Utah

History

• Students will examine important events and historical figures in the community, state, and nation.

  • 1.1.1 Explain why people may see historical events from different points of view.

  • 1.1.2 Summarize the contributions of a diverse range of historical figures and groups in their community, state, and nation, and evaluate their significance (for example, figures might be chosen based on their examples of honesty, integrity, morality, civility, duty, honor, service, respect, obedience to law).

    • Martin Luther King Jr. Day (1-D.9)
    • Presidents' Day (1-D.11)
    • George Washington (1-F.1)
    • Abraham Lincoln (1-F.2)
    • Helen Keller (1-F.8)
    • Rosa Parks (1-F.11)

  • 1.1.3 Use primary sources (for example, artifacts and documents such as photographs, newspapers, speakers, stories, songs) to make inferences about why certain events in history are remembered.

    • Which source should you use? (1-K.1)

  • 1.1.4 Create a primary source to show how their personal histories are shaped by family, school, and community (for example, timeline, interview, artifact collection, recipe book).

    • Introduction to timelines (1-L.4)

Geography

• Students will use geographic tools and map skills to explore the ways geography, climate, and natural resources affect the way people live and work.

  • 1.2.1 Construct a simple map of a neighborhood, classroom, school, or the setting of a story.

    • Introduction to maps (1-I.1)
    • Use a map key (1-I.3)

  • 1.2.2 Differentiate between natural and engineered geographical features in an area (for example, engineered geographic features include highways, bridges, airports, railroads, buildings, dams, reservoirs).

    • Identify human and physical features (1-G.3)

  • 1.2.3 Use maps and globes to locate their local community, Utah, the United States, the seven continents, and the five oceans (that is, Africa, Antarctica, Asia, Australia, Europe, North America, South America; Antarctic [Southern] Ocean, Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean).

    • Use cardinal directions (1-I.2)
    • Use maps of the community (1-I.4)

  • 1.2.4 Explain the reasons that people, animals, and goods move.

Civics

• Students will analyze their role as citizens in a school and a community.

  • 1.3.1 Compare how classroom rules are similar to laws in the community.

    • Good citizenship (1-A.4)

  • 1.3.2 Identify the ways that people can function as members of a school and/or community by sharing principles, goals, and traditions.

    • Authority figures (1-A.2)
    • Good citizenship (1-A.4)
    • What is a community? (1-C.1)

  • 1.3.3 Explain how diverse community groups work together to accomplish common tasks, solve problems, and fulfill responsibilities.

    • Government services (1-A.3)

  • 1.3.4 Identify the symbols, landmarks, and essential documents of the school, community, state, and nation (including the national motto and state emblem). Demonstrate how to show respect for those items, including care and disposal of the United States flag.

    • 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)

  • 1.3.5 Demonstrate characteristics of responsible citizenship (for example, respect others' property, treat people with dignity, find solutions to conflicts, take responsibility for one's actions, take care of school grounds).

    • Good citizenship (1-A.4)

Economics

• Students will explain how to prioritize their economic wants and make basic financial decisions.

  • 1.4.1 Explain the costs and benefits of spending and saving in order to meet needs and wants.

    • Needs and wants (1-J.1)

  • 1.4.2 Identify ways people make a living in the community.

    • Jobs community helpers do (1-C.2)
    • Tools community helpers use (1-C.3)
    • Goods and services (1-J.3)
    • Producers and consumers (1-J.4)

  • 1.4.3 Identify and explain the roles and contributions of consumers, producers, and distributors in the community.

    • Producers and consumers (1-J.4)