Organization & Subject Matter Overview
The organizing principles for this unit are primarily based on the Utah State Core Standards
and National Standards for social studies discussed further in the goals and objectives section and
visibly organized on the following chart. The principles used to expand these goals and objectives
flow in a logical manner of understanding. The students will first gain knowledge and background on
the basic foundation of the unit: “What is a community?” and “Who is important in our community?”
The common vocabulary, concepts, and issues of inequality and diversity will be discussed. After
becoming very familiar with the various roles of the community by role playing, visitors to the class,
and making a community book the students will move on to “How communities differ?” This will
enhance their understanding of diversity within their own family, then local community. Different
communities in the United States will be shown and related to the underlying issues of this unit. The
next logical step in this unit will take the students to exploring how the community has changed over
time. This will involve timelines, maps, photographs, technology, etc. of their own local community.
Activities will look at the change of inequality and diversity through the years as well. During week 4
of the unit the students will learn about how they can make their community equal. This week
involves traits and actions of a good citizen: cooperation, responsibility, good leaders, safety, being
courteous, service to others, following rules, and voting. The unit will culminate with a program,
designed by the students, to be presented to their parents, school, or even community. This will show
their understanding of the concepts taught throughout the unit and be an excellent assessment.
This unit is organized to continuously build on the knowledge gained each week, even each
day. The unit will be increasingly meaningful for the students as they discover the reality of their part
in the community around them. They will gain a great understanding of how they can value everyone
in the community.
This unit is designed as a daily, 4 week unit. The time frame needed each day is approximately
1 and ½ hours – 2 hours depending on the activity and accommodations needed for the classroom. As
shown in the unit planning chart, all other subjects are integrated within this unit. More time may be
needed for integration activities.
The classroom will need an area for reading aloud to the class and group discussions. Many of
the activities involve group sharing, individual sharing, and visitors so a special place must be
provided. Tables would work best for students to work on book pages and projects as well as easy
ability to clear space for program practice.
See chart below (Fig. 2)
(Fig. 2)
Overall Theme: “How can we value everyone in our community?
TOPIC
NCSS
Standards
Utah
Objective
Week 1
Week 2
Week 3
Week 4
WHO’S
HOW
HOW HAVE
HOW CAN WE
IMPORTANT
COMMUNITIES COMMUNITIES CONTRIBUTE TO
IN OUR
DIFFER?
CHANGED
EQUALITY IN OUR
COMMUNITY?
OVER TIME?
COMMUNITY?
 Give examples and describe the importance of cultural unity and diversity
within and across groups. ( I e)
 Identify and describe ways family, groups, and community influence the
individual’s daily life and personal choices. ( IV e)
 Recognize how groups and organizations encourage unity and deal with
diversity to maintain order and security. ( VI d)
 Recognize & interpret how the “common good” can be strengthened through
various forms of citizen action. ( X j) – (Week 4)
2.1 Describe
2.1 Describe
2.1 Describe
2.1 Describe behaviors
behaviors that
behaviors that
behaviors that
that influence
influence
influence
influence
relationships with family
relationships
relationships
relationships
and friends. Describe
with family and with family and
with family and
characteristics of healthy
friends.
friends. Describe friends. Describe relationships, Identify
Describe
characteristics of characteristics of benefits of cooperating
characteristics
healthy
healthy
and sharing, explain how
of healthy
relationships,
relationship,
families and communities
relationships,
Identify benefits
Identify benefits change over time. (a-c)
Identify benefits of cooperating
of cooperating
of cooperating
and sharing,
and sharing,
2.2 Examine important
and sharing,
explain how
explain how
aspects of the community
explain how
families and
families and
and culture that
families and
communities
communities
strengthen relationships.
communities
change over
change over
Compare rural, suburban,
change over
time. (a-c)
time. (a-c)
and urban communities,
time. (a-c)
Relate goods and services
2.2 Examine
2.2 Examine
to resources within the
2.2 Examine
important aspects important aspects community, Participate in
important
of the
of the community activities that promote
aspects of the
community and
and culture that
public good (e.g., respect
community and culture that
strengthen
cultural and ethnic
culture that
strengthen
relationships.
differences, identify
strengthen
relationships.
Compare rural,
community needs) and
relationships.
Compare rural,
suburban, and
recite the Pledge of
Compare rural,
suburban, and
urban
Allegiance. (b-d)
suburban, and
urban
communities,
urban
communities,
Relate goods and
communities,
Relate goods and services to
Relate goods
services to
resources within
Learning
Activities
and services to
resources within
the community,
Participate in
activities that
promote public
good (e.g.,
respect cultural
and ethnic
differences,
identify
community
needs) and
recite the Pledge
of Allegiance.
(b-d)
resources within
the community,
Participate in
activities that
promote public
good (e.g.,
respect cultural
and ethnic
differences,
identify
community
needs) and recite
the Pledge of
Allegiance. (b-d)
Students will
define what is
community,
culture,
diversity, and
equality.
Class discussion
on how
communities can
be different, why
this occurs, and
given culture
pizza.
Roles will be
given to
students to
become familiar
with community
members and
thoughtful
questions asked.
Read aloud on
differing
communities and
how we are all
important. Time
for illustration of
story given.
Students will go
on a walk
around the
community and
write in journal.
Talk about
different cultural
events, visit a
community site
or event, and
the community,
Participate in
activities that
promote public
good (e.g.,
respect cultural
and ethnic
differences,
identify
community
needs) and recite
the Pledge of
Allegiance. (b-d)
2.3 Express
relationships in a
variety of ways.
Describe
traditions, music,
dances, artwork,
poems, rhymes,
and stories that
distinguish
cultures. (a)
Discuss as class a
brief history of
local community
with pictures,
maps, and
timelines. Have
students make
timeline as well.
Make a map of
classroom
community
together,
followed by
students making
map of their
home area or
neighborhood.
Discuss how
technology has
changed our
community, show
evidences of this,
As a class, brainstorm
how we can contribute to
equality within our
community. Plan what
class program should
include and special guests
we would like to invite.
Make invitations.
Group discussion on what
being a good citizen
means & how we will
make others feel valued.
Write song lyrics about
community as a class to
be performed in program.
Have guests from
community visit class for
students to interview.
Students will write in
journal also.
write in journal.
Read aloud on
elderly in
community and
students will
begin class book
on “Our
Community”.
Students will
continue to
work on book to
share with
nursing home
and visit actual
local nursing
home to present
book and
observe and
write in journal.
Two other
communities
from the U.S.
shown with
pictures and
maps to be
compared and
contrasted with
local community
Students will add
on to “Our
Community”
book and share
progress with
class. Students
will also share
their culture
pizzas with
groups and some
with the class.
and have students
share in groups a
particular
technology item
in a simple,
creative group
presentation.
Students will add
pages to “Our
Community”
book on the
history, change,
and technology of
our community
that makes us
different.
As a class, begin
to design own
community.
Allow students to
work as a table to
develop further.
Have parents come to
share special talents with
class, skills, what they
contribute to the diversity
and equality in the
community. This will
involve all students
participation.
Practice community
program and finish any
book pages.