Utah: 1st-Grade Standards
Core Standards of the Course
(Culture): Students will recognize and describe how schools and neighborhoods are both similar and different.
Recognize and describe examples of differences within school and neighborhood.
- a. Recognize differences within their school and neighborhood.
- 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).
- d. Recognize and describe the importance of schools and neighborhoods.
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).
- 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).
- c. List and discuss how neighborhoods change over time (e.g., new businesses, new neighbors, technology, and rural one-room schools).
Social Studies Vocabulary Students Should Know and Use: neighborhood, tradition, role, principal, teacher, librarian, custodian, bus driver, crossing guard, secretary, cafeteria workers, police officer, firefighter, folk tale, respect, friend
(Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.
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.
- 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.
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.
- 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).
- 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).
- 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).
- e. Practice and demonstrate safety in the classroom (e.g., classroom safety procedures, fair play, playground rules).
- f. Practice and demonstrate safety in the neighborhood (e.g., crossing streets, avoiding neighborhood dangers).
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).
- e. Demonstrate respect for patriotic practices and customs (e.g., Pledge of Allegiance and flag etiquette).
Social Studies Vocabulary Students Should Know and Use: responsible, vandalism, private property, litter, service, landmark, custom, etiquette, cooperation, peer, consequence, Declaration of Independence, U.S. Constitution, Pledge of Allegiance, school, choice, citizen, sign, firehouse, city hall, church, festival
(Geography): 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.
Identify and use geographic terms and tools.
- a. Use a compass to locate cardinal directions.
- b. Identify the equator and north and south poles.
- c. Identify Utah on a variety of maps and on a globe.
- d. Identify the United States on a variety of maps and on a globe.
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).
- 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.
- c. Identify the compass rose and cardinal directions on a map and on a globe.
Social Studies Vocabulary Students Should Know and Use: compass, cardinal directions, equator, north pole, south pole, physical features, compass rose, landmark
(Financial Literacy): Students will describe the economic choices people make to meet their basic economic needs.
Explain how goods and services meet people’s needs.
- a. Identify examples of goods and services in the home and in the school.
- b. Explain ways that people exchange goods and services.
- c. Explain how people earn money by working at a job.
- d. Explain the concept of exchanging money to purchase goods and services.
Recognize that people need to make choices to meet their needs.
- a. Describe the economic choices that people make regarding goods and services.
- b. Describe why wanting more than a person can have requires a person to make choices.
- c. Identify choices families make when buying goods and services.
- d. Explain why people save money to buy goods and services in the future.
Social Studies Vocabulary Students Should Know and Use: goods, services, exchange, earn, purchase, choice, save