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.
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.
EX EXPANDI DING NG E ENVIR IRONM ONMENT ENT MODE DEL World “The “expanding communities” curriculum Country “ Teaching and model … is insufficient learning … should be for today’s young meaningful, State learners” integrative, value- National Council of Social based, challenging, Studies and active. These Town …are foundational to the development of School children’s knowledge, skills, and dispositions as participating Family citizens in a global society .”
Economics Civic Engagement Geography World Country Knowledge From The Core Content Skills That Enhance Critical Thinking State Geography Town Prosocial Skills, Information Interpersonal Literacy Interactions School Family
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.
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 .
BOARD FOCUS GOAL ( CONT .)
CURRENT STATUS : GRADE K-5 Curricular Working with the Local Community • Kindergarten Unit: Being a Good Citizen • Hightstown Fire Department Visit • 1st Grade Unit: Citizenship, Rules and Laws • Hightstown High School NHS Guest • 2nd Grade Unit: Governing the People Readers • 3rd Grade Unit: NJ State and Local • Hightstown Police Department: Government Bus & Bicycle Safety Program • 4th Grade Unit: Regions, Rules/Laws • Walking trip to downtown • 5th Grade Unit : Forming a New Nation Hightstown • Opportunities for goal setting, student • Community outreach: food drives, choice, point of view conversations volunteers • Develop arguments, expand beliefs
CURRENT STATUS : GRADE K-5 (CONT.) Opportunities for Leadership Civic Engagement: Being Part of the School • Campaign Connect Community • PRIDE Program • Student Council Safety • ( P-Prepared, R-Respectful, II-Inclusive, D- Patrols (3-5) Determined, E-Engaged ) K-2 • 2nd Grade Bus Leaders (K-2) • ( Perseverance, Respect, Innovation, • 2nd Grade Student Council Dependability, Enthusiasm ) 3-5 (K-2) • Clubs - Art, Tech, STEM, Basketball, Yoga, Newspaper, Theater ( 3-5)
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.
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
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 21 st 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
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
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:
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?
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.
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
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)
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 organically 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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