Utah

Culture

• 1 Students will recognize and describe how schools and neighborhoods are both similar and different.

  • 1 Recognize and describe examples of differences within school and neighborhood.

    • a Recognize differences within their school and neighborhood.

      • Compare cities and rural areas (1-C.4)

    • b Share stories, folk tales, art, music, and dance inherent in neighborhood and community traditions.

    • c Recognize and demonstrate respect for the differences within one's community (e.g. play, associations, activities, friendships).

      • What is a community? (1-C.1)

    • d Recognize and describe the importance of schools and neighborhoods.

  • 2 Recognize and identify the people and their roles in the school and neighborhood. Explain how these roles change over time.

    • a Identify the roles of people in the school (e.g., principal, teacher, librarian, secretary, custodian, bus driver, crossing guard, and cafeteria staff).

      • Authority figures (1-A.2)
      • Jobs community helpers do (1-C.2)

    • b Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader).

      • Government services (1-A.3)
      • Jobs community helpers do (1-C.2)
      • Tools community helpers use (1-C.3)

    • c List and discuss how neighborhoods change over time (e.g., new businesses, new neighbors, technology, and rural one-room schools).

      • Compare cities and rural areas (1-C.4)
      • Then and now: transportation and communication (1-E.1)
      • Then and now: home and school (1-E.2)
      • Then and now: work and play (1-E.3)

Citizenship

• 2 Students will recognize their roles and responsibilities in the school and in the neighborhood.

  • 1 Describe and demonstrate appropriate social skills necessary for working in a group.

    • a Describe behaviors that contribute to cooperation within groups at school and in a neighborhood.

    • b Discuss the roles and responsibilities of being a member of a group.

    • c Participate in a group activity modeling appropriate group behavior.

    • d Identify and express feelings in appropriate ways.

    • e Articulate how individual choices affect self, peers, and others.

      • Scarcity and choices (1-J.2)

    • f Communicate positive feelings and ideas of self (e.g., positive self image, good friend, helper, honest).

    • g Predict possible consequences for a variety of actions.

  • 2 Identify and list responsibilities in the school and in the neighborhood.

    • a Describe and practice responsible behavior inherent in being a good citizen in the school (e.g., safety, right to learn) and neighborhood.

      • Good citizenship (1-A.4)

    • b Explain why schools have rules, and give examples of neighborhood rules (e.g., respecting private property, reporting vandalism, and obeying traffic signs and signals).

      • Rules and laws (1-A.1)

    • c Demonstrate respect for others in the neighborhood (e.g., the "Golden Rule"—elements include fair play, respect for rights and opinions of others, and respect for rules).

      • Good citizenship (1-A.4)

    • d Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in discussions, take turns, listen to others, share ideas, clean up litter, report vandalism, give service).

      • Good citizenship (1-A.4)

    • e Practice and demonstrate safety in the classroom (e.g., classroom safety procedures, fair play, playground rules).

      • Rules and laws (1-A.1)

    • f Practice and demonstrate safety in the neighborhood (e.g., crossing streets, avoiding neighborhood dangers).

      • Rules and laws (1-A.1)

  • 3 Name school, neighborhood, Utah state, and national symbols, landmarks, and documents.

    • a Identify school symbols and landmarks (i.e., mascot, songs, events).

    • b Identify neighborhood and community symbols and landmarks (i.e., firehouse, city hall, churches, other landmarks, city festivals).

    • c Identify Utah state symbols, documents, and landmarks.

    • d Identify national symbols, documents, and landmarks (e.g., Declaration of Independence, U.S. Constitution, Liberty Bell, Washington Monument).

      • Identify American symbols (1-B.1)
      • Identify American landmarks and monuments (1-B.2)
      • The American flag (1-B.3)
      • Pledge of Allegiance (1-B.4)
      • Independence Day (1-D.6)
      • Martin Luther King Jr. Day (1-D.9)
      • Memorial Day (1-D.10)
      • George Washington (1-F.1)
      • Abraham Lincoln (1-F.2)

    • e Demonstrate respect for patriotic practices and customs (e.g., Pledge of Allegiance and flag etiquette).

      • The American flag (1-B.3)
      • Pledge of Allegiance (1-B.4)

Geography

• 3 Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world.

  • 1 Identify and use geographic terms and tools.

    • a Use a compass to locate cardinal directions.

      • Use cardinal directions (1-I.2)

    • b Identify the equator and north and south poles.

    • c Identify Utah on a variety of maps and on a globe.

      • Left and right (1-H.1)
      • Above, below, next to, and between (1-H.2)
      • Use location words (1-H.3)
      • Introduction to maps (1-I.1)
      • Use cardinal directions (1-I.2)
      • Use a map key (1-I.3)
      • Use maps of the community (1-I.4)

    • d Identify the United States on a variety of maps and on a globe.

      • Left and right (1-H.1)
      • Above, below, next to, and between (1-H.2)
      • Use location words (1-H.3)
      • Introduction to maps (1-I.1)
      • Use cardinal directions (1-I.2)
      • Use a map key (1-I.3)
      • Use maps of the community (1-I.4)

  • 2 Recognize and use a map or a globe.

    • a Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city hall, churches).

      • Introduction to maps (1-I.1)
      • Use cardinal directions (1-I.2)
      • Use a map key (1-I.3)
      • Use maps of the community (1-I.4)

    • b Locate physical features (i.e. continents, oceans, rivers, lakes), and man-made features (equator, North and South poles, countries) on a map and on a globe.

      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)
      • Introduction to maps (1-I.1)

    • c Identify the compass rose and cardinal directions on a map and on a globe.

      • Use cardinal directions (1-I.2)

Financial Literacy

• 4 Students will describe the economic choices people make to meet their basic economic needs.

  • 1 Explain how goods and services meet people's needs.

    • a Identify examples of goods and services in the home and in the school.

      • Goods and services (1-J.3)

    • b Explain ways that people exchange goods and services.

      • Goods and services (1-J.3)
      • Producers and consumers (1-J.4)

    • c Explain how people earn money by working at a job.

      • Jobs community helpers do (1-C.2)
      • Tools community helpers use (1-C.3)

    • d Explain the concept of exchanging money to purchase goods and services.

      • Goods and services (1-J.3)
      • Producers and consumers (1-J.4)

  • 2 Recognize that people need to make choices to meet their needs.

    • a Describe the economic choices that people make regarding goods and services.

      • Needs and wants (1-J.1)
      • Scarcity and choices (1-J.2)
      • Goods and services (1-J.3)

    • b Describe why wanting more than a person can have requires a person to make choices.

      • Scarcity and choices (1-J.2)

    • c Identify choices families make when buying goods and services.

      • Needs and wants (1-J.1)
      • Scarcity and choices (1-J.2)
      • Goods and services (1-J.3)

    • d Explain why people save money to buy goods and services in the future.

      • Goods and services (1-J.3)