This unit introduces many important concepts such as rules, responsibilities, basic needs, wants, change and diversity. Students will explore how family rules and responsibilities ensure families live and work together safely and effectively. Finally, students explore similarities and differences between school and family.
Unit 2: How do we get what we need or want?
Building on economic concepts from kindergarten, the unit begins with an exploration of economic wants and how people fulfill their wants with goods and services. Next, students are introduced to the terms ‘producer’ and ‘consumer’ as they explore ways in which their families consume goods and services. Students explore how scarcity forces people to make choices and various ways people earn money. Finally, students summarize the unit concepts in a graphic organizer.
Unit 3: How do we learn about Places?
This unit begins with students exploring the concepts of maps and aerial perspective with the book Me on the Map or a similar book. Students are also introduced to globes and learn how map makers distinguish between land and water. The concept of absolute and relative location is introduced as students learn about absolute location using their own address and relative location as they tour the school. Students then explore the geographic theme of place as they learn to distinguish between natural (physical), characteristics and human characteristics. Finally, students are introduced to the geographic theme of human/environment interaction.
Unit 4: How Do we Learn about the past?
In the first lesson students explore the terms ‘past’, ‘present’ and ‘future’ by using their own personal experiences and then applying the terms to two picture books which explore the past of a child. Next, students explore different ways we learn about history as the teacher shares a story, an artifact, a photo, and a written record of their own past. Students learn that evidence of the past can be gathered from the words and illustrations of a book. In a final lesson connected to , students learn that national holidays are often celebrations of events and people from the past that made a difference in the United States.
What is a citizen?
This unit develops students’ understanding of and appreciation for the rule of law in the United States. They begin by exploring the purpose of rules and how they limit absolute freedom. They learn that fairness requires treating people in equitable, but not necessarily identical, ways. Using literature, students identify situations that are fair and unfair and explore the relationships among fairness, conflicts, and rules. In developing an understanding of citizenship, students consider why rules are important when people are in groups. Next, students build on their personal experiences with how rules are enforced. Using two stories, they engage in cross-text comparisons. They discuss how people in authority – those who have the right to use power – also have the responsibility to treat people fairly. Students then investigate several symbols of the United States and create an informational display about their assigned symbol, which they present to small groups. The unit concludes with students practicing their citizenship skills by taking on the role of citizens in an imaginary neighborhood and then role-playing situations in which they apply concepts of rules, fairness, majority rules, power, and authority.