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d. It prohibits discrimination in public places and requires that people with disabilities receive appropriate access to facilities.
Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
Article 5: Being a Global Citizen Word Count: 334 Vocabulary: universal human rights: rights that are inherent to every person High Impact Teaching Strategies: Collaborative Learning, Differentiated Teaching, Feedback, Questioning, Structuring Lessons Lesson Plan: 1. Begin the lesson with a class discussion: a. What is a citizen? (Answers will vary.) b. What does it mean to be a citizen? (Answers will vary.) c. Can you be a citizen of more than one place? (Answers will vary.) 2. Read the article. 3. Divide the class into four groups. Give each group a copy of the Map of Asaeāna. Each group will receive a different scenario from the graphic organizer Thinking Globally. 4. Print enough of each scenario so each group member can have a copy. 5. Students should work together to develop a solution to the scenario they are given, using the conflict resolution steps from the article. 6. As students work on their assigned scenario, circulate to provide support and feedback. Scaffold the activity for students that need additional time and assistance. 7. After completing the activity, have each group present their problem and solutions to the class. Students may present their findings by drawing images, creating an infographic or poster, designing a digital presentation, etc. Article Assessment Questions: 1. What is the last step in the process for being an active global citizen? a. creating a plan b. involving other people c. learning about the problem d. locating organizations who will help 2. Which is not a universal human right? a. the right to life b. the right to liberty c. the right to healthcare d. the right to pursue happiness 3. What should people do when they don’t understand or agree with someone? Citizens | Week 23
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