe how families celebrate national holidays. - NA_SS_G1_81
Describe ways people are paid for their labor and how goods and services are purchased using money and credit. - OK1.4.2
Explain the costs and benefits of spending and saving in order to meet needs and wants. - OK1.4.1
Explain that our nation celebrates special days to remember and honor people and events. - NA_SS_G1_79
Create questions to help guide inquiry about a topic with guidance from adults and/or peers. - SS.IS.1.K-2
Identify American anthems and songs and explain how they reflect American individualism and freedom. - NA_SS_G1_75
Recognize that some heroes work to help people who are not treated fairly. - NA_SS_G1_76
Identify contributions of historical figures, including Dr. Martin Luther King, Jr., and Cesar Chavez, who worked for justice. - NA_SS_G1_77
Compare the similarities and differences among the lives and activities of historical figures who have worked for justice. - NA_SS_G1_78
Recognize that the Declaration of Independence and the U.S. Constitution are important American documents. - NA_SS_G1_71
Identify the U.S. Constitution as a set of rules and laws for our country and the Bill of Rights as changes to the Constitution. - NA_SS_G1_72
Identify historical figures, such as Francis Scott Key, who have written American songs. - NA_SS_G1_73
Recite and explain the history of American songs. - NA_SS_G1_74
Explain and give examples of when choices are made that something else is given up. - SS.EC.1.1
Understand that America was once ruled by England. - NA_SS_G1_70
Describe the role of banks in the community. - OK1.4.4
Identify and explain the roles of consumers and producers in the American economy. - OK1.4.3
Compare perspectives of people in the past to those of people in the present. - SS.H.3.1
Explain why symbols are important to Americans. - NA_SS_G1_68
Identify American symbols, including Uncle Sam, the bald eagle, the Statue of Liberty, and the Golden Gate Bridge. - NA_SS_G1_69
Recite and explain the meaning of the Pledge of Allegiance to the United States flag. - NA_SS_G1_64
Recognize that the United States flag has different meanings to different people. - NA_SS_G1_65
Define justice. - NA_SS_G1_66
Understand that the United States has many symbols. - NA_SS_G1_67
Discuss the compelling question, What is our community like?" after completing the Quest." - NA_SS_G1_60
Identify the different parts of a map. - NA_SS_G1_61
Understand how to read a map in order to ask and answer questions. - NA_SS_G1_62
Describe the United States flag. - NA_SS_G1_63
Understand that an envelope is a primary source that can give information about a person, place, or event. - NA_SS_G1_57
Understand how to analyze an envelope. - NA_SS_G1_58
Apply the concepts learned in this chapter to write a tour guide and map. - NA_SS_G1_59
Identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based on geographic location - NA_SS_G1_53
Identify ways people can care for Earth's natural resources. - NA_SS_G1_54
Identify the main idea and details in a paragraph. - NA_SS_G1_55
Summarize a text. - NA_SS_G1_56
Identify and describe the physical characteristics of place such as natural resources and weather. - NA_SS_G1_50
Identify examples of and uses for natural resources. - NA_SS_G1_51
Explain how weather and location affect how people live. - NA_SS_G1_52
Describe individuals and groups who have shaped a significant historical change. - SS.H.2.1
Identify and describe the physical characteristics of a place such as landforms and bodies of water. - NA_SS_G1_46
Locate and identify continents and oceans on maps and globes. - NA_SS_G1_47
Use vocabulary terms related to geographic features. - NA_SS_G1_48
Use pictures to obtain information and describe a place. - NA_SS_G1_49
Use simple maps such as maps of the home, classroom, school, and community. - NA_SS_G1_42
Identify a model as a small version of something. - NA_SS_G1_43
Compare and contrast a model, a picture, and a map. - NA_SS_G1_44
Understand that a map has many parts, including a title, compass rose, and a legend with symbols. - NA_SS_G1_45
Evaluate a source by distinguishing between fact and opinion. - SS.IS.4.K-2
Explain that everyone has basic needs and list what those needs are. - NA_SS_G1_109
Contrast games from the past and games today. - NA_SS_G1_103
Apply compare and contrast skills to both images and text. - NA_SS_G1_104
Explain how the present is connected to the past. - NA_SS_G1_101
Compare games from the past and games today. - NA_SS_G1_102
Describe events in sequential order. - NA_SS_G1_107
Understand how a timeline connects events from the past and present. - NA_SS_G1_108
Understand that oral history is a primary source. - NA_SS_G1_105
Analyze oral history. - NA_SS_G1_106
Create a chronological sequence of multiple events. - SS.H.1.1
Understand how people's lives were affected by the change in technology. - NA_SS_G1_100
Distinguish between customs and traditions. - NA_SS_G1_114
Recognize that people and families have different customs and traditions. - NA_SS_G1_115
Understand how individual cultures have contributed to our nation's culture. - NA_SS_G1_112
Identify elements that make up culture, such as food, clothing, language, and games. - NA_SS_G1_113
Understand that our country is made up of diverse cultures. - NA_SS_G1_118
Recognize the similarities and differences in groups and communities. - NA_SS_G1_119
Describe and explain the importance of various beliefs, customs, celebrations, and traditions of people and families. - NA_SS_G1_116
Describe the importance of working together as a community or other group. - NA_SS_G1_117
Describe and explain the importance of culture and beliefs. - NA_SS_G1_110
Understand that cultures have similarities and differences. - NA_SS_G1_111
Construct and interpret maps and other representations to navigate a familiar place. - SS.G.1.1
Compare and contrast clothes people wear today with clothes they wore in the past. - NA_SS_G1_97
Compare and contrast people's manners today with the past. - NA_SS_G1_98
Explain how inventions changed people's lives over time. - NA_SS_G1_99
Compare and contrast life in schools today and in the past. - NA_SS_G1_93
Explain how some aspects of a community change over time while others stay the same. - NA_SS_G1_94
Understand that some things change over time while some things stay the same. - NA_SS_G1_95
Compare and contrast places people work today with places they worked in the past. - NA_SS_G1_96
Explain the words past, present, future. - NA_SS_G1_90
Identify and describe time relationships. - NA_SS_G1_91
Understand how clocks and calendars measure time. - NA_SS_G1_92
Understand that an immigrant is a person who moves from one country to another. - NA_SS_G1_125
Recognize that immigrants contribute to the economy. - NA_SS_G1_126
Describe the significance of storytelling to American Indian culture. - NA_SS_G1_123
Explain American Indian arts and its importance to culture. - NA_SS_G1_124
Identify folk tales and legends as stories that are passed down from parents to their children and teach life lessons. - NA_SS_G1_129
Explain that immigrants contribute their customs, culture, traditions, and celebrations to the community where they live. - NA_SS_G1_127
Understand that immigrants move to the United States from many different countries. - NA_SS_G1_128
Understand that American Indians live across the United States. - NA_SS_G1_121
Recognize that there many different American Indian cultural groups, each with its own customs, traditions, and celebrations. - NA_SS_G1_122
Explain that we all benefit when we understand people's differences. - NA_SS_G1_120
Make a scrapbook page about American symbols, traditions, and people. - NA_SS_G1_86
Discuss the compelling question, How do we show we're American?"" after completing the Quest." - NA_SS_G1_87
Understand how to ask questions to analyze an image. - NA_SS_G1_88
Gather information from one or two sources with guidance and support from adults and/or peers. - SS.IS.3.K-2
Understand how a caption is related to an image. - NA_SS_G1_89
Understand that point of view is how someone feels about something. - NA_SS_G1_136
Recognize that people have different points of view. - NA_SS_G1_137
Understand that an artifact is a primary source. - NA_SS_G1_134
Understand how to analyze artifacts. - NA_SS_G1_135
Compare points of view. - NA_SS_G1_138
Learn what a need is. - NA_SS_G1_139
Sequence and categorize information. - NA_SS_G1_132
Retell the order of events in a text by referring to words and illustrations. - NA_SS_G1_133
Understand that most cultures have their own folk tales and legends. - NA_SS_G1_130
Identify the moral of a story. - NA_SS_G1_131
Ask and answer questions about arguments and explanations. - SS.IS.5.K-2
Identify goods and services used at home, at school, and in the community. - NA_SS_G1_147
Know who producers are. - NA_SS_G1_148
Identify services. - NA_SS_G1_145
Distinguish between goods and services. - NA_SS_G1_146
Know who consumers are. - NA_SS_G1_149
Learn what a want is. - NA_SS_G1_140
Explain how all people, not just official leaders, play important roles in a community. - SS.CV.1.1
Learn why people use money. - NA_SS_G1_143
Identify goods. - NA_SS_G1_144
Learn why we make choices. - NA_SS_G1_141
Distinguish between a want and a need. - NA_SS_G1_142
Understand the concept of saving money - NA_SS_G1_158
Learn about the jobs people do at home. - NA_SS_G1_159
Identify examples of goods and services. - NA_SS_G1_156
Understand the concept of spending money to buy goods and services. - NA_SS_G1_157
Understand the relationship between consumers and producers. - NA_SS_G1_150
Identify important symbols of the United States including the Bald Eagle and the Liberty Bell, and explain their meanings. - OK1.1.4
Understand how producers market their goods. - NA_SS_G1_151
Explain patriotic traditions including The Pledge of Allegiance, describe appropriate flag etiquette and proper behavior during the playing of The Star-Spangled Banner. - OK1.1.3
Describe how citizens within communities work together to accomplish common tasks and fulfill roles of authority. - OK1.1.2
Describe the need for written laws and the main purpose of government, including the concept of consequences for one’s actions when a law or rule is violated. - OK1.1.1
Learn how to make a budget. - NA_SS_G1_154
Know the difference between a want and a need. - NA_SS_G1_155
Recognize that goods can come from nearby as well as far away. - NA_SS_G1_152
Explain that a budget is a plan for how to use your money. - NA_SS_G1_153
Discuss the compelling question "Why should you think about how to spend your money?" after completing the Quest - NA_SS_G1_169
Identify information from primary sources. - NA_SS_G1_167
Apply the concepts learned in this chapter to write a plan for how to spend money. - NA_SS_G1_168
Learn about jobs at school. - NA_SS_G1_161
Learn how goods are transported in the community and from faraway places. - NA_SS_G1_162
Learn about jobs in the community. - NA_SS_G1_160
Learn what a primary source is. - NA_SS_G1_165
Identify photographs as primary sources. - NA_SS_G1_166
Identify the main idea in a paragraph. - NA_SS_G1_163
Recognize the details that support the main idea in a paragraph. - NA_SS_G1_164




List of all Files Validated:


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Title: myWorld Interactive Grade 1




         Welcome to the Course


            How to Use This Program


               Get a Program Overview


               Check System Requirements


            Correlation to Reading Programs


            Professional Development


               TikaTok


         Quests


            Chapter 1: Rights and Responsibilities of Citizens


               Quest Kick Off: Storyteller Sam Needs a Skit
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a skit.


               Quest Kick Off Student eText: Storyteller Sam Needs a Skit
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a skit.


               Quest Connection: Being Fair in Games
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a skit.


               Quest Connection: Being Fair at Home and School
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a skit.


               Quest Connection: Being Fair with Rules and Chores
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a skit.


               Quest Findings: Write Your Skit
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a skit. Discuss the compelling question, Do responsibilities need to be equal to be fair?" after completing the Quest" Describe how citizens within communities work together to accomplish common tasks and fulfill roles of authority.


               Student Activity Mat 4B
                 Curriculum Standards: Establish meaning. Make meaningful connections to personal experience. Use prior knowledge to gain understanding.


               Quest Findings Student eText: Write Your Skit
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a skit. Discuss the compelling question, Do responsibilities need to be equal to be fair?" after completing the Quest" Describe how citizens within communities work together to accomplish common tasks and fulfill roles of authority.


            Chapter 2: Geography of the Community


               Quest Kick Off: Tina the Tour Leader Needs Your Help
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a tour guide and map. Describe the difference between physical and political maps; construct basic maps of specific places.


               Quest Kick Off Student eText: Tina the Tour Leader Needs Your Help
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a tour guide and map. Describe the difference between physical and political maps; construct basic maps of specific places.


               Quest Connection: Fun Activities in Your Community
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a tour guide and map. Describe the difference between physical and political maps; construct basic maps of specific places.


               Quest Connection: Words and Symbols on a Map
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a tour guide and map. Describe the difference between physical and political maps; construct basic maps of specific places.


               Quest Connection: Fun Activities in Different Places
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a tour guide and map. Describe the difference between physical and political maps; construct basic maps of specific places.


               Quest Findings: Make Your Tour Guide and Map
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a tour guide and map. Discuss the compelling question, What is our community like?" after completing the Quest." Describe the difference between physical and political maps; construct basic maps of specific places. Compare the features of urban and rural communities.


               Student Activity Mat 4B
                 Curriculum Standards: Establish meaning. Make meaningful connections to personal experience. Use prior knowledge to gain understanding.


               Quest Findings Student eText:  Make Your Tour Guide and Map
               Quest Findings Student eText: Make Your Tour Guide and MapThis activity helps students synthesize the Quest task by presenting ideas to help them write their tour guide.
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Apply the concepts learned in this chapter to write a tour guide and map. Discuss the compelling question, What is our community like?" after completing the Quest." Describe the difference between physical and political maps; construct basic maps of specific places. Compare the features of urban and rural communities.


            Chapter 3: Symbols and Traditions of the United States


               Quest Kick Off: Help Ryan Show Our America
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Make a scrapbook page about American symbols, traditions, and people. Explain patriotic traditions including The Pledge of Allegiance, describe appropriate flag etiquette and proper behavior during the playing of The Star-Spangled Banner. Identify important symbols of the United States including the Bald Eagle and the Liberty Bell, and explain their meanings.


               Quest Kick Off Student eText:  Help Ryan Show Our America
               Quest Kick Off Student eText: Help Ryan Show Our AmericaThis activity introduces students to the Quest by providing an example of a scrapbook and showing some American symbols.
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Make a scrapbook page about American symbols, traditions, and people. Explain patriotic traditions including The Pledge of Allegiance, describe appropriate flag etiquette and proper behavior during the playing of The Star-Spangled Banner. Identify important symbols of the United States including the Bald Eagle and the Liberty Bell, and explain their meanings.


               Quest Connection: Bald Eagle Facts
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Make a scrapbook page about American symbols, traditions, and people. Explain patriotic traditions including The Pledge of Allegiance, describe appropriate flag etiquette and proper behavior during the playing of The Star-Spangled Banner. Identify important symbols of the United States including the Bald Eagle and the Liberty Bell, and explain their meanings.


               Quest Connection: Concerts in the Park
                 Curriculum Standards: Create questions to help guide inquiry about a topic with guidance from adults and/or peers. Ask and answer questions about arguments and explanations. Make a scrapbook page about American s