GLOBAL CITIZENSHIP GOAL UPDATE JUNE 3, 2019 Preparing all students - - PowerPoint PPT Presentation

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EWRSD LOCAL & GLOBAL CITIZENSHIP GOAL

UPDATE JUNE 3, 2019

Preparing all students with the skills and awareness necessary to actively contribute as productive local and global citizens.

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WHAT IS LOCAL & GLOBAL CITIZENSHIP?

Local & Global Citizens are aware of and understand the wider world and their place in it. This includes:

• Taking an active role in one’s community
• Working with others to make our world

equal, fair and sustainable.

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EX EXPANDI DING NG E ENVIR IRONM ONMENT ENT MODE DEL

World Country State Town School Family

“The “expanding communities” curriculum model … is insufficient for today’s young learners” National Council of Social Studies “Teaching and learning … should be meaningful, integrative, value- based, challenging, and active. These …are foundational to the development of children’s knowledge, skills, and dispositions as participating citizens in a global society.”

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World Country State Town School Family

Civic Engagement Prosocial Skills, Interpersonal Interactions Skills That Enhance Critical Thinking Information Literacy Knowledge From The Core Content Economics Geography Geography

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HOW DOES CITIZENSHIP IMPACT STUDENT LEARNING?

By strengthening our program and prioritizing local & global citizenship, students will

• Develop their own understanding of world events.
• Think about their values and what's important to them.
• Engage in real world learning that is relevant to them.
• Challenge ignorance and intolerance
• Get involved in their local and national communities.
• Develop argumentative literacy
• Develop their own voice and opinions.
• Understand their ability to act and influence the world around

them.

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BOARD FOCUS GOAL:

Analyze current curriculum and programs and develop a plan to ensure that the district goal of preparing all students with the skills and awareness necessary to actively contribute as productive local and global citizens is being implemented and achieved.

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BOARD FOCUS GOAL

(CONT.)

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CURRENT STATUS : GRADE K-5

Working with the Local Community

• Hightstown Fire Department Visit
• Hightstown High School NHS Guest

Readers

• Hightstown Police Department:

Bus & Bicycle Safety Program

• Walking trip to downtown

Hightstown

• Community outreach: food drives,

volunteers Curricular

• Kindergarten Unit: Being a Good Citizen
• 1st Grade Unit: Citizenship, Rules and Laws
• 2nd Grade Unit: Governing the People
• 3rd Grade Unit: NJ State and Local

Government

• 4th Grade Unit: Regions, Rules/Laws
• 5th Grade Unit : Forming a New Nation
• Opportunities for goal setting, student

choice, point of view conversations

• Develop arguments, expand beliefs

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CURRENT STATUS : GRADE K-5

(CONT.) Civic Engagement: Being Part of the School Community

• PRIDE Program
• (P-Prepared, R-Respectful, II-Inclusive, D-

Determined, E-Engaged) K-2

• (Perseverance, Respect, Innovation,

Dependability, Enthusiasm) 3-5

• Clubs - Art, Tech, STEM, Basketball, Yoga,

Newspaper, Theater ( 3-5)

Opportunities for Leadership

• Campaign Connect
• Student Council Safety

Patrols (3-5)

• 2nd Grade Bus Leaders (K-2)
• 2nd Grade Student Council

(K-2)

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CURRENT STATUS : GRADE 6-8

( SEE APPENDIX FOR DETAILS)

Curricular

• Analyzing government messages, such as propaganda, for bias.
• Identify point of view and multiple perspectives within different

sources on the same topic through

• an exposure to research skills
• debating experiences emphasizing/ relying on sound evidence
• Identify bias in various sources including primary/secondary sources
• Analyze lasting impact of events throughout history.
• Evaluate environmental issues and how problems might be solved

using current technologies, critical thinking, and persistence.

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CURRENT STATUS : GRADE 6-8

( SEE APPENDIX FOR DETAILS)

Co-Curricular

• Multiple Clubs, proposed by students and teachers to meet variety of interests and

areas for development ( i.e.: social, environmental, academic, athletic, civic)

• Student Council
• Service Learning Activities - Animal shelter, assisted living homes, meals on wheels,

library, RISE, churches, food pantry

• Clubs focused on growing student leadership: Student Council, Jr. O Ambassadors,

Leadership Club

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CURRENT STATUS : GRADE 9-12

( SEE APPENDIX FOR DETAILS)

Curricular

• Electives in all core subject areas that foster the development of leadership skills,

argumentative literacy, analyzing events and thinking critically, and proposing plausible, thoughtful solutions to current issues.

• In all core disciplines, courses embed critical 21st century learning skills which

include

• Analyzing government messages for both balance and bias.
• Properly utilizing research tools to support claims and investigate questions
• Identify point of view and multiple perspectives within different sources on the

same topic and actively argue and debate using evidence.

• Opportunities for student led learning, PBLs, choice options in topic and focus

within curricular units

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CURRENT STATUS : GRADE 9-12

( SEE APPENDIX FOR DETAILS)

Co-Curricular

• PGC, Peer Tutoring, Helping Hands of Hightstown
• Service Learning Activities both within and beyond the HS community.
• Clubs focused on growing student leadership: Student Council, O

Ambassadors, Red Cross, DECA, Model UN)

• Opportunities for student representation on committees, focus

groups, BOE student representatives

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MOVING FORWARD: GRADES K-5

Curricular Enhancements

• K-5 is revising literacy program; presents opportunities to infuse texts that

expand/ address themes to deepen foundational understanding of citizenship

• Make connections to Science curriculum and connect students to the environment

and community around them.

• Consider curriculum modifications to develop diverse perspectives and

incorporate diversity (Black History, Hispanic Heritage, gender, ability, etc.)

• Identify curriculum resources that can connect to CASEL Competencies and

Citizenship Skills (Academic Conversations)

• Incorporate field trips that enhance student learning extensions in and beyond

community:

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MOVING FORWARD: GRADES K-5

School Year 2019-2020 : Proposed Additional Opportunities

• Career Day- 2nd Grade ( K-2)
• International Feast Day ( K-2)
• Create more service projects for students ( 3-5)
• Utilize community relations to support an increase in

volunteers (3-5)

• Increasing Volunteer Opportunities both within the school

community and in the Hightstown/East Windsor Community.

• FAST events : can it be expanded to include other student

groups?

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MOVING FORWARD: GRADES 6-8

( SEE APPENDIX FOR DETAILS)

Curricular Enhancements

• In all content: increase opportunities to develop prior knowledge in non-fiction

sources.

• Social Studies - Incorporating opportunities to evaluate and address UN

Sustainable Goals at community level

• LA- reading about different characters, settings, and events from all over the

world.

• Science-evaluate current units for learning extensions on global issues (ex:

climate change, energy consumption)

• Incorporate field trips and guest speakers that increase student exposure to

real-world issues and their role/effect in their communities.

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MOVING FORWARD: GRADES 6-8

School Year 2019-2020 : Proposed Additional Opportunities

• “Service Day” – school wide service project(s) for a day/ half-day with a

reflection afterwards.

• Service Learning as an alternative to discipline ( restorative practice)
• Do students actually know what the handbook says? Opportunities

for them to be involved in the process. ( Student review board)

• Projects embedded into the curriculum that exposes students to a

global need or issue ( ideally follow over three years)

• “Capstone” option in Grade 8

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MOVIN ING G FO FORWARD: RD: GRADE DES S 9-12 12

( SEE APPENDIX FOR DETAILS)

Curricular Enhancements

• Incorporate field trips and guest speakers that increase

student exposure to real-world issues and their role/effect in their communities.

• Incorporate greater access to reading materials on current

issues, accessible to all students ( NEWSELA)

• Thematic ties between ELA/SS to deepen understanding and

triangulate skills for critical thinking and argumentative

• literacy. ( UN Sustainable Development Goals)

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MOVIN ING G FO FORWARD: RD: GRADE DES S 9-12 12



School Year 2019-2020 : Proposed Additional Opportunities

• Budgeting to increase off-site curricular opportunities within core

courses ( State House, Philadelphia, bus transport to local events, district schools for peer learning)

• Focus on what “soft” skills can we promote in classrooms to lay a

foundation for our students to reach Sustainable Development goals

• rganically rather than force fed. (Skills of regulation, productive

struggle, asking good questions)

• Media Specialist introduces core skills (IMVAIN and evaluating media

bias) in all core disciplines.

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VISION FOR ACTUALIZATION EWRSD LOCAL & GLOBAL CITIZENSHIP

EWRSD has many opportunities but increasing the impact of these programs, as well as the number of students affected positively by programs.

Concerns To Address Moving Forward:

• Develop a budget that supports

the implementation of ideas and continuation of programs

• How do we embed “during the day”

activities with curricular restraints?

• How do students get transported to
• ther schools?
• What training needs to be

provided and when? Curricular:

• Create 3 -12 Citizenship Map

including written / taught curriculum

• What are all students exposed to

and where is it in our core curriculum? (Skills, Electives , Extra/ Co Curricular)

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QUESTIONS?

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APPENDIX

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RESOURCES FOR CURRICULAR INFUSION

 Resource Links For Possible Purchase/ Site License

 Rights Around the World zero  Civic Resources zero  James Madison Legacy Project zero but competitions may cost  We The People Resource Center zero but competitions may cost  Buck Institute ( 3 teachers to Ohio @ 1500 each) OR C3 Conference on Inquiry Based Learning  NEWSELA PO Quote PO K-12  NJ Bar Association ( FREE resources, but cost of transport, chaperones, etc.)  DBQ Project Online ( 3500)  Turn It In (2000)  NCSS Inquiry Based Learning Protocol ( 800)

 Resources for Curriculum Development

 Partnership for 21st Century Learning  Teaching Tolerance  Oxfam Site  Sustainable Goals Information Page  Gilder Lehmann Resources  Facing History  Media Bias Chart for group review  MVAIN to evaluate news sites

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• Speakers
• Trips to community events, class trips attached to core courses
• Transportation for community volunteer opportunities
• Novels Curricular Enhancement Materials
• NEWSELA
• DBQ Project Resources

Possible Funding Needs

SLIDE 25

CURRENT STATUS : GRADE 6-8

Co-Curricular

• Community outreach and service

projects during the school day (lunch, Academy game days, and Academic Support time)

• Alternative service activities for

students in OSS, detention, Saturday detention, etc.

• Lunch/Homeroom - Inclusion

projects to introduce students to new friends

Curricular

• Visual analysis: Draw conclusions concerning political cartoons.

This skill also lends itself to the idea of bias. (O.P.T.I.C.)

• Evaluate multiple sources in order to shape and support an

argument.

• Properly utilizing research tools to support a claim and/or

achieve a common goal.

• Stating a claim, defending it in debate
• Creating projects to inform and inspire an audience.
• Extrapolating appropriate evidence from both print and digital

sources to support a claim.

• Using world maps to understand content in global, geographic

context

• Discover perspective and develop empathy and understanding

for various cultures or regions of the world.

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CURRENT STATUS : GRADE 9-12

Co-Curricular

• Community outreach and service via

courses and extra-curricular clubs

• Multiple Clubs, proposed by students and

teachers to meet variety of interests and areas for development ( i.e.: social, environmental, academic, athletic, civic)

• Curricular
• Courses that embed critical 21st century learning

skills:

• Evaluate multiple sources in order to shape

and support an argument.

• Properly utilizing research tools to support a

claim and/or achieve a common goal.

• Extrapolating appropriate evidence from both

print and digital sources to support a claim.

• Opportunities to develop questions, pursue

activities to increase argumentative literacy.

SLIDE 27

MOVING FORWARD: GRADES 6-8

ADDITIONAL IDEAS

Curricular Enhancements

• Incorporate field trips and guest speakers that increase student exposure to real-world issues and their

role/effect in their communities.

• Define PBLs and align to curricular essential questions to increase 21st century skills and global understanding
• Work with librarian/ media specialist to develop common focus for research and sourcing across all core

disciplines

• Work with NJ Bar Association, Southern Poverty Law Center, local representatives as speakers, resources.

School Year 2019-2020 : Proposed Additional Opportunities

• Math- Every country uses the same math ideas but learn in different ways Are staff knowledgeable of these

cultural approaches ( PD opportunity)

• Do we need to use computer teaching time to really teach kids about the internet? Self regulation in Inquiry,

Research?

• Community outreach coordinator to reach out to families and community members to invite them to events
• Health/Physical Education Communication Course - Teaching students how to participate in a discussion, be open

minded, and understand perceptions. (ex: culture barriers, living in the same town but are living very differently)

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MOVING FORWARD: GRADES 6-8 (SS)

ADDITIONAL IDEAS

Grade Q1 Q2 Q3 Q4 6 Leadership

• What role does compromise have in

leadership?

• What are the impacts of the legacy of

leaders within their time period and in present day?

• How can a historical figure be interpreted

as both a hero and a villain?

• How can we recognize great leaders

without forgetting the contributions of

• thers? Who is remembered in history

and who is forgotten? Conflict

• Are some human conflicts

unavoidable?

• Is violence sometimes

necessary?

• How can a country heal after

war?

• Does the United States have a

mission to expand freedom and democracy? Democracy

• Did the Declaration of Independence

establish a foundation for equality in American government?

• Do separation of powers and checks

and balances make our government productive?

• Does an increase in the number of

voters make a country more democratic? What makes an age of democracy?

• Can legislative compromises solve

moral issues? Reform

• Have reformers had a significant

impact on the problems of American society?

• What challenges does an

increase in technology and innovation place on a country?

• What are the impacts of the

legacy of leaders within their time period and in present day?

• How does geography impact

cultural identity? 7

• Why do people create, structure, and

change governments?

• How do societies balance individual and

community rights?

• How does social change influence

government?

• What are the values that make up

American culture and government?

• How does the Constitution

create a government that protects and limits freedom?

• How do societies balance

individual and community rights.

• Does state or federal

government have a greater impact on our lives? (federalism)

• How do people create, structure and

change governments?

• Does the system of checks and

balances provide us with an effective and efficient government? Do

• separation of powers and checks and

balances make our government work too slowly?

• Why and how do people make

economic choices?

• How do economic systems

influence societies? 8

• How does geography relate to the

challenges and opportunities facing our world?

• How do humans interact with nature?
• How does nature impact man?
• How do humans adapt to their

environment?

• Does the owner of history own the future?

( Connect Early Man/Farming)

• What are the pros and cons of

civilization?

• How do people interact with

each other?

• Why do people migrate?
• How do beliefs and culture spread?

(Connection to Egypt)

• When is violence/war

justifiable?

• Are humans more programmed

to compete or to collaborate?

• What are the qualities of

effective leadership? (Connection to ancient Rome and Greece)

SLIDE 29

MOVING FORWARD: GRADES 6-8 (ELA)

ADDITIONAL IDEAS

• Grade

Q1 Q2 Q3 Q4 6 Fact vs Fiction

• How can we relate a personal

experience through writing? Historical fiction/ documents/intro to debate

• How do points of view change
• ur understanding of history?

Poetry Writing & Drama

• How does poetry create a

universal connection?

• How does language unite people

across the globe? Argument Research, Memoirs,

• How do you use argument to

promote change and social justice? 7 Narrative Writing & Folk Literature

• How does perspective shape your

thinking?

• Challenging our perception of the world.
• Identity and identification
• Narrative writing- personal narrative or

Quest Research (Debate) & Historical Documents

• How can you use research to prove

your thinking? How might research modify or support your views?

• Challenging our views on the issues
• f the day.
• Research of politician’s viewpoint on

the sustainable goals Argument Writing & Memoirs, Autobiographies, & Biographies

• What motivates people to
• vercome obstacles?
• (G&T: Why do people move?)

Poetry Writing & Drama

• How can you use your voice to

change the world? 8 Science Fiction How does science and technology positively and negatively affect society? Historical Fiction How does perspective affect our understanding of history? Poetry/Drama How do people convey meaning about life through poetry and speeches? Holocaust Studies How do people handle injustice?

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MOVIN ING G FO FORWARD: RD: GRADE DES S 9-12 12

ADDITIONAL IDEAS

Curricular Enhancements

• Define PBLs and align to curricular essential questions to increase 21st century skills and global

understanding.

• Explore options for electives focusing on Civic responsibilities ( Turning 18, Active Citizen projects)
• Research and sourcing across all core disciplines. (Turn It In as a shared Resource portal)
• Work with Hightstown historical Association, RISE, local representatives as speakers, resources.

School Year 2019-2020 : Proposed Additional Opportunities

• NCAA Tournament across content areas ( cross disciplinary focus on critical events)
• PD from admin and district to support deeper understanding and assist in foundations and

programs.

• Visits to courts , legislature at local and state level for deeper understanding of judiciary and

legislative body.

• Prioritizing a goal focus in career day planning: Careers in Government, Civics, Social Justice