This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

Students analyze the concepts of identity, stereotyping, and discrimination by reading picture books; identify how these concepts are dealt with in each book; and discuss concrete actions to stop discrimination.

An introductory Circle invites participants to consider values that are important to them and the group.

Students use online resources to analyze current voter registration and turnout rates in their state and local community. They also explore potential roadblocks to the voting process (e.g., felon disenfranchisement and voter fraud).

This activity focuses on being an individual and reminds students that it is okay to be different.

This lesson guides students to explore color in art and the connection of color to emotions.

Step 1 - Inquire: Students explore colors, matching colors that relate to how they are feeling.

Step 2 - Investigate: Students investigate climate change artworks and identify colors and the feeling connected to that artwork.

Step 3 - Inspire: Students create their own color artwork to demonstrate a chosen feeling related to an artwork they are viewing.

This lesson engages students with identifying their own emotions through responding to artworks with body language, facial expressions, and their own artwork.

Step 1 - Inquire: Students identify different emotions and identify their emotional responses to artworks.

Step 2 - Investigate: Students engage with their emotions and share their emotions about climate change artworks.

Step 3 - Inspire: Students share their emotional responses through the creation of a collaged emotions artwork.

What do We Share? asks students to demonstrate their argumentative and comparative writing skills.

This lesson explicitly teaches students to be more conscious of other people’s feelings to create a more accepting and respectful school community.

This lesson provides a framework that will help students talk about their own and others’ families in safe, caring ways.

What’s the Argument? asks students to demonstrate their argumentative and analytical writing skills.

Almost every teacher has heard students use the expression, “that’s so gay” as a way of putting down or insulting someone (or to describe something). These lessons will help students examine how inappropriate language can hurt, and will help them think of ways to end this kind of name-calling.

What’s the Impact? asks students to demonstrate their explanatory and informative writing skills.

Where I Stand asks students to demonstrate their argumentative and analytical writing skills.

Students will learn to speak to a group and listen while others speak.
Students will learn about similarities and differences within the classroom and with our families. (Extension will be to make symbolic flag for families which leads into the US Symbols lesson).
Students will learn the meaning of strengths and struggles and begin to understand what their own strengths and struggles are.
Students will learn how they can help others in the class throughout the year, as well as others in their families.
Students will produce a class quilt of pictures of working collaborative to help each other.

Grammy-nominated rock band P.O.D. spreads the message that surrounding yourself with positive friends who share your love of life will get you through any tough situation. After completing the P.O.D worksheet, encourage students to share their natural highs by having them hashtag #LiveNaturallyHigh on their social media accounts.

How to use our resources:
1) Watch a dynamic video featuring a powerful, personal story
2) Discuss the video in a group using provided discussion guides
3) Engage in deeper learning through fun, interactive activities that reinforce the concepts from the video.

In small groups and in a fishbowl discussion, students consider how race affected the trial of George Zimmerman for the murder of Trayvon Martin.