Objective 1:
Examine and identify cultural differences within the community.

Lesson Plans

• Crayon Box - Family Diversity
  This lesson uses the book "The Crayon Box That Talked" to look at diversity between families. Students reflect on their own family traditions that make them unique and write a short statement about it.
• Family Cultural Traditions
  Students will identify family traditions that are unique to them. Students will interview their family and present a selected tradition.

Indicators:

1. Explain the various cultural heritages within their community.
2. Explain ways people respect and pass on their traditions and customs.
3. Give examples of how families in the community borrow customs or traditions from other cultures.

Objective 2:
Recognize and describe the contributions of different cultural groups in Utah and the nation.

Lesson Plans

• Community Culture Trunk
  Students will pack their own "culture trunk" as they learn more about the cultural contributions found in their community.
• Cool Collectibles and Super Sorts
  While investigating the properties of rocks, students will create a classroom rock collection.

Indicators:

1. Identify various cultural groups within the state and the nation.
2. Describe contributions of cultural groups to our state and nation.
3. Explain ways American Indians and immigrants have shaped both Utah's and America's culture (e.g., names of places, food, customs, celebrations).
4. Compare and contrast elements of two or more cultures within the state and nation (e.g., language, food, clothing, shelter, traditions, and celebrations).

Objective 1:
Examine civic responsibility and demonstrate good citizenship.

Lesson Plans

• Being a Responsible Citizen
  Students will identify and list characteristics of responsible citizens using Clara Barton as an example. In small groups, students will share ways they can demonstrate responsible citizenship in their neighborhood, school, state, nation, and world.

Indicators:

1. Describe characteristics of being a good citizen through the examples of historic figures and ordinary citizens.
2. Explain the benefits of being a U.S. citizen (e.g., responsibilities, freedoms, opportunities, and the importance of voting in free elections).
3. Identify and participate in a local civic activity. (e.g. community cleanup, recycling, walkathons, voting).
4. Identify state and national activities (e.g., voting, Pledge of Allegiance, holidays).

Objective 2:
Identify individuals within the school community and how they contribute to the school's success.

Lesson Plans

• Thank You Day
  Students will identify the roles that people have in the school and explain the importance of each member. They will show their appreciate for the jobs these people do by writing and delivering letters.

Indicators:

1. Identify the roles that people have in the school and explain the importance of each member.
2. Demonstrate respect for the school and the school community.

Objective 3:
Investigate and show how communities, state, and nation are united by symbols that represent citizenship in our nation.

Indicators:

1. Explain the significance of various community, state, and national celebrations (e.g., Memorial Day, Independence Day, and Thanksgiving).
2. Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).
3. Identify and explain the significance of various national symbols, documents, and landmarks (e.g., Declaration of Independence, Constitution, flag, Pledge of Allegiance, national monuments, national capitol building).

Objective 1:
Identify common symbols and physical features of a community, and explain how they affect people's activities in that area.

Lesson Plans

• Communities Change
  Students will describe ways in which people have modified the physical environment in a community, e.g., building roads, clearing land for homes and mining.

Indicators:

1. Identify community traffic signs and symbols, and know their meanings (e.g., stop sign, hazard symbols, pedestrian crossing, bike route, recreational, blind or deaf child signs).
2. Describe how geographic aspects of the area affect a community and influence culture (e.g., river, mountain, and desert).
3. Describe ways in which people have modified the physical environment in a community (e.g., building roads, clearing land for homes, and mining).

Objective 2:
Demonstrate geographic skills on a map and a globe.

Lesson Plans

• 2nd Grade - Act. 21: Me On the Map
  After reading Joan Sweeney's book "Me On the Map", students will create a map of their bedroom and of their house.
• 2nd Grade - Act. 22: The World Game
  Playing the World Game will make students more familiar with continents, oceans, countries and states.
• Welcome to My World!
  This activity will incrase students' knowledge of using maps and how it is important in their lives.

Indicators:

1. Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose).
2. Compare and contrast the difference between maps and globes.
3. Locate your city, the State of Utah, and the United States on a variety of maps or on a globe.
4. Locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator.
5. Using a map or a globe, link cultures/nationalities within your community to their place of origin.

Objective 1:
Describe how producers and consumers work together in the making and using of goods and services.

Lesson Plans

• Give and Take
  Students will learn the concepts of goods, services and community.
• Producing and Consuming
  Students will experience the difference betweent producers and consumer by creating a booklet using a production line.

Indicators:

1. Define and explain the difference between producing and consuming.
2. Explain ways in which people can be both consumers and producers of goods and services.
3. Recognize that people supply goods and services based on what people want.
4. Identify examples of technology that people use (e.g., automobiles, computers, telephones).
5. Identify how technology affects the way people live (work and play).

Objective 2:
Describe the choices people make in using goods and services.

Indicators:

1. Explain the goods and services that businesses provide.
2. Explain the services that government provides.
3. Explain different ways to pay for goods and services (i.e., cash, checks, credit cards).
4. Explain how work provides income to purchase goods and services.
5. Explain reasons and ways to save money (e.g., to buy a bicycle or MP3 player, piggy bank, bank, credit union, savings account).