Citizenship: How does empathy lead to innovation?

How are people included and excluded from our community?

Design thinking

What are some of the challenges of "rough sleep"?

What Do You Do with a Problem? by Kobi Yamada

What resources are available in our community?

Food Security

How are we connected?

citizenship

D2.Civ.2.3-5. Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.

D4.1.3-5. Construct arguments using claims and evidence from multiple sources.

D4.2.3-5. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

D4.3.3-5. Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

D4.7.3-5. Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

D4.6.3-5. Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

D4.8.3-5. Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

Maddi’s Fridge by Lois Brandt https://www.youtube.com/watch?v=To07TjBnrNY

What is the role of Second Harvest in our community?

Technology

Help Share the story

How will we find our way?

Mapping skills

D2.Geo.1.3-5. Construct maps and other graphic representations of both familiar and unfamiliar places.

Gathering and manipulating data

Book: IF: A Mind Bending New Way of Looking at Big Ideas and Numbers by David Smith, illustrated by Steve Adams

Make a big idea small: Have students poll one another or several other classes about demographics; ask about gender, age, background, family structure, etc. Have students map out these demographics on charts; what percent of our class was born in Canada? How many students are female? Work with the class to reduce information to a smaller number, e.g. “If all the grade 6 students at our school were represented by 10 people…” Use this concept to create infographics about global poverty, homelessness in Japan, food insecurity, or other social issues

Examining patterns and relationships

School based connections

Experts in the community

Neighborhood walking tour

examine architecture

Evidence of citizenship within the neighborhood

Other resources

Books

Videos

Who decides?

Language Arts

Perspective taking: Hostile Architecture

Second Harvest

former clients

architects

D2.Civ.10.3-5. Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.

D3.4.3-5. Use evidence to develop claims in response to compelling questions.

Historical thinking

Art

Responding personally and critically

Photo Essay: How does childhood hunger affect the lives of children in Tokyo? https://docs.google.com/document/d/1D4Ohm4hZZFfXolLe57HC5nI9G-N_YpUcY5d9gGsJutU/edit

Cost of living

D2.Eco.1.3-5. Compare the benefits and costs of individual choices.

The Lunch Thief by Anne C. Bromley, illustrated by Robert Casilla

Identity: How do I belong?

Tokyo

The Hundred Dresses Eleanor Estes, illustrated by Louis Slobodkin

Living in Japan

Global Citizen

Volunteerism