1stGrade

MI OPEN BOOK PROJECT
Kelsey Donnelly, Susan Hejl, Beth Kastl, Kelly Kekel, Carol

Bacak-Egbo, Annie McMahon Whitlock
Families and
Schools
The text of this book is licensed under a Creative Commons
NonCommercial-ShareAlike (CC-BY-NC-SA) license as part of
Michigan’s participation in the national #GoOpen movement.
This is version 1.0 of this resource, released August 2017.
Information on the latest version and updates are available on the project
homepage: http://textbooks.wmisd.org/dashboard.html
Attribution-NonCommercial-ShareAlike CC BY-NC-SA
ii
The Michigan Open Book About the Authors - Families and Schools
Project Kelsey Donnelly
Coloma Elementary School
Coloma Public Schools
Project Manager: Dave Johnson, I graduated from GVSU with degrees in special education and elementary education. I be-
Wexford-Missaukee Intermediate School gan my career as an educator in Glendale, Arizona working with students with autism and
District coaching middle school girls flag football. I moved back to Michigan in the winter of 2016
and began working as an elementary resource teacher! When work isn’t keeping me busy, I
am a big baseball and hockey fan and often you can find me at a sporting event.
Kindergarten Editor: Annie McMahon
Whitlock, University of Michigan-Flint
Authors Beth Kastl

Floyd M. Jewett Elementary School
Kelsey Donnelly - Coloma Public Mesick Consolidated Schools
Schools Beth is an elementary teacher from Floyd M. Jewett Elementary school, where she has
worked in a variety of grade levels including first and third grade.
Beth Kastl - Mesick Consolidated
Schools Kellie Kekel - Bangor Township
Schools Susan Hejl - Kaleva Normon
Dickson Families and Schools Readers:

Kellie Kekel
Joseph Baumann Lincoln Elementary School
Bangor Township Schools
Kelly teaches first grade at Lincoln Elementary School in Bangor Township Schools.
Melissa Kendell
Kelli Simons
iii
Susan Hejl
The Michigan Open Book
KND Elementary
Kaleva Norman Dickson
Project
Susan has been a first grade teacher in the Kaleva Norman Dickson School Dis- Special Thanks to:
trict for 26 years. She earned her Bachelor of Science Degree in Elementary Edu-
cation from Central Michigan University and a Masters of Arts in Curriculum and
Teaching from Michigan State University. Outside of school, Susan enjoys sing- Jannan Cotto
ing, gardening, exercising, kayaking and spending time on the lake.
Dorothy Perry
Amanda Weinert
from Little Traverse Bay Bands
of Odawa Indians for their
Annie McMahon Whitlock assistance ensuring some of the
Assistant Professor cultural inclusiveness of our
University of Michigan-Flint
Annie McMahon Whitlock is an Assistant Professor of Elementary Education at University
work!
of Michigan-Flint. In addition to teaching the elementary social studies methods course,
she is the Elementary Education Program Coordinator, focusing on the student teaching
experience. Her research is centered on teaching social studies through civic engage-
ment, place-based inquiry, and integrating language arts and literature.
David A. Johnson
Project Manager
Michigan Open Book Project
Dave began his career teaching 8th grade United States History in Mesick, Michigan.
After almost a decade in the classroom, he took a job at Wexford-Missaukee Intermedi-
ate School District (WMISD) as an Instructional Consultant for Social Studies. He is
shared across 11 ISDs in Northern Michigan that form the Northern Michigan Learning
Consortium. He completed his Masters in Educational Leadership through Central
Michigan University in 2011 and is Co-Project Director of the Performance Assess-
ments of Social Studies Thinking (PASST) Project in addition to his duties as the Pro-
The Michigan Open Book About the Readers - Families and
Project Joseph Baumann -
Special Thanks to: Joe joined the Cadillac Footliters in 2016, coming from having performed many times on the stage
with Riverwalk Theater in Lansing, Michigan. Some of his favorite roles have been Lancelot in
Camelot, Captain Scott in Terra Nova, and Nathan Rothschild in the Rothschilds.
Jim Cameron - Michigan
Department of Education
Dr. Phil Gersmehl - Michigan

Geographic Alliance
Melissa Kendell -
Carol Gersmehl - Michigan Melissa has enjoyed performing in productions like Into the Woods and a Christ
Geographic Alliance mas Story. She’s been a part of various charity performances including the annual
United Way Murder Mystery and Dancing with the Y Stars.
Kelli Simons
Kelli has been in many local theater productions including the Mother in
a Christmas Story, the Baker’s Wife in Into the Woods, Tansy McGinnis in
the Nerd. She comes from a talented theatrical family.
Chapter 1
How do people
get along with
others?
1. How can rules help us get along?
2. How are our responsibilities at home and school

alike?
3. How do we solve problems in our classroom and

school?
4. How can we be good citizens?

For Teachers
The First Grade text is meant to be explored visually by students
like a traditional “big book”. Some teachers may also want their
students to have a copy of the book as a digital text on an iPad,
Chromebook, or other digital device. Either way, the way
students interact with this book is different from other MI Open
Book materials.
Each short reading is meant to have some teacher interaction go

along with it. We tell you what those are in each section.
Each section includes words to introduce and define with your

students. This is an excellent opportunity to practice word
recognition.
We also lead each section with information just for you, the
teacher. We identify what content expectations are being
addressed in each section and give you some background on
things to do while reading each section with your students.
Interactive widgets appear in each section. Some of these are

things for students to manipulate either individually if you have
iPads or Chrome Books in the classroom, or as a group while
you project things on the screen for them. Either way, these
interactives have been carefully designed to help you put the
“social” back in Social Studies
7
Many teachers typically begin their school year with a review of
the classroom rules and responsibilities. Our first chapter is a
great complement to instruction in this area.
We recommend having the compelling question “How do people

get along with others?” on your classroom chalkboard throughout
your studies of this chapter. This will allow students to begin
undertaking the inquiry process in social studies by providing a
clear target with which they can assess their understanding.
Each section in every chapter of this book has some small ideas
for instructional activities which can accompany a reading of this
text. Look for the blue bar across the first page of every section.
In addition, we’ve clearly aligned each chapter to the Michigan Interactive 1.1 Bug Report
Content Expectations for social studies.
Finally - every piece of interactive content in this chapter was

either created especially for the project or curated by the authors.
If something stops working, return here and use the “bug report”
to let us know. We’ll fix it and get back with you quickly!
If something in this book stops working, return here to

report it! We will get back with you quickly when we’ve
got it fixed!
8
Section 1
How can rules help us get along?

For the Teacher
QUESTIONS TO GUIDE INQUIRY
1. How can rules help us get along? C1.0.1: Explain the need for and purpose of rules (e.g., to promote fairness ensure the common good
maintain safety).
2. How are our responsibilities at home and
school alike? C1.0.2: Give examples of the use of power with authority (.g. Principal teacher or bus driver enforcing
school rules) and power without authority (e.g., types of bullying taking cuts in line) in school.
3. How do we solve problems in our
classroom and school? C2.0.1: Explain fair ways to make decisions and resolve conflicts in the school community.
4. How can we be good citizens?

C2.0.2: Identify and explain how important symbols of the United States of America represent core
WORDS TO INTRODUCE democratic values.
common good C5.0.1: Describe some responsibilities people have at home and at school.
responsible
C5.0.2: Describe situations in which people act as good citizens and explain how these actions
respect demonstrate Core Democratic Values.
Stop and Think boxes are an Interactives like this one are a place to Stop and watch this video about
opportunity to have a small in class pause and explore deeper. This is a respect with your students and
discussion. In this case, why is it retelling of a story called “The School discuss what it means to be
important to have rules in school? with No Rules” respectful.
Interactive 1.2 Interactive 1.3 All About

The School Respect
without Rules
9
Rules tell us how to behave. Rules help you to be safe,
to keep things fair, and to help us get along. School is a
place where we have rules.
10
What are some rules we should follow in the classroom?
11
What are some rules we should follow in the lunchroom?
12
What are some rules we should follow in the library?
Why is it important to have rules at school?

13
When everyone follows the rules, we are helping the
common good. The common good is doing what is best
for everyone.
14
Interactive 1.4 The School Without Rules
Sometimes it may feel like there are a lot of rules. But

what would our school be like without rules?
15
How is the school in the story different from ours?
16
We also help the common good when we are being
responsible. Being responsible means that we are
making good choices on our own. We are responsible
when we do jobs, or chores, and helping others.
17
There are many ways to show responsibility at school.
Can you name some ways?
18
When we are being responsible and following the rules,
we are showing respect.
19
Respect means treating others the way you want to be
treated. We can show respect for people, places, and
things.
20
Young dancers show respect by shaking hands after
competing.
21
Click on the video below to learn about ways to show
respect
Interactive 1.5 All About Respect
22
Respect is important for all living things. Animals, plants,
and nature all deserve to be treated with respect.
Cleaning up our trash is a way to be respectful.
23
How are these students showing respect? Can you think
of other ways to show respect at school?
24
Section 2
How are our responsibilities at home and school alike?

For the Teacher
C1.0.1: Explain the need for and purpose of rules (e.g., to promote fairness ensure the common good
1. How can rules help us get along? maintain safety).
2. How are our responsibilities at home and C1.0.2: Give examples of the use of power with authority (.g. Principal teacher or bus driver enforcing
school alike?
C2.0.1: Explain fair ways to make decisions and resolve conflicts in the school community.
classroom and school?
4. How can we be good citizens? C2.0.2: Identify and explain how important symbols of the United States of America represent core
democratic values.
C5.0.1: Describe some responsibilities people have at home and at school.
C5.0.2: Describe situations in which people act as good citizens and explain how these actions
demonstrate Core Democratic Values.
Stop here and talk about what rules This interactive gives students practice Finish this section by reviewing the
students have to follow at home. determining what behavior is compelling question for the chapter
responsible and which is not. “How do people get along with
others?”
25
We have learned that there are rules and responsibilities
at school. Families have rules and responsibilities too.
Our class is like a family.
26
What rules do you have to follow at home?
27
We have to be responsible at home and at school. We
have to take care of our own belongings at home and at
school.
28
When we are at school or at home we need to get along
with others. We show respect by always treating others
the way we would want to be treated.
29
We take care of each other. When someone is hurt or
sick, we help them. When someone is upset, we show
we care. Which picture shows children taking care of
each other?
30
In our classroom, we work together. Families work
together too.
31
Interactive 1.6 Being Responsible
How is our classroom like a family?
32
There are many things we do at home and school. We
follow rules, have responsibilities, take care of one
another, and work together.
33
Section 3
How do we solve problems in our classroom and school?

For the Teacher
1. How can rules help us get along? maintain safety).
2. How are our responsibilities at home and C1.0.2: Give examples of the use of power with authority (.g. Principal teacher or bus driver enforcing
school alike?
C2.0.1: Explain fair ways to make decisions and resolve conflicts in the school community.
4. How can we be good citizens? C2.0.2: Identify and explain how important symbols of the United States of America represent core
democratic values.
WORDS TO INTRODUCE:
C5.0.1: Describe some responsibilities people have at home and at school.
conflict
resolution C5.0.2: Describe situations in which people act as good citizens and explain how these actions
Interactives like this one are a place to As you view the video Compromise in
As you view this video together, ask
Conflict together, discuss what it
students about how the girl in the video pause and explore deeper. This is a
retelling of a story called “The School means to compromise.
solves her conflict.
with No Rules”
34
Sometimes people have trouble getting along. When
people strongly disagree with each other, it's a problem
that’s called a conflict.
35
How you solve a conflict is called a resolution.
36
Interactive 1.7 Keep Your Hands To Yourself
How does the girl in the video solve her conflict?

37
Have you ever had a conflict at school? What was the
resolution?
38
What are some ways we can resolve a conflict? One way
to solve a conflict is to compromise.
What does it mean to compromise?
39
Interactive 1.8 Compromise in Conflict
Let‘s discuss what it means to compromise.
40
Another way to solve a conflict is to ask an adult to help.
Remember...if you don’t tell an adult about a conflict, they
can’t help you.
41
Let’s practice solving conflicts! What if you and a friend
want to play different games at recess and you can’t
agree on which one to play? What could you do? Tell an
adult or compromise?
42
Let’s practice one more time! What if a classmate cuts
you in line? You ask them to go to the end of the line.
Your classmate pushes you and tells you to be quiet.
What could you do? Tell an adult or compromise?
43
Sometimes many people in
a group disagree and they
need to make a fair
decision.
44
One way to solve this conflict is to take a class vote.
When we vote, everyone gets to say what he or she
would like the most. You might vote by raising your hand.
45
The decision with the most votes wins. Sometimes what
you vote for wins and sometimes it doesn’t!
46
Micky’s class earned a
reward for following the
rules. The class had to
choose between an extra
recess or watching a
movie. They couldn’t
have both.
The students voted for
their choice by raising
their hands. More students
voted for a movie. The
class watched a movie but
did not have an extra
recess.
47
What are other ways we can make decisions fairly?
48
Remember, fair does not always mean equal.
49
Sometimes students in our class may need special things
to help them learn.
50
This might not seem fair. Being fair means we get what
we need to succeed.
51
Section 4
How can we be good citizens?
QUESTIONS TO GUIDE INQUIRY For the Teacher

1. How can rules help us get along?
2. How are our responsibilities at home and maintain safety).
school alike?
C1.0.2: Give examples of the use of power with authority (.g. Principal teacher or bus driver enforcing
4. How can we be good citizens? C2.0.1: Explain fair ways to make decisions and resolve conflicts in the school community.
WORDS TO INTRODUCE: C2.0.2: Identify and explain how important symbols of the United States of America represent core
democratic values.
citizen
diversity C5.0.1: Describe some responsibilities people have at home and at school.
integrity C5.0.2: Describe situations in which people act as good citizens and explain how these actions
compassion
patriotism The first Stop and Think box in this Have students practice what it means
This video is a great place to stop and
section is a good place to have to be a good citizen by sorting the
symbol talk about compassion.
students stop and either write or cards in this interactive together.
draw their experiences.
52
When you are responsible and respectful at school and at
home, you are being a good citizen. A citizen is a person
who is part of a school or community. You are a citizen.
53
Being a good citizen does not mean we all look and act
the same. There are things we can all do to be good
citizens.
54
We are all different. This is called diversity.
Diversity in school and in our families is what makes us
all individuals.
55
What makes you different from others? Can you write or
draw ways you are the different from your friends?
56
It is never ok to pick on someone because they are
different. Getting along with one another is one way to be
a good citizen.
57
What if no one is around? Do you still have to follow
rules, be respectful, or responsible?
58
When we do the right thing, even when no one is looking,
we are showing integrity. A good citizen has integrity.
59
If you accidentally break something do you hide it or do
you admit to your mistake?
60
Correct! Admitting to your mistake may be hard but you
are being honest and showing integrity.
61
A good citizen also shows responsibility.
62
If you see trash on the ground, do you walk by it or do
you pick it up and put it in the garbage can?
63
Correct! Putting it in the garbage may take time but you
are being responsible by helping keep the Earth clean.
64
Another way to be a good
citizen is to show
compassion towards
one another. What do you
think compassion is?
65
Watch this video to learn about compassion.
Interactive 1.9 Jelly Telly Kids
66
Can you think of a time when you showed compassion?
67
What makes someone a good citizen?
Interactive 1.10 Good Citizen Sort
68
Another way to be a good
citizen is to show pride in
your country. Being
proud of your country is
called patriotism. We
show our patriotism in
many ways.
One way is to say the
Pledge of Allegiance
everyday at school.
69
When we say the pledge, we show respect by taking off
our hats and standing up. We also cover our hearts with
our hands.
Let’s practice saying the pledge!
70
The United States’ flag is a
symbol. A symbol stands for
something else. Our flag
stands for our patriotism.
Let’s learn more about our
flag.
Interactive 1.11 The American Flag
71
We can learn about being a good citizen from the first
people in Michigan—the Anishinaabek. Some native
people believe that to be a good community member, we
must take care of the Earth.
72
This means showing respect to all living things and being
honest and truthful. A good community member is not
better than anyone else and loves and shares with
everyone.
There are many ways to be a good citizen!
73
Chapter 2
What stories are

part of our past,
present, and
future?
1. What is your family’s history?
2. What is our school’s history?
3. What are our traditions?

For Teachers
This chapter is all about history. In future grades students begin
to learn about the history of our state, our country, and our world.
In the early grades however, students learn about history through
a much smaller lens. In first grade it’s about families.
As with every chapter, we recommend you introduce the

compelling question for the chapter with your students before
beginning this unit. This grounds students in the focus of what
they will be learning about as you move together through each
section.
This chapter also provides fantastic opportunities for students to

share the diverse traditions a family may celebrate. We have
partnered with the Little Traverse Bay Bands of Odawa Indians to
include some indigenous cultural traditions in each section. You
may wish to add more to the conversation depending on the
cultural makeup of your part of the world.
75
Section 1
What is your family’s history?

For the Teacher
1 - H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school
1. What is your family’s history? events.
2. What is our school’s history? 1 - H2.0.2 Investigate a family history for at least two generations, identifying various members and their connections in
order to tell a narrative about family life.
1 - H2.0.3 Retell in sequence important ideas and details from stories about families or schools.
WORDS TO INTRODUCE:
1 - H2.0.4 Use historical sources (e.g., photos, diaries, oral histories, artifacts and videos)to draw possible conclusions
past about family
present
1- H2.0.5 Identify the events or people celebrated during United States national holidays and why we celebrate them.
future
history
The very first page of this chapter There are many possible makeups of This whole chapter is a great
artifact
includes three pictures of a family. Have students drag the opportunity to talk to kids about
timeline telephones. Kids may not know people in front of the house to what things were like in the past and
what the older ones are so this is a represent their own family. compare them today.
good place to talk about phones in
the past, present and...what they
may look like in the future.
76
The past is a time that has already happened. It can be
yesterday, long ago or long, long ago.
77
The present is
right now. It is
happening today or
at this time in your
life.
78
The future is time that has not
happened yet. It could be
tomorrow or many years from
now.
79
You have a past. We call events that happened in our
past our history. You have a history.
80
Your history comes from your family. Everyone’s family
history is different.
81
Interactive 2.1 Family Photo Sort
There are many ways to be a family. Who makes up your

family?
82
Your family’s history goes back a long, long time. How
can you learn about your family history?
83
We can learn about our
family’s history in many
ways. We can use
photographs to learn about
life in the past.
84
You can ask the people in your family to tell you stories
about when they were children. You can ask them
questions about their past. This is called an interview.
85
Who could you interview? Think of people older than your
parents. What questions could you ask? What could they
show you from their past?
86
Let’s create a list of questions that you could ask your
family member.
Some questions might be:
WHEN were you born?
WHERE did you grow up?
WHAT did you like to play?
HOW did you get around?
WHAT has changed the most since you were young?
87
An artifact is an item from the past. It is from long ago.
The television above is an artifact. How is it different from

televisions today?
88
An artifact can help us tell about our family's history.
Listen to The Keeping Quilt and Patricia Polacco share
about one of her family’s artifacts. As you listen to the
story, pay attention to the colored parts of the story.
Interactive 2.2 The Keeping Quilt Part 1 Interactive 2.3 The Keeping Quilt Part 2
89
Artifacts can show how life has changed over time.
Family homes have changed over time.
90
Kitchens have changed over time. Long, long ago,
people cooked over open fires.
91
Bedrooms have changed over time. Long, long ago,
mattresses were made out of hay or straw.
92
Bathrooms have changed over time. Long, long ago
bathrooms were outside and called outhouses.
93
Interactive 2.4 Comparing Past and Present
Can you compare family homes from long ago to today?
94
You have a history. You have a family. Every family is
special.
Over time our families have changed. Isn’t it interesting
to learn about your history?
95
You might remember making a timeline of your life in
Kindergarten. We can put our family’s history in a
timeline. A timeline is a set of words or pictures that
shows events in the order they happened. Let’s practice
putting a family’s events in order.
Interactive 2.5 Yonder Interactive 2.6 Yonder Timeline
96
Have your family help you create your own family
timelines like the one below!
My grandma got married

My dad was born
My dad married my mom
I was born!
97
Section 2
What is our school’s history?

For the Teacher
1. What is your family’s history?
events.
2. What is our school’s history?

1 - H2.0.2 Investigate a family history for at least two generations, identifying various members and their connections in
3. What are our traditions? order to tell a narrative about family life.
about family
The Open Book Project partnered This video is a great opportunity to Writing Connection: Have students
with the Little Traverse Bay Bands of compare schools today with schools write about what they think schools
Odawa Indians to include the in the past. will be like in the future.
Indigenous perspective in the books.
98
A long time ago, children were taught at home, in a small
community setting, or went to a one-room schoolhouse.
In one-room schools, there was only one teacher and
they would teach every subject to students of all ages.
99
Some students did not go to a school. They were taught
at home.
100
Some children learned from their people in their
community. Community learning was when children
would work together with adults to learn a new skill.
101
In Anishinaabek communities, children learned by
watching their family. Their learning started as babies.
Babies rode on the parent’s back. Many Anishinaabek
families still learn this way.
102
Interactive 2.7 How have schools changed over time?
Watch this video. How have schools changed over time?
103
Classrooms in the past look much different than our
classroom now.
104
Teachers and students have also changed over time.
105
Most elementary schools today have different grade
levels and one or more teachers at each grade level.
Some children are still taught at home. Some children go
to school online.
106
The way we get to school has changed. In the past,
many children walked to school or got rides from
neighbors. How do you get to school?
107
School supplies have changed over time. How have
these school supplies changed?
108
Schools have been through many changes. From one-
room school houses to big buildings with a lot of
classrooms. We don’t know what schools will be like in
the future. What do you think schools will be like in the
future?
109
Now it is your
turn. Write or
draw a short story
about what you
think your future
school will look
like.
110
Section 3
What are our traditions?

For the Teacher
1. What is your family’s history? events.
2. What is our school’s history? 1 - H2.0.2 Investigate a family history for at least two generations, identifying various members and their connections in
order to tell a narrative about family life.
WORD TO INTRODUCE
tradition
about family
Stop here and talk about traditions in This video showcases a family’s set Finish the chapter by writing about or
your students families. of traditions. Discuss what students drawing a special tradition or
notice after viewing. celebration students enjoy.
111
A tradition is something that is always done in your
family and school. It’s a way we hold on to our history.
112
Your family may have traditions in how they celebrate
holidays. Some families have special meals that they
share on birthdays or other holidays.
113
Attending the local Pow Wow as a family is a tradition in
the Anishinaabek tribe.
114
Many families have other traditions
too. Some examples may be
celebrating holidays together,
reading together, or taking special
pictures on the first day of school.
115
What are some traditions in your family?
116
Interactive 2.8 Too Many Tamales
Let’s listen to the story Too Many Tamales. Listen for the
family’s traditions.
117
What happened in the story? Can you name some
traditions the family had?
118
Some of our traditions are big celebrations. We celebrate
people and events that are important to us. We might eat
special food or have special activities.
119
Traditions are a part of
school life too. Your school
might have a
homecoming.
Homecoming is when
people celebrate their
school pride. We also
celebrate the people who
have gone to our school.
120
It is a tradition in the Anishinaabek tribe that during the
Homecoming Pow Wow they honor their recent graduates
with an "Honor Song."
121
Our country has traditions too! In our country, we
celebrate Independence Day. July 4th is our country’s
birthday.
122
On July 4th, you may way watch a parade or have a
special bar-b-que. Many people watch fireworks to
celebrate our country’s birthday.
123
Celebrating Independence Day is another way to show
pride, or patriotism, for our country.
124
Celebrating special events and people can be fun! Stop
and draw what tradition or special celebration you enjoy.
125
Chapter 3
Where are
we?
How do we describe where we are?
How do we describe special places in our school?
How do I describe where I live?

For Teachers
The First Grade text is meant to be explored visually by students
like a traditional “big book”. Some teachers may also want their
students to have a copy of the book as a digital text on an iPad,
Chromebook, or other digital device. Either way, the way
students interact with this book is different from other MI Open
Book materials.
Each short reading is meant to have some teacher interaction go

along with it. We tell you what those are in each section.
This chapter also requires construction of a small box. You may

Interactive 3.1 Making a Classroom Map
use the lid of a ream of paper for creation of this box, or have a
sturdier one built for you. This same box will be used across all
K-2 books. You may want to have one sturdy one built and
shared between teachers.
A brief PowerPoint presentation detailing the reasons for building

this box is available in the orange box on this page.
Printable PDFs with many of the images you may choose to use
in your classroom model are available here:
Doors and Cubbies

Greenboards and Clocks
Posters and Map
Rug and Flowers This presentation by Dr. Phil Gersmehl provides a brief overview of the
Window Book Cases model as well as the science reasoning behind it.
127
North,South, East, West
Greenboards
Reading is a Geographical Act
Letters are spatial shapes - Round or square, simple or complex, symmetrical
or not, with or without “panhandles”. Interactive 3.2 Reading is
a Geographical Act
Direction is important - The only difference between some pairs of letters - b
and d, p and q, n and u - is the direction they face.
Words are spatial sequences - Meaning depends not just on the letters but the
order in which they are arranged. (Tar and rat mean different things, both as
nouns and as verbs!)
Phrases are spatial associations - They are grammatical elements that occur
together in the same part of a sentence. Of course, we don’t say “grammatical
A series of activities to be
completed in conjunction with this
elements” in first grade, but we do say “white and cat together help us describe chapter.
Fluffy better than either word alone.”
The Michigan Content Expectations for 1st Grade

Words have spatial auras - Nearby words have more influence than distant
1 - G1.0.1 Construct simple maps of the classroom to demonstrate aerial perspective.
ones - “I’m walking in an oak forest” means I’m walking and the forest is oak,
not “I’m an oak and the forest is walking”
1 - G1.0.2 Describe places using absolute (e.g., home address) or relative location
Texts can be diagrammed as spatial hierarchies - Smaller clauses are nested (e.g., left, right, front, back, next to, near).
inside larger sections. We can do things in the early grades that make the idea
easier to teach later. 1 - G1.0.3 Distinguish between landmasses (continents) and bodies of water (oceans)
using maps and globes.
Page layout is a set of non-random spatial patterns - Many layout devices,
such as paragraph spacing, indents, callouts, and bulleted lists depend on 1 - G2.0.1 Distinguish between physical (e.g., clouds, trees, weather) and human
pattern recognition to convey part of the meaning.
(e.g., buildings, playgrounds, sidewalks) characteristics of places.
Spatial positions can imply logical relationships. - Many rhetorical devices

1 - G2.0.2 Describe the unifying characteristics and/or boundaries of different school
such as alliteration, alternation, or phrase repetition use analogical positioning to
carry some of their meaning. regions (e.g., playground, reading corner, library, restroom). 128
Section 1
How do we describe where we are?

1. How do we describe where we are?
2. How do we describe special places in our
school? 1 - G1.0.2 Describe places using absolute (e.g., home address) or relative location (e.g., left, right, front,
back, next to, near).
3. How do I describe where I live?
1 - G1.0.3 Distinguish between landmasses (continents) and bodies of water (oceans) using maps and
globes.
WORDS TO INTRODUCE:
1 - G2.0.2 Describe the unifying characteristics and/or boundaries of different school regions (e.g.,
location
playground, reading corner, library, restroom).
model
map In this chapter you’re going to need Review this widget on direction This whole chapter shouldn’t be
to build the classroom in a box words if necessary with your kids. done quickly - it is building some
birds eye view
described at the start of this chapter. very important geographic
foundations for students. Finish this
Interactive 3.3 Where section by practicing drawing a map
is the dog? of the classroom using a birds eye
view.
129
There are many ways to tell people where we are--our
location.
130
We can show people our location by making a map.
131
You might remember from last year that to make a map
we need the Super Shrinking Machine!
132
The Super Shrinking Machine can shrink anything! If I
hold a bus in my hands, can I take a ride in it? Can I climb
inside it? Is it still a bus?
133
The toy bus is a model of a real bus. A model is a
smaller item that is like a larger object. A model of a bus
stands for a real bus.
134
When we make maps, we are super shrinking our world!
Let’s start with our classroom.
What do you think it would be like if we shrunk our
classroom?
135
If we shrink our classroom, it can become a model of our
real classroom. We can make our own model of our
classroom. First, we line up our model so it lines up with
our classroom walls. Next, we need to put the windows
and boards on our model’s walls. We want them to match
our classroom walls.
136
After we have put our
windows in place, we need
to name our walls.
Let’s name our walls N, S,

E, and W.
137
These letters are the first letters in our walls’ names. N is
for north. S is for south. E is for east and W is for west.
Let’s stop and name our classroom walls and the walls in
our model.
138
Next, our classroom model
needs doors and other
items that are in our
classroom.
What else do we need in a

model of our classroom?
139
To build our model, we need to be able to describe where
things are. We can tell if things are in front of or behind
something. We can tell if objects are near or far apart.
We can tell when an item is next to something.
In the picture the rug is next to the step stool. Let’s review
describing words!
Interactive 3.4 Where is the Dog?
140
Let’s use describing words.
Where is the rug in this classroom?
Where is the clock?
141
Let’s stop and add details to the model of our classroom.
We add our clock, doors, and bookshelves. Finally, we
add the items that are inside of our room. Let’s add our
tables, desks, and rugs.
142
Our shrunken classroom is a model of our real classroom.
143
Now, we can make a map. A map is a flat picture or a
drawing of a place. A map can show a large area, like the
whole Earth, or a small area, like our classroom.
144
When we create a map, we use a bird’s eye view. A
bird’s eye view looks down on a place from above.
145
What does the bird see? Where is the yellow treasure
box in this room?
146
Does the puppy have a bird’s eye view? How do you
know?
How is the bird’s view different?
147
The puppy sees the sides of the bowl and the plate. The
puppy sees the bowl on top of the plate. The bird sees
two circles. It sees the bowl inside of the plate.
148
Let’s practice making a map of our classroom using a
bird’s eye view..
149
Section 2
How do we describe the special places of our school?

globes.
WORDS TO INTRODUCE
globe
regions
Midway through this section put this When you return have students build Writing Connection: Have students
resource down and head out for a their own map of their school. write about their answer to the
small field trip of your school. section’s supporting question: How
do we describe the special places of
our school?
150
We can make our maps better by including details. When
we show where we are, we can include areas called
regions. Regions are areas used for one type of activity.
151
Each special area in our or classroom can be a region.
What areas do we have in our classroom? What
activities do we do in those regions?
152
Look at the photograph of a classroom. What things do
you see? What activity would you do in this region? How
do we know?
153
Our school also has regions. One region in our school is
the gym. We can do special activities in this region. We
can throw balls and run around in the gym. We can’t run
around and throw balls in our classroom.
154
Look at the pictures. Can you figure out other regions
that might be in a school? What would you do there?
155
These first graders explored their school’s regions.
156
They walked from their parking lot, to their track, to the
baseball field, and back to their classroom! They saw
many things along the way.
157
When they got back to class, they used glue and scissors
to build a map of the regions they visited on their
adventure.
158
Now it’s time to go on our
own field trip and make a
map of our adventures.
We can use what we
have learned about
regions to build a map of
the regions we visit.
159
Our Earth also has special regions. Our Earth is made up
of areas of land and water. The land is called continents.
The water is called oceans.
160
We can show the land and bodies of water on a globe. A
globe is a model of the whole world. It is round like the
Earth and shows all of the Earth’s continents and oceans.
161
On a globe we can see our Earth’s different regions. Our
Earth has large regions of land or water.
162
On a globe or a map different regions are different colors.
On a map or a globe, water usually looks blue. The land
can be green or many different colors.
163
Section 3
How do I describe where I live?

globes.
WORDS TO INTRODUCE
address
Have students describe what is This song is about learning your The envelope is a web link to the
around where they live. address. Ask students if they know school that has been pictured
their address. throughout this chapter. Show your
students a satellite view of your own
school too!
164
You can tell your friends where you live by describing
what is around your house. You can tell what is nearby
your house. You can tell what is in front of and behind
your house.
165
How can you
describe what
is around
where you
live?
166
We can describe where we are or we can give our exact
location. Your exact location is your address.
167
An address is your house’s number and your road’s
name. It tells others where you live. Your mailman uses
your address to bring your mail to you.
Let’s sing!
Interactive 3.5 Where do you live?
168
Our school has an address and your house has an
address.
Let’s use an address and visit a new place. Click on the
envelope below!
Floyd M. Jewett Elementary School &

210 Mesick Ave. &
Mesick, MI 49668 &
169
We can show people where we are on a map or a globe.
We can describe where we are located and tell what is
nearby. We can tell our address and give our exact
location. We have many ways to tell people where we
are.
170
Chapter 4
How are we
part of our
environment?
What are the natural and human characteristics of a
place?
How do we change our environment?
How does your environment change you?

For Teachers
Students further study the concepts outlined in the geography
content expectations by discussing now how they are part of
their environment. In this chapter important foundational
concepts such as natural and human characteristics are
discussed and explored.
Students first encounter a question about natural and human

characteristics. This chapter provides some interesting
opportunities to align with their studies of science and this first
question opens that door.
They continue by discussing and exploring how we change our

natural environment. It would be great to review their studies of
history by applying their knowledge of the past to how their own
school environment has changed over time. Old pictures of your
school would be great to share.
Finally, students learn about how the environment shapes them.

This book was designed for Michigan students who fully
experience all four seasons each year. Ample opportunities exist
to talk about different behaviors and expectations for each
season. We generally don’t wear winter coats in the middle of
July, nor do we typically wear shorts and flip flops in the middle
of January. Students learn a little bit about different ways the
environment shapes different places in the country and world.
Concluding with a writing activity about where they would most
like to live and why is a great connection back to their writing
172
instruction.
Section 1
What are the natural and human characteristics of a place?

1. What are the natural and human
characteristics of a place? 1 - G2.0.1 Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings,
playgrounds, sidewalks) characteristics of places.
2. How do we change our environment?
1 - G5.0.1 Describe ways in which people are a part of, modify (e.g., cutting down trees, building
3. How does your environment change you?
roads) and adapt to the environment (e.g., clothing, housing, transportation).
1 - G5.0.2 Describe ways in which the physical environment in a place or region (e.g., weather, terrain)
WORDS TO INTRODUCE affects people’s lives.
characteristics
human
characteristics
Have students discuss this picture Practice identification of natural and Have students draw an example of
natural and what human and natural human characteristics with this both a natural and human
characteristics
characteristics they see. widget. characteristics in a picture, then write
about them.
173
You learned that your location is special. It also has
special characteristics. Characteristics of a place are
how we describe that place. For example, trees, roads,
weather, and buildings are all characteristics of a place.
174
Some characteristics are made by people. People built
the bridge in this picture. The bridge wasn’t always there.
The bridge is a human characteristic.
175
Many characteristics of a place come from nature. The
river, forest, and hills have always been there. These are
natural characteristics.
176
In this picture, some things are made by people and
some come from nature. What human characteristics do
you see in this picture? What natural characteristics do
you see?
177
The clouds, trees, and plants are all natural
characteristics. The barn, house, and windmills are all
human characteristics.
178
Interactive 4.1 Natural and Human Characteristics
Can you determine which of the pictures have natural and

which have human characteristics?
179
Section 2
How do we change our environment?

1 - G5.0.1 Describe ways in which people are a part of, modify (e.g., cutting down trees, building roads)
and adapt to the environment (e.g., clothing, housing, transportation).
WORDS TO INTRODUCE affects people’s lives.
environment
The narration in this animation walks Ask students if they know of other Finish this section by once again
students through how we change the ways we sometimes change the drawing back to the supporting
environment. Compare and contrast environment for the worse. question: “How do we change our
the start and end of the animation. environment?”
180
Interactive 4.2 As An Oak Tree Grows
You learned that people and places change over time.

Watch the story As An Oak Tree Grows to review how
places change over time.
181
The natural characteristics
around us make up our
environment. We change
our environment when we
build bridges, paths, and
houses. Some changes
happen slowly over a long
time and some changes
happen quickly. The path in
the photo changed the
environment.
182
Interactive 4.3 Making a Road
How did this road change the environment?
183
Interactive 4.4 Change the Environment
Let’s change the environment!
184
Not all changes to the
environment are good.
Sometimes there are negative
consequences to the changes
we have made. Sometimes we
hurt the Earth.
185
When we clear forest and use up the land for our houses,
animals lose their homes. They can end up finding and
eating people food that is not healthy for them. They
might even travel into busy areas and get hurt.
186
Section 3
How does your environment change you?

1 - G5.0.1 Describe ways in which people are a part of, modify (e.g., cutting down trees, building roads)
and adapt to the environment (e.g., clothing, housing, transportation).
WORDS TO INTRODUCE:
adapt affects people’s lives.
This video shows how dog sledding This video showcases how homes Have students draw a picture and
is a method of travel in the Yukon. are slightly different all around the talk to a partner about where they
world. would most want to live and why.
187
We learned that we can change our environment. Our
environment can also change us! Not all places in the
world are just like ours. Where you live changes how you
live.
188
People adapt to the place where they live. Adapt means
to change for our environment. We can adapt by
changing the clothes we wear to match the weather in our
environment. When it rains, we put on our raincoat and
boots.
189
Some places are always
very hot. Some places get
lots of rain. Some places
are very cold.
Can you use picture clues

to describe the
environment shown in this
picture?
190
People have learned how to adapt to living in places that
are frozen. In very cold places, people have to wear
warm layers and special clothes designed to keep them
warm.
191
People adapt by wearing special gear called snowshoes
to travel on top of the snow.
192
Some people adapt by using dogs and dog sleds to travel
over the frozen ground. Let’s learn more.
Interactive 4.5 Dog Sledding in the Yukon
193
Not all children live in homes like you do. Homes can be
made out of many different materials. People have
adapted by building homes out of the materials around
them.
194
Deserts are hot, very dry, and have very few trees.
People adapted to living in the desert by making adobe
houses. Adobe house are made out of a mixture of mud
and straw.
195
Some places get so much rain that they flood. This
means that there is a lot of water all over the ground.
Usually the ground is dry, but sometimes, the water can
rise taller than your teacher’s head!
196
In some places that flood, the houses are built on poles
called stilts. What do you think would happen if the
house didn’t have stilts?
197
Interactive 4.6 Homes around the World
Let’s learn about more special houses around the world.
198
We are changed by our environment. We have adapted
just like other people around the world. What are some
ways you have adapted to your environment?
199
Draw a picture or talk to a partner.
Where would you most want to live and why?
200
Chapter 5
How do we get
what we need
and want?
1. How do goods and services get us what we need

and want?
2. Who are producers and consumers?
3. Why do people trade?
4. Why can’t we have everything we need and

want?
For Teachers
In Kindergarten, students are introduced to the basic concepts of
economics by studying needs and wants. This chapter builds on
those foundational concepts. We begin by discussing needs and
wants and weaving in instruction on goods and services, taking
care to outline the distinction between a good and a service.
From there, students leap into exploring the differences between

consumers and producers and examining their role in basic
economics. Students should take from this that whenever they
do something as commonplace as ordering a pizza that they are
consumers, the pizza is a good, and the person who supplies the
pizza is a producer.
This builds into a concept that many young children are already
familiar with, the concept of trade. Students will learn about the
reasons why people trade and discuss what makes a trade fair.
Finally, we discuss the term scarcity and use that as the lens for
studying the final supporting question “Why can’t I have
everything I need and want.” Scarcity doesn’t have to be a tough
concept for teachers to explain, and many examples are given
which should help drive home the point.
202
Section 1
How do goods and services get us what we need and want?

1. How do goods and services get us what we
need and want? 1 - E1.0.1 Distinguish between producers and consumers of goods and services.
2. Who are producers and consumers? 1 - E1.0.2 Describe ways in which families consume goods and services.
3. Why do people trade? 1 - E1.0.3 Using examples, explain why people cannot have everything they want (scarcity) and
4. Why can’t we have everything we need and describe how people respond (choice).
want?
1 - E1.0.4 Describe reasons why people voluntarily trade.
WORDS TO INTRODUCE:
1 - E1.0.5 Describe ways in which people earn money (e.g., providing goods and services to others,
good jobs).
service
1 - E1.0.6 Describe how money simplifies trade.
This section introduces goods and This quick check allows students to This video will explore the concepts
services to students. Start the quickly identify if the pictures are of goods and services further.
conversation off before reading by goods or services.
asking students if they know what a
good is, and what a service is.
203
A need is something you must have to live. We need
food, water, clothing and shelter.
204
A want is something you would like but don’t need to
survive. You may want a new bike or video game...but do
you need it to survive?
205
Goods and services meet our wants and needs.
206
A good is something you can touch. A service is
something people do for other people. Which picture is a
good and which one is a service?
Interactive 5.1 Goods and Services
207
Some examples of goods are clothes, food, toys and
electronics. Which of these goods are needs and which
ones are wants?
208
What are some goods you would find at school and at
home?
209
A service is something people do for other people.
Look at these pictures. What service are they providing?
210
Teachers provide a service to students. What service do
teachers provide?
211
If you are sick or have a medical emergency where would
you go? What service would they provide?
212
Watch this video to learn more about goods and services.
Interactive 5.2 Goods and Services
213
Goods and services meet our needs and wants. Is the
food he is eating a good or a service? Is the cable
company that provides the Internet a good or a service?
214
What goods and services do your family use?
215
Section 2
Who are producers and consumers?

want?
WORDS TO INTRODUCE:
producer jobs).
consumer
This section introduces the concepts Check student understanding of Ask students to come up with a list
of consumers and producers. Ask consumers and producers with this of additional producers and the
students before beginning if they widget. goods they create.
know what a consumer or producer
is.
216
Producers make things we need and want.
A producer can be a person who makes or helps grow
goods. They can also offer a service.
217
A farmer and a toy maker are producers. What are the
goods and services they provide?
218
Consumers use the goods and services that producers
make.
219
When you pick apples, you are the consumer of a good—
the apple! A producer grew the apple tree to provide the
good to you.
220
When you go get a haircut you are a consumer of a
service. The salon is the producer because they have
people to cut your hair.
221
When you get a pizza delivered you are the consumer of
a good because you bought the pizza. You are also
consuming the service of having the pizza delivered to
your house!
222
Match the pictures with the words. Make sure they are in
the correct order!
Interactive 5.3 Consumers and Producers
223
Section 3
Why do people trade?

want?
WORDS TO INTRODUCE: jobs).
trade
This section introduces the concept Is it fair to trade bubble gum for a These are just a few careers people
of trade. Before reading, ask bike? Discuss this with students. undertake to earn money. Ask
students if they know what trading is students how their parents make
and if they have ever traded money.
something.
224
A trade is when people give something away and get
something in return. We can trade to get something we
want or need by giving something away we don’t want or
need and getting something we want or need in return.
225
Long ago, people traded goods and services. This was
how people got things they needed and wanted. Some
people still do this today.
226
A fair trade is when both people get what they want or
need.
227
Is this a fair trade? Why or why not? What would you
say to your friend if they wanted to make this trade?
228
How many pieces of candy would it take to make it a fair
trade? Is that possible?
229
Money was invented to make trading easier. You trade
money for goods and services. Since people can use
money to buy many things, it can make trades fair.
230
What are some ways people earn money?
Interactive 5.4 Careers
231
Section 4
Why can’t we have everything we need and want?

want?
WORDS TO INTRODUCE:
scarcity jobs).
Begin this section by asking students After the video plays, the correct Scarcity can be a tough concept for
why they can’t have EVERYTHING answer is If kids kept coming there kids. Use this last stop and think to
they need and want. was not going to be enough cookies check for students understanding.
to go around. This is an example of
scarcity.
232
Listen to the story The Doorbell Rang. As you listen,
think about this question.
Interactive 5.5 The Doorbell Rang
Why was the child worried about the doorbell ringing?
233
You’re right! If the kids kept coming there was not going
to be enough cookies to go around. This is an example of
scarcity!
234
Scarcity is not having
enough of something.
235
Sometimes people do not have enough money to buy
everything they need or want. Money is scarce. When
that happens, people have to make choices.
236
Families have to make choices about which goods and
services they need. Pretend that you only have enough
money to spend on goods to eat or a new video game.
Which one do you choose?
237
A video game may sound like a good idea right now, but
what happens when you get hungry? Your correct choice
would be spending the money on something you need
instead of want.
238
Saving your money allows for you to buy things you want
or need in the future.
239
Can think you think of a time when you had to make a
choice because something was scarce? What did you
choose? What did you give up?
240
Let’s play the game musical chairs! When the music
stops, you will have to find an empty chair. There will not
be enough chairs for everyone.
This is scarcity.
241
Chapter 6
How do people
solve problems
to make things
better?
For Teachers
You may be tempted to skip this short section. It is brief in
comparison to previous chapters but it is ultimately one of the
most important. Students have spent their entire class period up
to this point exploring and learning more about foundational
social studies concepts. This is the chapter that puts it all
together.
If the purpose of social studies is to create an engaged and

knowledgeable citizen, this chapter is the blueprint for assessing
what they’ve learned. Students are walked through a problem
faced by a fictional elementary school classroom. The next
natural step from here is for students to identify a problem their
own school faces and walk through the same steps. In the end
they will have identified a problem, looked at data, and ultimately
create a plan of action for solving the problem.
Like the students in your class, this chapter is small but mighty.
243
How do people solve problems to make things better?
WORDS TO INTRODUCE For the Teacher

problem
1-P3.1.1- Identify public issues in the school community.
issue
1-P3.1.2- Use graphic data to analyze information about a public issue in the school community.
1-P3.1.3- Identify alternative resolutions to a public issue in the school community.
1-P3.3.1- Express a position on a public policy issue in the school community and justify the position
with a reasoned argument.
1-P4.2.1- Develop and implement an action plan to address or inform others about a public issue.
1-P4.2.2- Participate in projects to help or inform others.
244
When people live and work together, problems can occur.
245
Classrooms and schools can have problems. A problem
is something difficult that needs to be solved. It can be
hard to solve a problem because not everyone will agree
on how to solve it.
246
When we work together, we can be problem solvers!
Adults can help us solve them too.
247
We have learned about being good citizens. Good
citizens are problem solvers too! We are citizens of our
classroom and school. When we think like problem
solvers, we help to make our school a better place.
248
Be a super school citizen
by following these steps to
make our school even
better!
The first step is to think of
a problem that you really
care about! What is
something you would like
to see change at our
school?
249
Egbo School had a big problem and they needed their
students’ help!
250
The school’s problem was in the cafeteria. Students were
not cleaning up after themselves. The lunch room was
always left messy and stinky.
251
The students decided their messy lunchroom was a
problem they really cared about and wanted to change.
The next step was to learn more about the problem by
collecting data.
252
The first graders collected and organized data. The
students noticed that the second graders didn’t clean as
much as the other grades. They also noticed that all
grades left their tables messy sometimes.
253
The next step was to think of ways to solve the problem.
The students had to decide whose responsibility it was to
keep their school clean. Some thought it was the janitor’s
job. Some thought the lunch aides should clean it up.
Some students thought that each grade should help out.
While they were talking, the trash mess kept growing!
254
The first graders had an issue. An issue is when some
people agree on one solution to a problem and others
disagree. The teacher helped them make a graphic
organizer of their issue. They made lists of why the ideas
were good or bad. First, they discussed if it was the
janitor's job.
255
Next, they discussed if it was the responsibility of every
student to keep it clean.
256
What do you think they should decide? Who should
clean the tables, the kids or the janitor?
257
After talking about all the ideas about how to solve the
problem, it was time to vote on a solution!
258
After a long talk, the students voted and decided that
every grade had to help. They made a plan to make
posters and encourage everyone to clean up after
themselves. They decided that every grade should take a
minute to clean up before going back to class.
259
The last step to solving a problem is to make and carry
out a plan to make sure your idea gets done! These
students worked hard to make and hang posters. They
helped remind all the grades to clean up and keep their
school nice. Egbo School was clean once again. The
first graders saved the day!
260
Now it is our turn! Let’s save the day!
261
Be a super school citizen 4. Vote on a way to solve
by following these steps to the problem.
make our school even
better! 5. Make and follow a plan
to solve the problem.
1. Think of a problem that
you really care about!
What is something you
would like to see change
at our school?
2. Learn about the
problem by collecting
data.
3. Think about ways to
solve the problem.
262
Image
Credits
Image Credits 10
RawPixel/Shutterstock.com
11
Evgeny Vorobiev/Shutterstock.com
12
SpeedKingz/Shutterstock.com
13
Wavebreakmedia/Shutterstock.com
14
Syda Productions/Shutterstock.com
16
17
Flickr
18
Flickr
19
Bonga1965/Shutterstock.com
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20 VP Photo Studio/Shutterstock.com
Flickr 30
21 Dimitri Naumov/Shutterstock.com
Amanda Weinert 31
23 Alexander Raths/Shutterstock.com
Krumanop/Shutterstock.com 33
23 SergiyN/Shutterstock.com
Chinnapong/Shutterstock.com 35
24 Unguryanu/Shutterstock.com
Monkey Business Images/Shutterstock.com 36
26 Vinicius Tupinamba/Shutterstock.com
28 Sunabesyou/Shutterstock.com
Krivosheev Vitaly/Shutterstock.com 41
28 Blaj Gabriel/Shutterstock.com
Africa Studio/Shutterstock.com 42
29 Lopolo/Shutterstock.com
Syda Productions/Shutterstock.com 43
30 Wavebreakmedia/Shutterstock.com
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44 RawPixel/Shutterstock.com
Yakobchuk Viancheslav/Shutterstock.com 58
45 Michaeljung/Shutterstock.com
46 Melpomene/Shutterstock.com
Robert Kneschke/Shutterstock.com 60
49 p_ponomareva/Shutterstock.com
Rawpixel/Shutterstock.com 61
50 p_ponomareva/Shutterstock.com
Wavebreakmedia/Shutterstock.com 62
51 Chinapong/Shutterstock.com
53 Dino Osmic/Shutterstock.com
54 joyfuldesigns/Shutterstock.com
Halfbottle/Shutterstock.com 65
55 Aaron Amat/Shutterstock.com
RawPixel/Shutterstock.com 69
56 Dave Johnson
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71 Brocreative/Shutterstock.com
Aleksei Potov/Shutterstock.com 86
72 Darren Baker/Shutterstock.com
Amanda Weinert 86
73 Mangostar/Shutterstock.com
RawPixel/Shutterstock.com 95
77 Nowik Sylwia/Shutterstock.com
Chuck Rausin/Shutterstock.com 99
77 Heiko Kueverling/Shutterstock.com
BrAt82/Shutterstock.com 100
77 Everett Collection/Shutterstock.com
Ea Sarawuth/Shutterstock.com 104
78 LilGraphie/Shutterstock.com
Ea Sarawuth/Shutterstock.com 104
79 Monkey Business Images/Shutterstock.com
Dandesign86/Shutterstock.com 106
80 Syda Productions/Shutterstock.com
Ed Phillips/Shutterstock.com 107
81 Hurst Photo/Shutterstock.com
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110 Iofoto/Shutterstock.com
Racorn/Shutterstock.com 132
112 Carroteater/Shutterstock.com
Espies/Shutterstock.com 133
113 Phil Gersmehl
113 Phil Gersmehl
114 Beth Kastl
Amanda Weinert 136
115 Beth Kastl
Evgeny Atamanenko/Shutterstock.com 137
116 Beth Kastl
Brayden Howie/Shutterstock.com 138
117 Sirtravelalot/Shutterstock.com
130 Beth Kastl
Stuart Monk/Shutterstock.com 140
131 Carol Gersmehl
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141 Mat Hayward/Shutterstock.com
Phil Gersmehl 156
142 Beth Kastl
Beth Kastl 157
143 Beth Kastl
Beth Kastl 158
144 Beth Kastl
Mariner Images/Shutterstock.com 159
146 Beth Kastl
Carol Gersmehl 174
147 Wikipedia
Carol Gersmehl 175
148 Wikipedia
Beth Kastl 176
149 Wikipedia
Beth Kastl 177
151 Wikipedia
152 Wikipedia
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181 Minerva Studio/Shutterstock.com
Flickr 206
182 Aleksander Mijatovic/Shutterstock.com
Flickr 208
183 ConstantinosZ/Shutterstock.com
Flickr 208
184 ifong/Shutterstock.com
Wikipedia 208
188 Scanrail1/Shutterstock.com
Pexels.com 208
200 Africa Studio/Shutterstock.com
National parks Service 209
204 Cambo Photography/Shutterstock.com
Oskana Kuzmina/Shutterstock.com 209
205 Breadmaker/Shutterstock.com
RedPixel_PL/Shutterstock.com 210
205 Minerva Studio/Shutterstock.com
Robert Kneschke/Shutterstock.com 210
206 Iakov Fillimonov/Shutterstock.com
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Olesia Bilkei/Shutterstock.com 220
211 DarrenWagner/Shutterstock.com
212 Sattahipbeach/Shutterstock.com
Cristian M/Shutterstock.com 222
214 Alexkatkov/Shutterstock.com
p_ponomareva/Shutterstock.com 222
217 Kasefoto/Shutterstock.com
mavo/shutterstock.com 227
217 Flickr
sanddebeautheil/Shutterstock.com 228
218 Wikipedia
Valentin Valkov/Shutterstock.com 228
218 Flickr
219 Flickr
gorillaimages/Shutterstock.com 230
219 Onchira Wongsiri/Shutterstock.com
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234 Flickr
Yayayoyo/Shutterstock.com 246
235 Flickr
Clearviewstock/Shutterstock.com 247
235 Flickr
Matyas Rehak/Shutterstock.com 248
236 Flickr
Kiselev Andrey Valerivich/Shutterstock.com 249
237 Flickr
Chubykin Arkady/Shutterstock.com 250
ArtSimulacra/Shutterstock.com 251
238 Flickr
Oksana Kuzmina/Shutterstock.com 252
239 Africa Studio/Shutterstock.com
Pikselstock/Shutterstock.com 254
241 Flickr
Sergey Novikov/Shutterstock.com 257
245 Flickr
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Flickr
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Imtmphoto/Shutterstock.com
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MI OPEN BOOK PROJECT

Kelsey Donnelly, Susan Hejl, Beth Kastl, Kelly Kekel, Carol

This is version 1.0 of this resource, released August 2017.

Authors Beth Kastl

Beth Kastl - Mesick Consolidated

Schools Kellie Kekel - Bangor Township

Schools Susan Hejl - Kaleva Normon

Dickson Families and Schools Readers:

Dr. Phil Gersmehl - Michigan

1. How can rules help us get along?

2. How are our responsibilities at home and school

3. How do we solve problems in our classroom and

4. How can we be good citizens?

Each short reading is meant to have some teacher interaction go

Each section includes words to introduce and deﬁne with your

Interactive widgets appear in each section. Some of these are

We recommend having the compelling question “How do people

Finally - every piece of interactive content in this chapter was

If something in this book stops working, return here to

How can rules help us get along?

4. How can we be good citizens?

Interactive 1.2 Interactive 1.3 All About

Why is it important to have rules at school?

Sometimes it may feel like there are a lot of rules. But

Interactive 1.5 All About Respect

How are our responsibilities at home and school alike?

C5.0.1: Describe some responsibilities people have at home and at school.

How is our classroom like a family?

How do we solve problems in our classroom and school?

How does the girl in the video solve her conﬂict?

Let‘s discuss what it means to compromise.

How can we be good citizens?

QUESTIONS TO GUIDE INQUIRY For the Teacher

Interactive 1.9 Jelly Telly Kids

Interactive 1.10 Good Citizen Sort

What stories are

2. What is our school’s history?

3. What are our traditions?

As with every chapter, we recommend you introduce the

This chapter also provides fantastic opportunities for students to

What is your family’s history?

There are many ways to be a family. Who makes up your

The television above is an artifact. How is it different from

Can you compare family homes from long ago to today?

Interactive 2.5 Yonder Interactive 2.6 Yonder Timeline

My grandma got married

What is our school’s history?

2. What is our school’s history?

Watch this video. How have schools changed over time?

What are our traditions?

How do we describe where we are?

How do we describe special places in our school?

How do I describe where I live?

Each short reading is meant to have some teacher interaction go

This chapter also requires construction of a small box. You may

A brief PowerPoint presentation detailing the reasons for building

Doors and Cubbies

The Michigan Content Expectations for 1st Grade

Spatial positions can imply logical relationships. - Many rhetorical devices

How do we describe where we are?