… to help them get a handle on concepts of empathy, diversity, fairness, and contributing to the communities that we are a part of.
(There’s a detailed breakdown of ALL 8 LESSONS at the bottom.)
This is a complete bundle introducing the learning skill concept of “CITIZENSHIP” (how to be an active participant at school, in our local community, and our global community).
Welcome to Chapter 2. Citizenship (Learning Skills – Exploring the Six Cs Unit)
In this package, we:
- introduce the concepts of empathy, fairness, and respecting different perspectives.
- allow students to explore citizenship and community involvement by working through 17 question debates to develop critical thinking and the ability to support arguments and consider other points of view from our own.
- provide discussion points of a YouTube video visually exploring global statistics – if the world were a village of 100..
- allow for deeper exploration of the concept of “Citizenship” by playing with the term using the Frayer Model of understanding and a Venn diagram.
After this chapter, students will be able to explain that Citizenship is about:
- Being part of a community (i.e. literally a citizen of a country or community)
- Giving back to the community (i.e. being an ideal citizen)
- Being part of several communities: school, country, global citizen
Students will have the opportunity to:
- EXPERIENCE increasingly tough choices exploring fairness, empathy, critical thinking, and argument support
- WATCH a visual representation of global facts and inequity
- UNDERSTAND what “citizenship” is by using a vocabulary building graphic organizer (Frayer model) to brainstorm features of Citizenship, examples, and non-examples of being a citizen, and finally narrow down essential characteristics of the word.
The concept of Citizenship is actually a little tricky. There are 3 separate ideas that we explore in this lesson bundle:
What is a citizen, literally?
The dictionary / literal definition of citizen is about “being a citizen of a particular country” (as in having a passport, and having legal rights from the government.)
What is an active citizen, or an “ideal citizen”?
We also explore the learning skills definition of a citizen, which is really about being a “good” citizen or an “ideal citizen” that is an active participant in society:
- Do you understand local and global perspectives and address environmental, social, and economic problems through engaged citizenship
- Do you take action to make a positive difference in the community and the world?
- Do you participate in physical and virtual communities in a socially responsible and sustainable manner?
What are different communities that you can belong to (and be a citizen of)
We explore being a citizen of a country, being a citizen of your local community / school community, as well as being a global citizen.
Teachers could use this package in their classrooms to introduce the concept of citizenship and participating both in the classroom, at school, and beyond.
Do this package in the first month of class, to reflect on citizenship, and to practice a classroom culture of respectful communication. There are 17 debate questions for students to practice your classroom routines.
Teachers who have a social justice or a diversity / equity focus in the classroom will find the debate questions allow a high-interest, interactive way to introduce progressively difficult issues:
- clean water vs medicine…
- education vs war…
- racism vs sexism…
- Hunger – local vs global
This is an opportunity to link into oral communication / debate skills.
Students will be looking into defending their choices with support through oral debate using a written graphic organizer to help them prepare their ideas. This can become a precursor to persuasive paragraph and essay writing. From a Bloom’s Taxonomy perspective, students get a chance to:
- List ideas about their choice. (REMEMBER)
- Explain their ideas / concept (UNDERSTAND)
- Compare / contrast their ideas vs other points of view (ANALYZE)
- Justify an opinion by appraising key criteria of their ideas, and then weighing which criteria is more important to them (EVALUATE)
- Some students may be able to analyze the arguments of people on the other side of the debate, appraise which criteria is most important to them, and then develop a counter argument (CREATE)
Geography / Social Studies / Civics Teachers:
Possible ideas of what you could link to. (Sample Ontario Curriculum links are included):
- Roles and Responsibilities of Government and Citizens (Ontario Gr 5)
- Responding to Global Issues (Ontario Gr 6)
- Global Inequities – economic development & quality of life (Ontario Gr 8)
School Learning Plans (SLPs) exploring “School Community,” “Diversity” or “Critical Thinking”
The 17 mini debate questions provide an opportunity for students to develop critical thinking skills and communication skills.
You could use this package and then explore ways students could help make the world a better place – both locally and globally.
Some of the debate questions begin to look at equity education concepts of empathy and fairness.
Common Language, Common Learning Goals
This unit provides a systematic way for a grade, division, or school to explore learning skills / character development as a framework of delivering provincial / state curriculum.
The debate questions provides everyone with a common experience between classes so that students can support each other, even though they’re in different classes. This is an opportunity for classes and extra-curricular clubs to develop social justice projects and open ended deep learning projects.
Doing the same (Frayer model) vocabulary building graphic organizer provides a common tool / framework that students and teachers can build around in other areas (i.e. math concepts, grammar concepts, science concepts, etc).
Launch a school year of discussion
Ultimately, this chapter is meant to kick off a year / lifetime of discussion, as opposed to being a one-off activity.
If all classes start off with the same approach, then throughout the year, as teachers do different activities, you could still connect it back to concepts of perspective, and recognizing that it’s okay for other people to disagree with you – can you empathize with their perspective, even though you don’t agree?
We based this schedule on a 50 minute period and providing around 40-45 minutes of content per lesson.
(Let’s be honest. It takes your students a few minutes to wander into class, and you’ll probably need a few minutes at the end of class to go over homework or administrivia stuff for your class.)
Depending on your teaching style and the chattiness of your class, you may find that you can get through all 8 lessons in 5 days… or it stretches out to two full weeks (10 days).
TEACHER TIP: If you’re short on time, pick and choose which debate questions to do.
DAY / LESSON 1 – Part 1 Activity Food for Thought – SLIDES 1-16 – 50 min
- Introduction – What is a citizen (slide 1-2) – 5 minutes
- Activity Food for Thought – Round 1 (slide 3 – 16) – 45 minutes
- Introduction (slide 3 – 7)
- Debate Question 1: Chips vs Chocolate (slide 8)
- How to play (slide 9-13)
- Debate Question 2: Early vs Night (slide 14)
- Debate Question 3: Microwave vs Oven (slide 15)
- Debate Question 4: Fork vs Spoon (slide 16)
DAY / LESSON 2 – Part 1 Activity Food for Thought (Cont) – SLIDES 17-30 – 50 min
- Activity Food for Thought – Round 2 (slide 17-22) – 25 minutes
- Review how we play (slide 18) – 5 min
- Debate Question 5: Only child vs Siblings (slide 19-20) – 5 min
- Debate Question 6: Left Hand vs Right Hand and videos (slide 21-23) – 15 min
Activity Food for Thought – Round 3 – 25 minutes
- Intro + Handout (slide 24-28) – 5 min
Note there are 2 versions of the handout. Choose one, or both versions as an extension.
- Debate Question 7: Sight vs Hearing (slide 29) – 10 min
- Debate Question 8: Dog vs cat (slide 30) – 10 min
DAY / LESSON 3 – Part 1 Activity Food for Thought (Cont) – SLIDES 31-36 – 45 min
- Activity Food for Thought – Round 3 continued – 45 minutes
- Review what we did last time (slide 31) – 5 min
- Debate Question 9: Vacation vs $500 (slide 32) – 10 min
- Debate Question 10: Social Media vs YouTube (slide 33) – 10 min
- Debate Question 11: 5 instruments vs 5 languages (slide 34) – 10 min
- Debate Question 12: Uniform vs No Uniform (slide 35-36) – 10 min
DAY / LESSON 4 – Part 1 Activity Food for Thought (Cont) – SLIDES 37-45 – 50 min
- Activity Food for Thought – Round 4 – 50 minutes
- Introduction of heavy stuff (slide 37) – 2 min
- Minds on – 2 quotes (slide 38 – 42) – 15 min
- What is empathy
- What is fair?
- Review what we did (slide 43) – 3 min
- Handouts / Respect
- Debate Question 13: Clean water vs Medicine (slide 44) – 15 min
- Debate Question 14: Food vs Shelter (slide 45) – 15 min
DAY / LESSON 5 – Part 1 Activity Food for Thought (Cont) SLIDES 46-49 – 50 min
- Activity Food for Thought – Round 4 continued – 50 minutes
- Review respect and note taking (slide 46) – 5 min
- Debate Question 15: Racism vs Sexism (slide 47) – 15 min
- Debate Question 16: Education vs War (slide 48) – 15 min
- Debate Question 17: Helping your students vs helping a country (slide 49) – 15 min
DAY / LESSON 6 – Part 2 Video – SLIDES 50-56 – 45 min
- Part 2 Video – 45 minutes
- Introduction – Minds On (slide 50-53) – 20 minutes
- Watch video (World as a 100 people) (slide 54-56) – 25 minutes
DAY / LESSON 7 – Part 3 Vocabulary Builder – SLIDES 57-74 – 40 min
- Introduce Part 3 – Understand (Vocabulary Builder) – Slide 57
- Graphic Organizer set up – Slide 58-59
- Minds on – Slides 60-61
- Filling out the graphic organizer – Slides 62-65
- Revising graphic organizer – Slides 66-70
- Other Communities – Slide 71
- Summary – Slides 72-74
DAY / LESSON 8 – Self Evaluation / Review – SLIDES 75-79 – 40 min
- Student Self Evaluation – slide 75 – 78 – 10 min
- Chapter Review Test – Slide 79 – 30 min