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Unit Details
Unit Name Unit 2: Global Citizenship
Note: This unit is REQUIRED content per the state of Illinois social science
requirements AAPI Asian American History lessons are included

Essential Question: Why Should I Be A Global Citizen?

Unit Description: In this unit, students will focus on the concept of responsible citizenship at
various levels, including one’s school, one’s community/state, and the world. At
its root, citizenship involves membership within a group and the roles, rights,
and responsibilities one takes on in order for the group to continue and thrive.
More narrowly, citizenship implies membership in a politically defined entity
such as a state or nation. And, in that sense, citizenship refers to the inherent
rights and duties of the people who live in a defined area. In most democratic
societies, these rights include voting, owning property, and legal and military
protection; the duties include the obligation to follow laws, pay taxes, and
serve in the military if called.

These basic ideas about citizenship become complicated in two ways. One
complication occurs when the term is modified, as in good or responsible
citizenship. Such modifiers signal a set of normative behaviors such as those
outlined in the New York State Social Studies Framework, which advises the
study of responsible citizenship through such traits as respecting others,
behaving honestly, helping others, obeying rules and laws, being informed,
and sharing needed resources. (NOTE: The NYS Framework says that
responsible citizenship includes these traits but does not limit the list to these
traits only.) Although a survey might find considerable agreement around
these traits, it is not hard to imagine that the list could be extended to include
the ability to think critically, the disposition to participate in civic activities, and
the capacity to manage disagreements. All of this is to say that being a
responsible citizen is a complex idea and one that needs considerable
attention in the social studies curriculum.

A second complication emerges when one tries to define the context in which
the term citizenship is being used. As noted previously, citizenship is typically
defined within a political entity—thus, people are citizens of Buffalo, of New
York State, and of the United States, but they are not citizens of their families
 or friendship groups. Although students are not technically considered citizens
of their classrooms or schools, the term is commonly applied in those contexts.

The distinctions just discussed are unlikely to be relevant to this inquiry, but
students come with a wide range of knowledge about any topic, and some
may ask questions related to the various aspects of citizenship. Knowing this,
teachers can be prepared to answer any questions and then continue with the
planned activity or incorporate the questions into the current or a future
activity. First-grade students can engage in robust study of the traits of
responsible citizenship in their classrooms and beyond, and it is to that end
that this inquiry is directed.

Educator Teachers will know that the term “citizen” may be foreign to some first graders
Prerequisites: and may sound like something only adults can be. Yet this important role can
be made real and vital to young children by exploring the traits or
characteristics that represent responsible citizenship. Those traits: respecting
others, behaving honestly, helping others, making and obeying rules and laws,
being informed, and sharing needed resources will be familiar to students
through their experiences in their home and school lives. Students may also be
challenged by the notion of global citizenship as, for many, their social world
may have very limited physical boundaries. Americans often perceive “global”
to mean only those places that exist outside of the United States but, in
general, the term is used to define any area outside of one’s immediate locale.

How can I be a responsible citizen of the world?

Smart Ideas for Passing it Forward TedTalk

Amanda Belzowski is 16 years old and has run her annual Amanda’s
Lemonade Stand to fix kid’s hearts, since she was little. Along with her
7-year-old brother Joshua and his cookie counter, they have raised over
$193,000 to support pediatric cardiac surgeries and research. Through her
lemonade stand with Joshua, her Nothing’s Impossible Challenge, Young
Entrepreneur Course, and teen event Lemon-Stock, Amanda has been able to
inspire people through her message of simply making a difference. In addition
to speaking at various conferences, schools, businesses, and universities,
including the TSX, Amanda was honored with Canada’s Top 20 Under 20
Award last year. Amanda intends to speak about how it only takes one person
and one effort, to make a change, and that “you’re never too little to make a
big difference in the world!”

Number of 30-35 days (30 minutes daily) 6 weeks

Instructional Days:
 Theme: Citizenship

Standards & Objectives

Priority Standards Civics
● SS.1.CV.1: SWBAT with guidance and support, explain how individuals who
live, learn, and work together make
important decisions, and the effect that these decisions have
on a variety of diverse communities
● SS.CV.2.: SWBAT with guidance and support, identify and explain how
rules function in various settings, inside
and outside of the school.
● SS.K.CV.1: SWBAT with guidance and support, identify the roles of
individuals and leaders and their
responsibility to meet the needs of different people and
communities.
History
● SS.1.H.3. SWBAT: With guidance and support, investigate how our
perspectives of historical events have changed over time.

Anti-Bias Framework N/A

Standards

Supporting Inquiry
Standards ● SS.K-2.IS.: SWBAT create questions to help guide inquiry about a topic
with guidance from adults and/or peers.
● SS.K-2.IS.2: SWBAT explore facts from various sources that can be used to
answer the developed questions.
● SS.K-2.IS.3: SWBAT gather information from one or two sources with
guidance and support from adults and/or
peers.

Social Justice Social Justice Standards

Standards ● ID.K-2.4: I can feel good about myself without being mean or making
other people feel bad.
● DI.K-2.6: I like being around people who are like me and different from
me, and I can be friendly to everyone

Objectives By the end of the unit, students will be able to:

1. Identify a range of traits associated with the idea of responsible citizenship
 2. Understand how citizenship is shown in the classroom, community/state,
and the world
3. DIscuss the value of participating as a global citizen

Enduring Understandings
Learners will understand that:

● A citizen is a member of a community with rights and responsibilities.

● A global citizen takes personal responsibility for one’s decisions and actions.
● Global thinking includes areas outside of our immediate area / town.
● Global citizens can take thoughtful, informed and responsible action locally to bring about
global change.

Academic Vocabulary

● Describe ● Trait
● Responsibilities

Content Vocabulary

● Rules ● Res ● Parti ● Righ

● Safety pect cipat t
● Order ● Citiz ion
● Duty en ● Law
● Citiz s
ensh ● Vote
ip ● Glob
● Civic a
Ideal

Learning Targets & Assessments

Assessed Objectives(s) Learning Targets (what, when, and how) Assessment Product(s)
Aligned to Assessed
Objectives
Students should know the learning intentions/targets of the Unit/Lessons:
Summative
What Am I Learning?
Why Am Learning This?-
How Will I Know I Have Learned It?
Gold Star Citizen
Learning Targets for this unit:
Supporter: Work in a small
By the end of the unit, students will be able to:
group to create an action
plan to help someone in
1. I can, with help and guidance, I can explain how people who live, learn,
need in your community.
and work together make important choices and how these decisions Present your ideas to the
affect many different communities.(SS.1.CV.1) class.
2. I can, with help and direction, I can explain how rules work in different ● Who needs help in
places, both inside and outside of school. (SS.CV.2) your community?
3. I can, with help and direction, I can figure out what people and leaders do (teacher will provide
and how it is their job to meet the wants of different people and groups. examples)
(SS.K.CV.1) ● What do they need?
4. I can look into how our views of historical events have changed over time ● What can you do to
with help and direction. (SS.1.H.3.) help them?
5. I can feel good about myself without being mean or making other people ● Create an Action
feel bad. Plan
6. I like being around people who are like me and different from me, and I
can be friendly to everyone. ● Gold Star Citizen
Superheroes

Formative
(Recommended)-Listed in
the unit activities.

● How to Change the

World(a work in
progress) YouTube
video and discussion
● What does it mean to
be responsible?
● We Are Good
Citizens- school
situations in small
groups
● Responsible
Citizenship in the
Classroom chart
 ● Acts of Citizenship
photographs- what
do you see in these
pictures?
● The Thanksgiving
Project

● Students will share

their verbal
responses as a
SeeSaw response, or
dictate their
responses to the
teacher for a class
chart.

Rubric(s):

K-2 Video Response Rubric

1st Grade Performance
Assessments

Suggested Instructional Materials

● How to Change the World (A Work in Progress) ●

(© Soul Pancake Creative.
In this video, 9-year-old YouTube phenomenon Robby
Novak (Kid President) argues that even children can make
a mark on the world. Novak’s message is one of optimism
and activism (and making “adults less boring!”); it is a
message that has captivated people of all ages.
How To Change The World (a work in progr…
● Unit 2 Global Citizen Slide Deck
● Responsible Citizenship in the Classroom Chart
● Have You Filled A Bucket Today? Video 6:40
● 9-year-old girl helps collect, deliver toys to
Children’s Hospital of Michigan
● additional AAPI Asian American History lessons
Books: Try to read at least two books from the resource list during your Social Studies read aloud lesson that
represent students from different races, cultures, identities, abilities/disabilities, that are present in their
classroom as well as an identity that may not be represented in the classroom.

Dave Eggers: What Can a Citizen George Shannon: Rabbit’s Gift John Rocco: Blizzard
Do? ● Rabbit’s Gift ● Blizzard
● What Can A Citizen Do? / Snow is coming, coming soon, so The book opens with a boy's
Across the course of several Rabbit needs to find food fast. Just excitement upon seeing the first
seemingly unrelated but ultimately in time, a turnip turns up, and a snowflake fall outside his
connected actions by different second one, too. Who in the woods classroom window. It ends with the
children, we watch how kids turn a wouldn't want to tuck away an neighborhood's immense relief
lonely island into a extra turnip for the long winter? Not upon seeing the first snowplow
community—and watch a journey Rabbit. He chooses a different break through on their street. In
from what the world should be to path--and starts a wave of between the boy watches his
what the world could be generosity that spreads among all familiar landscape transform into
his forest friends. something alien, and readers watch
him transform into a hero who puts
the needs of others first.

Leyla Torres: The Subway Sparrow Lois Brandt: Maddi’s Fridge Dave Eggers: Her Right Foot
● The Subway Sparrow ● Maddi’s Fridge ● Her Right Foot
An English-speaking girl, a Best friends Sofia and Maddi live in If you had to name a statue, any
Spanish-speaking man, and a the same neighborhood, go to the statue, odds are good you'd
Polish-speaking woman might not same school, and play in the same mention the Statue of Liberty.In this
be able to converse, but when a park, but while Sofia’s fridge at fascinating and fun take on
sparrow trapped in their subway home is full of nutritious food, the nonfiction for kids, Dave Eggers
car needs help, their common fridge at Maddi’s house is empty. and Shawn Harris investigate a
concern bridges the language Sofia learns that Maddi’s family seemingly small trait of America's
barriers between them. doesn’t have enough money to fill most emblematic statue. What they
their fridge and promises Maddi find is about more than history,
she’ll keep this discovery a secret. more than art. What they find in
But because Sofia wants to help the Statue of Liberty's right foot is
her friend, she’s faced with a the powerful message of
difficult decision: to keep her acceptance that is essential of an
promise or tell her parents about entire country's creation.
Maddi’s empty fridge. Filled with
colorful artwork, this storybook
addresses issues of poverty with
honesty and sensitivity while
instilling important lessons in
friendship, empathy, trust, and
helping others. A call to action
section, with six effective ways for
children to help fight hunger and
 information on antihunger groups,
is also included.

Maggie Rugg Herold: A Very Jonah Winter: Lillian's Right to Kelly DiPucchio: Grace for President
Important Day Vote: A Celebration of the Voting Grace for President
● A Very Important Day RIghts Act of 1964
● Lillian’s Right to Vote: A "Where are the girls?" When
"Captures the excitement of Celebration of the Voting Grace's teacher reveals that the
immigrants who are becoming U.S. RIghts Act of 1964 United States has never had a
citizens. All across New York City, female president, Grace decides
people are preparing for 'a very As Lillian, a one-hundred-year-old she wants to be the nation's first
important day'...not the least bit African American woman, makes a and immediately jumpstarts her
daunted by a snowstorm....A tale “long haul up a steep hill” to her political career by running in her
told with vigor, exuberantly polling place, she sees more than school's mock election! The race is
displayed in Stock's people-filled trees and sky—she sees her tougher than she expected: her
watercolor landscapes and cozy family’s history. She sees the popular opponent declares that
interior scenes of all the pre-oath passage of the Fifteenth he's the "best man for the job" and
preparations, this is a thoughtful Amendment and her seems to have captured the votes
celebration of one of this country's great-grandfather voting for the of all of the class's boys. But Grace
most meaningful ceremonies." first time. She sees her parents is more determined than ever. Even
trying to register to vote. And she if she can't be the best man for the
sees herself marching in a protest job, she can certainly try to be the
from Selma to Montgomery. best person! This timely story not
Veteran bestselling picture-book only gives readers a fun
author Jonah Winter and Coretta introduction to the American
Scott King Illustrator Award winner electoral system but also teaches
Shane W. Evans vividly recall the value of hard work, courage,
America’s battle for civil rights in independent thought -- and offers
this lyrical, poignant account of one an inspiring example of how to
woman’s fierce determination to choose our leaders.
make it up the hill and make her
voice heard.

Innosanto Nagara: A is for Activist Donna Jo Napoli: Mama Miti:

Wangari Maathai and the Trees of
● A is for Activist Kenya

A is for Activist is an ABC board ● Mama Miti: Wangari

book written and illustrated for the Maathai and the Trees of
next generation of progressives: Kenya
families who want their kids to
grow up in a space that is Through artful prose and beautiful
unapologetic about activism, illustrations, Donna Jo Napoli and
environmental justice, civil rights, Kadir Nelson tell the true story of
LGBTQ rights, and everything else Wangari Muta Maathai, known as
that activists believe in and fight “Mama Miti,” who in 1977 founded
for. the Green Belt Movement, an
African grassroots organization
that has empowered many people
to mobilize and combat
deforestation, soil erosion, and
environmental degradation.

J. Joseph Hopkins: The Tree Lady: F. Isabel Campoy and Theresa Tanya Lee Stone: The House That
The True Story of How One Howell: Maybe Something Jane Built: A story about Jane
Tree-Loving Woman Changed a Beautiful: How Art Transformed a Addams
City Forever Neighborhood
● The House That Jane Built:
● The Tree Lady: The True ● Maybe Something Beautiful: A story about Jane Addams
Story of How One How Art Transformed a
Tree-Loving Woman Neighborhood Ever since she was a little girl, Jane
Changed a City Forever Addams hoped to help people in
What good can a splash of color do need. She wanted to live right in
Katherine Olivia Sessions never in a community of gray? As Mira the middle of the roughest, poorest
thought she’d live in a place and her neighbors discover, more communities and create a place
without trees. After all, Kate grew than you might ever imagine!Based where people could go to find food,
up among the towering pines and on the true story of the Urban Art work, and help. In 1889, she bought
redwoods of Northern California. Trail in San Diego, California, a house in a run-down Chicago
But after becoming the first woman Maybe Something Beautiful reveals neighborhood and turned it into a
to graduate from the University of how art can inspire settlement home, adding on
California with a degree in science, transformation—and how even the playgrounds, kindergartens, and a
she took a job as a teacher far smallest artists can accomplish public bath. By 1907, Hull House
south in the dry desert town of San something big. Pick up a paintbrush included thirteen buildings. And by
Diego. Where there were almost no and join the celebration! the early 1920s, more than 9,000
trees. people visited Jane's home each
Kate decided that San Diego week. An inspiration to all, Jane
needed trees more than anything Addams continues to be a role
else. So this trailblazing young model to girls and women of all
woman single handedly started a ages.
massive movement that
transformed the town into the
green, garden-filled oasis it is
today. Now, more than 100 years
after Kate first arrived in San Diego,
her gorgeous gardens and parks
can be found all over the city.
Part fascinating biography, part
inspirational story, this moving
picture book about following your
dreams, using your talents, and
staying strong in the face of
adversity is sure to resonate with
readers young and old.

Get started with Altamed. AltaMed. (2023, November 1).

https://www.altamed.org/article/11-simple-ways-give-back-your-commun
ity

Hughes, D. (2015, November 9). My top 10 list for improving the

community. Statesman Journal.
https://www.statesmanjournal.com/story/opinion/columnists/dick-hugh
es/2015/11/08/top-list-improving-community/75402754/

Jensen, K. (2024, October 28). How to help your community: Ideas &
volunteer opportunities. wikiHow.
https://www.wikihow.com/Help-Your-Community

Sarikas, C. (n.d.). 129 great examples of Community Service Projects ·

PrepScholar. · PrepScholar.
https://blog.prepscholar.com/129-examples-of-community-service-projec
ts

Step 1: Assessing your community’s needs. (n.d.-a).

https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/youthbulletin/98
04/step1.html