Service-Learning Unit Plan

Service-Learning Unit Plan

NYLC for Guilford County Schools

Title: Using the issue of safety and security to analyze changes in society

over time.

Grade Level: 9th

Subject: Social Studies

Course: World History

Duration: Semester

Stage 1

Big idea and desired outcome

Big Idea: Social change over time

Desired outcome: Students will demonstrate their understanding of the

ways societies have changed and evolved over time and the catalyst for

change.

Essential Questions (1-2, complex, provocative, ambiguous)

• How and why do civilizations change overtime?

• What aspects of civilizations are common across time and location?

Knowledge and Skills

Skill Competency: The learner will acquire strategies needed for applying

decision-making and problem-solving techniques both orally and in writing

to historic, contemporary, and controversial world issues.

Knowledge

Students will understand the ways conflict/power; civilizations and

citizenship affect the implementation of and practice of creating a safe and

secure society.

NCSCOS Goals/Objectives

Goal 8: Patterns of History - The learner will assess the influence of ideals,

values, beliefs, and traditions on current global events and issues.

Goal 8.05: Analyze how the changing and competing components of

cultures have led to current global issues and conflicts, and hypothesize

solutions to persistent problems.

Goal 6: Patterns of Social Order - The learner will investigate social and

economic organization in various societies throughout time in order to

understand the shifts in power and status that have occurred.

Goal 6.06 Trace the development of internal conflicts due to differences in

religion, race, culture, and group loyalties in various areas of the world.



Stage 2

Assessments: Formative and Summative Student Products and Performances

Students will be required to maintain a journal of the process of planning

and enacting their service project to be monitored weekly (reflection piece).

Students will be required to take quizzes and tests to evaluate knowledge of

goal 6 and 8 that focus on specific portions of the overall goal.

Students will be required to create and maintain a timeline tracking societal

changes over time illustrating current global issues and conflicts.

Students will be required to compile artifacts created during Lessons 1-8

that will document and evaluate current societal safety and security issues

and include proposed solutions. (Good summative assessment)

Students will be required to present their findings using any of the multiple

intelligences (using linguistics- write an article, logical/ mathematical-

flowchart of the project, bodily/ kinesthetic- play, spatial-website, musical-

song, interpersonal- peer teaching) they feel comfortable doing. (Good

summative assessment). This is part of the Lessons 1-8.

Rubrics Will be attached to individual assignments.

Stage 3 Academic Instructional Procedures and Activities

Pre-service Academic Learning Activities Investigation Planning and Preparation

Investigation

(The following is intended to span the semester and afford opportunities to

connect issues of safety and security as a motif woven throughout the goals

beginning with early civilizations and ending with modern issues associated

with this issue. Culminating with students attempting to address this issue

for themselves and their community and the world).

Lesson plans will suggest appropriate areas to incorporate discussions or

activities related to safety and security while maintaining alignment with

NCSOS.

Through classroom discussions and work sheets (and other varied

instructional techniques), students will investigate safety and security issues

through various periods of time, societies and at various levels (i.e.

personal, classroom, school etc.).

Students will be introduced to the concepts of safety and security and what

it means to them individually.

Preparation

Invite a member of the community (concerned with safety and or security

i.e. a police officer, D.A. etc.) to give a lecture or discussion about safety

and security in the community and the existing policies to address these

issues. Students will then brainstorm ideas and list possible solutions.



Students and teacher will complete a needs assessment of their

community‟s safety and security needs.

Based on the results of the needs assessment, students will choose a service

opportunity that they feel addresses this issue in their community.

Service Activities

(The following are some examples of potential service opportunities but

this is to be student driven and should involve community partners).

Organize a Neighborhood Watch in their community – Students will

research, design and implement a neighborhood watch in their community.

If one is in existence already, the students will bring fresh energy and focus

to the watch through personal involvement and new community

partnerships.

Youth Speak: Student-led community initiative: Through this

student-led initiative, teens experienced the power of youth in

governance through planning, implementation, and accountability of

the community initiative of their choice.

Safety Legislation Proposal- Students will create a proposal for a law or

ordinance to promote safety and security. (Students will have research

existing legislation that deals with this issue and decide whether to draft a

new proposal for a completely new law or rework existing legislation).

Closing/Demonstration Activities

(Closing activities should reflect some aspect of the experience for students

as well as serve as a celebration of their efforts/ continued efforts).

For example: Safety Legislation Proposal- students will plan and deliver

their proposal to the local governing body as well as discuss why they

decided to address this issue and what they want to happen continuously

with the issue in the future.

Teacher/ student will videotape and or take pictures as they make their

presentation. Students will then compile a “how to” manual for future

students who may want to do a similar service. (Teacher can arrange for

these pictures and or video to be viewed by the entire student body and

possibly be aired on a public access channel.)

Reflection Activities (share, process, generalize, analyze, evaluate)

At, the end of the year students complete a written reflection on the process,

the implementation and presentation of their experiences during service.

Students will participate in a round table forum to discuss the successes and

shortcomings of getting the proposal completed and presented. They

complete an evaluation survey that allows them to make recommendations

for improvement. Then…it is PARTY TIME.

Materials Needed Internet access for

Resources Available City Council

County Commissioners,



research, print

capabilities,

web development,

video cameras,

digital cameras,

various maps of

neighborhoods, city, etc.,

survey sheets,

planning checklists,

reflection sheets,

handouts provided,

paper, pens, pencils.

United Way,

Police,

Members of a Community Watch,

Boys/Girls Clubs,

School leaders,

Parents and community members

Rubrics

Civics.org



Title: World History Grade 9

Lesson 1

Essential Question: How are the issues of safety and security addressed in early civilizations?

The learner will examine the concepts of safety and security and make connections to early

examples of how ancient civilizations attempted to resolve issues of safety and security.

Duration: 90+ minutes

Objectives 1.06: What are the features of a civilization?

2.01: What are the characteristics led to the development and achievements of early civilizations?

2.02: What are the lasting effects of the Greek Empire?

Skills: The learner will acquire strategies needed for applying decision-making and problem-solving

techniques both orally and in writing to historic, contemporary, and controversial world issues

Essential Concepts / Essential Vocabulary: safety, security, civilization, citizenship,

authority, power, conflict, Hammurabi, Greek Law, Roman Law, jurisprudence

Procedures: When beginning this service learning unit, the teacher should have completed

Goal One and be into Goal Two so that connections can be made and guidance offered to the

students. The first lesson will probably take one and a half to two blocks of time. Begin thinking

about potential community stakeholders/ partners that could visit the class and speak to the

students about issues/concerns in their communities . You can encourage students to reach out

for the community presenter as the lessons are unfolding. There are several opportunities for

teachable moments and authentic discussion amongst students.

1. Activator: Show video clips or pictures of different historical conflicts that have

threatened safety and security. Possible examples could include: WWII, Civil

War/Revolutionary War, Morningside Shooting – 1979 in Greensboro, NC. Students will reflect

on the different conflicts using a series of prompts either as a handout, on the board, or projected

on a screen: (students should not try to answer these too specifically, it is an exercise in

generalities to help make connections from a global experience, to a national event, to a local

event)

1. What is happening? 2. Why is it happening? 3. Who is involved? 4. Whose safety or security is being threatened? 5. Where is it happening? 6. What emotions are evoked in you while watching the conflicts?



2. Brainstorm: Define and then use pair/share to compare the ideas of safety and security . As a class list ideas on the board and through class discussion come to a consensus definition of safety and security and how they are related. Flesh out ideas that might be vague. 3. Explore: Anarchy versus Safety/Security: Have students illustrate (in a picture) what they envision as a safe and secure society and a society with no safety or security provisions. (Guide the students to early civilizations and move them into the next activity). 4. Writing Prompt: How do societies attempt to ensure, maintain, and provide for safety and security? What activities or organizations are supposed to help? Which organization is responsible? (Complete attached graphic organizer) 5. Introduction to Service Learning: What is service learning? Explore with the class the attached scenario sheet that can help clarify differences in community service, service learning, community based learning and volunteerism. Students will complete the K and W of attached KWL sheet on safety/security and how service learning can be combined. Alternately, students could create analogies to show linkage between service and safety and security. 6. Timeline: Create a timeline of law development in different civilizations discussed throughout the course. This is not necessarily intended to be a finished product in one lesson. 7. Closing for today: Ticket out the door: Jot down how your individual perceptions of safety and security have changed. If your perception is not changed, tell me why. Attachments: Graphic Organizer on Safety and Security (attached “Danger”) PPT of images re: security (to come) Discovery Education: The cost of Freedom: Civil Liberties, security and the USA Patriot Act Video segment: More Security: Less Liberty



How do societies attempt to provide, maintain and ensure safety and security? What activities

or organizations are supposed to help with this issue? Which is responsible for what (safety or

security) or are they responsible for both?

Remedy Safety or Security or Both How effective is it? How can they be

improved, if judged not

effective?



How do societies attempt to provide, maintain and ensure safety and security? What activities

or organizations are supposed to help with this issue? Which is responsible for what (safety or

security) or are they responsible for both?

Remedy Safety or Security or

Both

How effective is it? How can they

be improved,

if judged not

effective?

Police Departments

Both

Governments

Both

Laws

Both



Lesson 2

Objectives:

2.03.What are the lasting political, economic and social influences of the Roman Empire?

2.05: What are the components of Chinese and Japanese achievements?

2.06: What conditions gave rise to the Byzantine Civilizations? What is the significance of their

achievements?

2.08: What is the significance of the achievements of the major civilizations of the America‟s?

Skills: The learner will acquire strategies needed for applying decision-making and problem-solving

techniques both orally and in writing to historic, contemporary, and controversial world issues.

Essential Questions: • How and why do civilizations change over time?

• What aspects of civilizations are common across time and location?

Duration: 90 minutes

Goal: The learner will examine the concepts of safety and security and make connections to

early examples of how ancient civilizations attempted to resolve issues of safety and security.

Procedures: When preparing for this lesson, the teacher should be through Goals 3.01 and 3.02

and working towards the Renaissance.

1. Activator: Journal for two minutes: (free write): What features are necessary to be

considered a civilization? How did ancient civilizations provide for safety and security? (The

teacher may want to consider time allowed for each free write. A template for open mind graphic

organizer is attached.)

2. Link to prior knowledge: Timeline work (if not finished). Timelines should evolve

(with teacher guidance) into a comprehensive artifact that will reflect a noted civilization, the

time period, and who codified the laws. (The latter part of this timeline is a front loading of some

prior knowledge to help students make the connection between what happened in the past and

how it impacted modern law. Students will be able to refer to the timeline artifact as they

complete other assignments.)

3. Small Group Activity: (pose question on board: WHY CODIFY?) In small groups-

using the timeline created, students should select two laws from each civilization and evaluate if

they address safety or security concerns, or both.

4. Homework: Reflection Journal: Do we live in a civilization? What are some ways that

we try to address safety and security issues today?



Lesson 3

Goals: 3.01 and 3.02 (When preparing for this lesson, students will have completed Goals 3.01

and 3.02 and will be preparing for unit on the Renaissance. This marks the beginning of the

service-learning cycle as students are analyzing underlying issues related to safety and security

in Europe after the fall of the Roman Empire.

Related Objectives:

Goals 3.02 What contributed to the emergence of nation states and how did nation states impact life in

medieval Europe?

3.04 What are the causes and effects of European exploration?

3.05 What are the causes and effects of European expansion on Africans, pre-Columbian Americans, and

Asians?

Essential Question:

How do issues of safety and security impact Europe after the fall of the Roman Empire?

Essential Concepts and Essential Vocabulary: safety, security, civilization,

citizenship, authority, power, conflict

Procedures:

1. Students will complete a graphic organizer on European life under Roman control, and

European life during the Dark Ages. (Attached)

2. Students will complete graphic organizer on the hierarchy of the feudal system.

3. Compare the feudal system of Japan with the feudal system in Europe. (p. 361 ML).

4. Show PPT on Fall of Rome and the beginning of the Middle Ages (attached)

Closing Reflection:

As a class, reflect on how the various safety and security needs were addressed and how

effective the methods were. (The teacher could use another copy of the graphic organizer from

the first lesson to help facilitate authentic ratings and discussion.)

Homework:

Journal assignment: How did the need for safety and security impact the development of the

Middle Ages?



Compare how the need for safety and security may have been different from the early

civilization we have already studied

Also, look around/survey your neighborhood/community, Be prepared to share safety and

security issues/problems you identified. (Complete problem/solutions sheet attached to address

safety and security in the community.)

Teacher Resources:

Primary Documents

3.03 Patterns of Interaction pages: 468-501

Primary Sources:

The Courtier, from The Prince;

A Conference with Elizabeth I

The Art of Painting from The Notebooks, from the Ninety-Five Theses

The St. Bartholomew‟s Day Massacre,\

Luther: Giant of His Time and Ours

Literature Resource:

The Agony and Ecstasy

Recommended Discovery Education (United Streaming) Resources:

Reformation (02:13)

European Influences (01:28)

A Cultural Awakening (05:21)

The politics of the Prince (05:09)

Early Modern Europe (05:00)

Medieval and Re naissance Europe (06:24)



Lesson 4

Objectives:

4.01: What are the causes and effects of political revolutions in the 17th-19th centuries?

4.03: How did Nationalism contribute to European Revolutions?

4.05: What were the causes and effects of nationalistic opposition towards European Imperialism?

Essential Questions: • How and why do civilizations change overtime? • What aspects of civilizations are common across time and location? Duration: 90 minutes

Goal: In this lesson, students will be engaged in and learning about the Enlightenment and

Nationalism. This lesson will help students investigate service opportunities for their project.

Procedures: 1. Activator: Journal: What is the purpose of government? How might safety and security issues become a catalyst for revolution and change in society? 2. Whole class: Explore Enlightenment Thinkers Activity: (attached) 3. Invite a community member to discuss issues/problems identified by students in Lesson 3. Examples of possible community partners are school board members, administrators, city council

members, police officers, veterans, neighborhood watch coordinators, district attorney, etc. Encourage

students to identify and/or contact these community members. After hearing from a community

member, students can begin creating a needs assessment. (Teacher Note: You may want to

schedule community speaker(s) prior to completing Lesson 5).

4.. Whole class/small groups: Have students review a local newspaper (online if no paper subscription is available) for examples of safety and security issues/problems being addressed in the community. Students should then revisit their problem/solutions sheet (Lesson 3) to determine if the possible solutions they suggested are valid. If not, students should create alternate possible solutions to share with the class. Homework: Complete Project Development Chart (there are a couple different problem/solution sheets attached that the teacher/students could choose to use).)



Lesson 5

Essential Questions: • How and why do civilizations change overtime? • What aspects of civilizations are common across time and location?

Duration: 90 minutes

Goal: Students will be engaged in and learning about Global Conflict such as WWI or WWII.)

Procedures:

1. Activator: Journal: How is safety and security in the twentieth century being threatened by

global conflicts such as WWI and/or WWII?

2. Small groups: Compare how different societies addressed safety and security issues using the

matrix provided. Identify similarities in addressing safety and security issues in these societies,

4. Small group: After hearing from a community stakeholder, students meet in small groups to

begin developing a proposal for change. Students can utilize a sequence organizer or a goal completion

sheet to organize proposal. Students will eventually present their plan to the community

stakeholder.(Exemplar proposal is attached to help structure the students’ work.)

Homework:

Students should take proposal home to work on independently. Teachers may decide to monitor student

progress in some form (informally or collect for formative assessment) to ensure students are working

towards completion.



Lesson 6

Essential Questions: • How and why do civilizations change overtime? • What aspects of civilizations are common across time and location?

Duration: Varies according to delivery method.

Goal: To ensure there are connections to active citizenship in the 21st century and how

individuals address safety and security change over time. This is a service-learning lesson, and

authentic when students make connections to:

how civilizations change over time and how safety, and:

security are common themes across time and location.

Facilitate student planning and preparation to ensure roles and responsibilities of all group

members is articulated; timeline and resources are realistic; etc.

Procedures:

(When preparing for this lesson, it is important to remember that the students will be presenting

to their chosen community stakeholder to present their research and proposal for change)

. 1. Activator: Journal writing: Explaining your proposal presentations that will be giving to your

community stakeholder/partner. (This is very important as it will be revisited to use in the post-reflection.

2. Whole class: Student/spokesperson will deliver the proposal to community stakeholder/partner.

(There may be only one speaker or possibly a few speaker (depending on what students decide in their

proposal), all students should be contributing to the consensus opinion(s) and be knowledgeable on the

topics of safety and security. Delivery options include: one person speaking to their community

stakeholder/partner; presenting a video, submitting a letter, etc. Video documentation of the delivery

option would be helpful with a debrief and evaluation of the experience.)

3. Individual journaling: Once back in class (or home if the delivery is off campus) students

should journal about their individual reactions to the experience. By referencing the pre-delivery journal,

students can reflect and compare if what actually happened aligned with their expectations.



Lesson 7

Duration: A combination of time in and out of class will work best to facilitate course

objectives/goals and complete service-learning outcomes outlined in this set of lesson plans.

Goal: After completing service presentations to community stakeholder/partner, student are

ready to make connections to the bigger ideas of the unit. This lesson will be most effective if it

occurs right after the service delivery because reactions and reflections will be fresh and

authentic.

Procedure:

1. Post-delivery Reflection: Choose one of the following activities (or something designed

by the teacher) to help process the service experience and to ensure students, as members of the

global community, understand how their service experience relates to safety and security. A

fundamental component of these post-delivery products should include a student reflection sheet

for evaluation (attached) that will be given to the teacher.

Examples of Activities:

1. Create a “How to propose change” manual for younger students.

2. Write an essay presenting the issues of safety and security from several points of view

(global, national, state, local, as potential connections).

3. Create and deliver a public service announcement or podcast connecting the importance

of civic responsibility in local, national or global issues through a safety/security lens.

4. Create a multimedia presentation of student concern that addresses the issues of safety

and security over time and how different civilizations handled these concerns. One of the

mandated times would be the post-2000 era.

5. Create a timeline or flowchart of the service learning project making sure to incorporate

„aha moments‟ and roadblocks students had to overcome during their project.

(Please note that these are simply examples that could demonstrate and extend student

learning. Teachers can use rubrics developed with students to assess products.)



Lesson 8

Goal: This lesson is focused on feedback from community stakeholder/partners and gathering

thoughts for improvement in the future. When preparing for this lesson, the students will have

completed Lessons 3-7 including completion of their service experience, a post-service product,

and reflections that made connections to the bigger ideas of the unit

Duration:

A combination of time in and out of class will facilitate this set of lesson plans and service-

learning component to best ensure student engagement and learning. Students should follow up

directly with community stakeholders/partners that were involved in the service learning and

collect feedback to report back to the class at large. (Form attached).

Procedure:

1. Activator: Journal - What does this quote mean to you?

“Change will not come if we wait for some other person or some other time. We are the

ones we've been waiting for. We are the change we seek.” President Obama

As you journal, be thoughtful about your recent service-learning activity and what you

have learned about yourself and your community. Students might want to use the Open

Mind graphic to focus their thoughts.

2. Whole class debrief: Present your post-service products to the class and the class will discuss

community members and stakeholders‟ evaluation of the service project. Brainstorm ways to

improve the experience for future participants.