To be good citizens, we have to think about the whole of our lives—about how we treat the people around us, how well we take care of the natural world, and what impact all our actions will have on the future. This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 11. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry. 

While the French had kept their end of the bargain by completing the statue itself, the Americans had still not fulfilled their commitment to erect a pedestal. In this lesson, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York.

Help clarify the nature of symbols for your students as they study the Statue of Liberty, complete research on a national symbol, and use their research to communicate a message of their own.

SYNOPSIS: In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

SCIENTIST NOTES: In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

POSITIVES:
-Students participate in whole and small group discussions and exploration.
-Students explore topics through hands-on inquiry-based activities.
-Students share information and encourage positive climate action.

ADDITIONAL PREREQUISITES:
-Most required materials are typical classroom items. However, the teacher will need to source some additional materials to complete the mini-lessons and stations, such as pizza boxes, aluminum foil, thermometers, etc.

DIFFERENTIATION:
-This lesson was designed to be used in a kindergarten classroom but can easily be modified for first and second grade. See Station and Mini-Lesson Guide for more information about scaffolding the lesson up or down for students.
-Students work at their own pace in stations.
-Students choose a method of sharing knowledge according to their personal learning.
-Additional or alternative texts:
-Sun! One in a Billion by Stacy McAnulty
-This text focuses on the sun and space, with the sun serving as the narrator.
-The Sun Is My Favorite Star by Frank Asch
-Narrative with beautiful imagery.
-Simple text. It may be appropriate for some students to read independently.
-Running on Sunshine: How Does Solar Energy Work? by Carolyn Cinami DeCristofano
-nonfiction text
-This book can be quite dense, so it may be best to read it in chunks for younger students.

The estimated number of undocumented immigrants living in the United States in 2018 is 11.3 million. Of these, about 3.6 million entered the U.S. before their 18th birthday. This latter group, the Dreamers, have been advocating for a path towards legal residency and citizenship since 2001. This lesson will explore the origins of the Development, Relief and Education for Alien Minors Act (DREAM Act) and connect the story of Tereza Lee, the first DREAMer, and the current struggles of others like her against possible family separation and deportation.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 6.4, 7.5, 8.7, 8.8, 8.9, HS.1, HS.2, HS.6, HS.9, HS.10, HS.11
Economics: HS.24
Geography: HS.51
Historical Knowledge: 8.22, 8.25, HS.58, HS.61, HS.64, HS.65
Historical Thinking: 8.32, HS.67, HS.69, HS.70
Social Science Analysis: 6.24, 6.26, 6.27, 6.28, 7.27, 7.29, 7.30, 8.33, 8.34, 8.36, HS.71, HS.72, HS.73, HS.75, HS.77, HS.78

Courses in the Topics in Social Theory and Practice series feature in-depth considerations of such topics with reflections on their implications for social change.
The topic for Fall 2014 is race and racism. We will consider a variety of arguments for and against the biological and / or social “reality” of race—taking into account purported races other than those defined by the black / white binary and the intersection of race with other social categories. We will then consider a number of accounts of racism, contemporary manifestations of racism, and potential counter-measures.

SYNOPSIS: In this final lesson in the green spaces unit, students will use their knowledge to take action.

SCIENTIST NOTES: The lesson emphasizes ways to create awareness to localize green spaces in classroom or community. This technique is suitable for students to adopt. This lesson has no scientific misconceptions and is recommended for use in the classroom.

POSITIVES:
-Students have great agency and control over their projects.
-Students can have a direct and positive impact on their classroom space.

ADDITIONAL PREREQUISITES:
-This is lesson 6 of 6 in our 3rd-5th grade Green Spaces unit.
-Students should be familiar with green spaces by completing the previous lessons in this unit plan.
-Following up with all the students and their projects will most likely take a lot of time. For example, writing a short letter to the principal is very different from planning and executing a school garden. Make sure to provide reasonable guidelines for how much extra class time can be spent on the projects.

DIFFERENTIATION:
-Students can pursue their projects individually or in groups.
-Weaker students may need more support than others, depending on which project they choose to pursue.
-Some students may have difficulty choosing a topic. Finding them a good partner or partners might help them fully engage in this project.

These are course materials for a new course at the intersection of civil discourse and public policy.  The course was developed and taught at the Biden School at the University of Delaware.  Support for this course was provided by the Stavros Niarchos Foundation Ithaca Initiative.

This lesson covers the four U.S. wars fought during the 1800s, linking each to other civics content, such as U.S. territories, the national anthem, and the celebration of Memorial Day. We recommend teaching the lesson on the Civil War prior to this one. Covers civics test items 72, 73, 91, 98, and 100.

United States Government: The Basics of Government Function, Structure, and ProcessDeborah Smith Hoag, Remix Lead AuthorRichard Fonte, Remix AuthorGlen Krutz, Content Lead - OpenStax VersionSylvie Waskiewicz, Lead Editor/OpenstaxCover Photo Attribution:  Carol M. Highsmith (2007) Library of Congress

Writing in the wake of the Civil War, poet Walt Whitman insisted that “the real war will never get in the books.” Throughout American history, the experience of war has fundamentally shaped the ways that Americans think about themselves, their fellow Americans, and the meanings of national citizenship. War has also posed challenges of representation, both for those who fought as well as those who did not. This subject examines how Americans have told the stories of modern war in history, literature, and popular culture, and interprets them in terms of changing ideas about American national identity.

SYNOPSIS: In this lesson, students learn about youth activists around the world, choose an environmental campaign, and collect data to support their campaign.

SCIENTIST NOTES: This lesson has students identify key environmental problems that concern them, learn from other young environmental activists, evaluate other activists' work, and take action to solve the environmental issues in their community. All materials embedded in the lesson are properly sourced. Accordingly, this lesson has passed our scientific credibility.

POSITIVES:
-Students are able to share their climate feelings with each other.
-Students are inspired by youth climate activists around the world.
-Students collaborate to create a class climate action plan.
-Students collect data in a real-world context.

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 6 in our 3rd-5th grade Art for the Earth unit.
-Students will need enough iPads or laptops to complete Option #1 in the Investigate section. If there are not enough devices for every student, this can be completed in groups or as a whole class.
-Students will need an understanding of how to collect data in a table and the importance of accuracy and consistency in data collection.
-The Explore Youth Activists Student Document should be printed or shared digitally with the students before class.

DIFFERENTIATION:
-The Investigate section of this lesson features two options. Choose the one that fits best for your students.
-Be strategic with partnering and grouping students throughout this lesson. When discussing feelings and ability to make change, it may be best to group students together who have varying levels of interpersonal intelligence, intrapersonal intelligence, and existential intelligence.
-A talking stick may be a great tool to use when students are choosing the class campaign.
-The Inspire section calls for data collection. Depending on your campaign, it may be difficult for all students to participate. A select group of students could be the "data collectors" for the class. Another idea is to have students collect data in waves or groups outside of regular class time. Students could then collate the data into one larger data set.

In this seminar you will learn about different types of communities. During the activities, you will get to explore the pros and cons of each type of community. You will use this knowledge to compare and contrast the three types of communities. Then you will be in charge of choosing a community type to build a new school in and try to persuade your audience to agree with you!Standards5.2.4.A - Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.

What requirements must an immigrant meet in order to be eligible for naturalization in the United States? Created by Kimberly Kutz.

SYNOPSIS: This lesson introduces students to climate change and the idea that renewable energy sources are a better choice for the planet.

SCIENTIST NOTES: This lesson introduces students to climate change and provides an excellent resource that illustrates how climate change impacts life in New Jersey. The energy independent island Samsø, Denmark is presented through a reading of Energy Island by Alan Drummond, and a Venn diagram is provided so students can compare Samsø to their hometown. Students are tasked with designing a zero emission ferry for Samsø and are challenged to see how climate change affects them and how an 8-12 year old can make a difference. This lesson is recommended for teaching.

POSITIVES:
-This lesson allows for a collaborative learning environment for students as it builds on understanding of climate change.
-This lesson features a problem-based approach to learning where students are immersed in solving a real-world problem.
-Students connect a real idealistic community to their own to see what is possible.
-This lesson follows the engineering design process.

ADDITIONAL PREREQUISITES:
-Students should have a basic understanding of climate change.
-Students should have an understanding of the engineering design process.

DIFFERENTIATION:
-Students can think-pair-share during the read aloud where students can make predictions or answer questions.
-You can pause the read aloud for students to make observations and predictions about the story.
-Groups of students with mixed abilities can collaborate on their ferry design challenge project.

In this seminar you will learn about some of the rights of a citizen in the United States. You will think about the rights that you have as a citizen and rank their importance according to your beliefs. You will have to use the “remaining open to continuous learning” habit of mind in this seminar. Additionally, you will get to create your own Classroom Bill of Rights!StandardsSS5CG2 Explain the process by which amendments to the U.S. Constitution are made.SS5CG1 Explain how a citizen's rights are protected under the U.S. Constitution.SS5CG1.a. Explain the responsibilities of a citizen.

In this lesson you will learn about some of the rights of a citizen in the United States. You will think about the rights that you have as a citizen and rank their importance according to your beliefs.  Additionally, you will get to create your own Classroom Bill of Rights!Objectives Students will be able to use historical documents and secondary sources to determine the origin and purpose of the United States government.I can make observations about historical documents and connect my observations to secondary source material to draw conclusions about the purpose of government. StandardsColorado Overarching Social Studies Strand: SS.5.4.2: The origins, structures, and functions of the United States government. 

In this seminar you will learn about some of the rights of a citizen in the United States. You will think about the rights that you have as a citizen and rank their importance according to your beliefs. You will have to use the “remaining open to continuous learning” habit of mind in this seminar. Additionally, you will get to create your own Classroom Bill of Rights!Standards5.2.4.A - Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.