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Kerr-McGee Gallery Guide

Steamboat Heroine, African American History, Military History, and Oil and Gas

Grade Level Standards Addressed
  • Construct an argument supported by evidence for how plants/animals can change the environment to meet their needs (ESS2-2)
  • Explain how various community people (soldiers, business professionals, etc.) impact their lives (SS.CS.2.1)
First Grade
  • Communicate solutions that will reduce the impact of humans on the local environment (ESS3-1)
Second Grade
  • Describe/classify different kinds of materials by their observable properties (PS1-2)
  • Use information from several sources to provide evidence that Earth events can occur quickly/slowly (ESS1-1)
Third Grade
  • Commemorate Celebrate Freedom Week by recognizing the sacrifices/contributions by veterans… (SS.CS.1.1)
  • Summarize how scarcity/surplus require people to make choices about producing/consuming goods/services (SS.CS.2.1)
  • Examine how the development of Oklahoma’s major economic activities has contributed to the growth of the state  (SS.CS.2.1)
  • Summarize how contemporary Oklahomans affect/change their environments (McClellan-Kerr Arkansas River Navigation System, the establishment of wildlife refuges, etc.) (SS.CS.3.2.C)
  • Read/interpret primary sources related to key events in Oklahoma’s past to demonstrate understanding of a text including Catlin’s artwork (SS.CS.4.2)
  • Describe early expeditions in Oklahoma (Coronado, Washington Irving, and George Catlin) (SS.CS.4.4)
  • Develop an understanding/appreciation of the historic/ contemporary racial, ethnic, and cultural groups in Oklahoma (SS.CS.4.11)
Fourth Grade
  • Identify evidence from patterns in rock formations/fossils in rock layers to support an explanation for changes in a landscape over time (oil and gas formations, river route changes, etc.) (ESS1-1)
  • Obtain/combine information to describe that energy/fuels are derived from renewable/non-renewable resources and how their uses affect the environment (ESS3-1)
  • Describe the diverse but unified nature of the American people by identifying the distinctive contributions to American culture of African-Americans (SS.CS.1.2.D)
  • Compare/contrast the regional vegetation, climate and spatial distribution/use of natural resources (SS.CS.1.3)
  • Analyze natural resources (mining, manufacturing, oil and gas) and how they impacted the economy of each region/ their connections to global trade (SS.CS.1.4)
  • Summarize how people interact with their environment to resolve geographic challenges (industry, transportation, etc.) (SS.CS.1.5)
  • Examine/summarize the reasons for the key expeditions of Spain, France, and England, their impact on the development of each region as well as instances of both cooperation/conflict between Native American groups and European settlers arising from the Columbian Exchange (SS.CS.2.2&2.4)
Fifth Grade
  • Obtain/combine information about ways individual communities use science ideas to protect the Earth’s resources and environment (ESS3-1)
Sixth Grade and Seventh Grade
  • Explain how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity (6MSLS2-1)
  • Summarize the impact of the distribution of major renewable/ nonrenewable resources and evaluate how the three levels of economic activities contribute to the development of a country or region, including the United States’ access to fossil fuels, water, iron, and arable soil (6.SS.CS.5.2.A/7.SS.CS.5.1)
  • Use proportional reasoning to assess the reasonableness of solutions (7.A.2.4)
  • Compare/contrast dependent/independent events (PA.D.2.3)
Eighth Grade
  • Describe that synthetic materials come from natural resources and impact society (MSPS1-3)
  • Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past/current geoscience processes (MSESS3-1)
  • Analyze points of view to describe the variety of African American experiences, both slave/free in early to mid-1800s (SS.CS.4.4)
  • The student will analyze the social/political transformation of the United States as a result of the American Civil War (1850-1865) (SS.CS.5)
  • The student will analyze the transformation of politics/ society during the Reconstruction Era (SS.CS.6)
Oklahoma History and US History
  • Summarize the impact of the Civil War/Reconstruction Treaties on Native American peoples (required enrollment of the Freedmen, Second Indian Removal and the role of the Buffalo Soldiers, significance of the Massacre at the Washita, reasons for the reservation system, and the establishment of the western military posts (Fort Sill, Fort Supply, and Fort Reno) (OKH.CS.2.4)
  • Analyze the post-Reconstruction civil rights struggles/the historic evolution of race relations in Oklahoma (Jim Crow laws, all-Black towns, the Tulsa Race Riot, etc.) (OKH.CS.4.2/USH.CS.1.1&3.1.B)
  • Evaluate the progress of race relations and major personalities/events/tactics/acts of civil disobedience in the state during the Civil Rights Movement (OKH.CS.5.1/USH.CS.5.4)
  • Explain the historical/present impact of racial/religious/ socioeconomic/ethnic diversity on American politics/ society and the importance of adhering to constitutional values in managing diversity conflicts over (USH1.CS.5.3.B)
  • Assess the impact of the coal industry on transportation routes/the development of communities (OKH.CS.2.5)
  • Examine the impact of new inventions/industrial methods including new technologies...(USH.CS.1.3)
  • Identify major sources of local/state revenues and the services provided (education, infrastructure, courts, and public safety) as well as the impact of economic growth in various sectors (OKH.CS.3.5&5.2)
  • Examine how the economic cycles of boom/bust of the oil industry affected major sectors of employment, the subsequent development of communities, as well as the roles of entrepreneurs (OKH.CS.4.4&5.6)
  • Describe the contributions of Oklahomans in 1920s/1930s including Deep Deuce and African-American jazz musicians (OKH.CS.4.7)
  • Summarize/analyze the impact of mobilization for World War II including the establishment of military bases and prisoner of war installations and the contributions of Oklahomans to the war effort (OKH.CS.4.8/USH.CS.4.1)
  • Analyze the series of events/long-term foreign and domestic consequences of the United States’ military involvement in Vietnam...(USH.CS.5.3)
World History and World Human Geography
  • The student will evaluate the global transformation brought about by the Industrial Revolution and the World Wars (WH.CS.4)
  • Analyze the impact of industrialization on economic development (WG.CS.6).
  • Define/apply basic economic concepts (scarcity/surplus, cost/benefit analysis, incentive/disincentive, etc.) to a variety of economic situations (CS.1.1)
  • Describe the role of production, land, labor, capital, entrepreneurship, and technology in economic systems (CS.2.2)
  • Explain what causes shortages/surpluses (government imposed price floors, price ceilings, and other government regulations) and the impact they have on prices and people’s decisions to buy/sell (CS.3.2)
Environmental Science and Earth and Space Science
  • Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity (HSESS3-1)
  • Evaluate competing design solutions for developing, managing, and utilizing natural resources based on cost-benefit ratios (HSESS3-2)
  • Evaluate a technological solution that reduces the impacts of human activities on natural systems (HSESS3-4)
  • Construct a scientific explanation from evidence for how geological processes lead to uneven distribution of natural resources (HSESS3-5)

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