In this Animating Civic Action lesson, from the Washington Office of Superintendent of Public Instruction and Washington State Governor's Office of the Education Ombuds, students listen to the story of Jared, a student experiencing homelessness. Students are asked to examine what it means to be homeless, to identify how homelessness affects people and to and to consider ways they can act to take action against homeless n their school community.

Often throughout American history former refugees rise to be community leaders dedicating their lives to helping others. Refugees often overcome key obstacles including language and culture to become important activists addressing social and political problems. Refugees offer key perspectives on the application of civic virtues and human rights. In this lesson students will hear from three refugee students about their experiences. Then, students will be asked to:Identify and describe obstacles student refugees encounter while assimilating at school.Identify reasons why refugees go on to develop a strong sense of civic duty and desire to give back to their communities. Research and identify ways they can take civic action to build a better community.

Japanese American Memorial Pilgrimages has developed lessons, supplemental resources, and educational documentary videos to accompany the memoir Child Prisoner in American Concentration Camps by Mako Nakagawa.

This lesson plan can is geared for social studies, but can also be used in other content areas.

Trauma can result when a group of people are forced away from their schools, friends, businesses/work, neighborhoods/communities, then incarcerated without due process, under difficult conditions.
Students explore how historical and traumatic events such as Japanese American incarceration affect communities for the long term and how communities have worked to heal.

Note: This is not a ‘typical’ social studies lesson on Japanese American incarceration. It will involve working with material regarding trauma.
Activities 1 and 2 cover life skills and can be offered in the classroom at any time. (It may be ideal to teach this toward the beginning of the school year) Activity 3 is a foundational piece on what intergenerational trauma is. Activities 4, 5 and 6 go deeper into this topic.

ObjectivesBy the end of this session, we will be able to:● Partner with administrators to develop a realistic,scaffolded action plan for beginning to align CSCPstaff use of time with 5030 and the ASCA NationalModel● Consider how the CSCP will begin to shift this yearto incorporate preventative, proactive,developmentally appropriate Tier 1 activities for ALLstudents

Communicate Boundaries and Practice Consent: Setting and respecting boundaries of all types – physical, digital, emotional – are central to a healthy relationship. Practicing affirmative consent is one form of establishing boundaries that requires being a respectful “asker” and “receiver.”

Help a friend in an unhealthy relationship: We all play a critical role in supporting our friends to be in healthy relationships. To effectively help our friends, we need to recognize when they are experiencing or engaging in unhealthy behaviors. We then need to have the courage to have the conversation and the knowledge of how to safely intervene as a bystander.

Practice Healthy Relationship Behaviors: Everyone deserves to be in healthy relationships. This means having the knowledge and skills to: (1) live the 10 Signs of a Healthy Relationship, (2) set expectations for what we deserve in a relationship, and (3) build a healthy relationship with ourselves.

Intergenerational Stories
A Lesson Developed and Contributed by Christine Hennig, MA, LMHP, ATR With a Link to Copyrighted Dick Blick Lesson Plan “Home Town Map” www.DickBlick.com

Objectives (Elders):
1. To encourage reminiscence, which has been shown to be beneficial for elders

2. To increase feelings of self-worth by discovering that elders have interesting stories to tell about their lives

3. To increase feelings of self-worth by passing on their wisdom to young people

4. To brighten moods through contact with young people

Objectives (Children):
1. To bring history lessons they may have learned in school to life through contact with people who have “lived it”

2. To encourage respect for elders by discovering what they have lived through and learned from their experiences

3. To increase tolerance for disability and aging

Audiences:
This is a project to complete with a small group of elderly people plus a small group of school-aged children. It is recommended that you have group facilitators for both the elders and the children (i.e., at least two—one for the elders and one for the children). Elders should be high-functioning and be able to tell their stories. Elders with mild dementia, but still good long-term memories, can be involved if there is extra staff or volunteers available to work one-on-one with them and the children to encourage and guide.

This module will provide tips for getting started with the work of aligning CSCP practitioner time with the 80/20 model described in Washington SB 5030: Comprehensive  School Counseling Programs, with emphasis on intentionally considering how to be both efficient and effective with 100% of our time. By the end of this module, learners will be able to: Define "direct services" and "indirect services" and provide appropriate examples of each Analyze their use of time related to direct/indirect services, system supports, fair share, and non-counseling activities Develop efficient and effective work schedules that align to the 80/20 model Share time analysis results with their adminstrator as an advocacy tool to move their CSCP in the direction of the ASCA National Model

Developed by the World Affairs Council of Seattle, this teaching and learning module provides a series of lessons that engage students in exploring the United Nations Sustainable Development Goals. With 17 goals in total, this ambitious framework targets local and global issues ranging from ensuring quality education for all to mitigating climate change. This set of lessons has student facing materials translated into Romanian. __________Elaborat de Consiliul de Afaceri Mondiale din Seattle, acest modul de predare și învățare oferă o serie de lecții care implică elevii în explorarea Obiectivelor de Dezvoltare Durabilă ale Organizației Națiunilor Unite. Cu un total de 17 obiective, acest cadru ambițios vizează probleme locale și globale, de la asigurarea unei educații de calitate pentru toți la atenuarea schimbărilor climatice.

Developed by the World Affairs Council of Seattle, this teaching and learning module provides a series of lessons that engage students in exploring the United Nations Sustainable Development Goals. With 17 goals in total, this ambitious framework targets local and global issues ranging from ensuring quality education for all to mitigating climate change. This set of lessons has student facing materials translated into Spanish. .Desarrollado por el Consejo de Asuntos Mundiales de Seattle, este módulo didáctico proporciona una serie de lecciones que involucran a los estudiantes en la exploración de los Objetivos de Desarrollo Sostenible de las Naciones Unidas. Con un total de 17 objetivos, este marco ambicioso apunta a problemas locales y globales que van desde garantizar una educación de calidad para todos hasta mitigar el cambio climático.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

The Duty & Service module from the Supporting Readiness through Vital Civic Empowerment curriculum, focuses on how individuals are important to establishing a strong community, how civic identity promotes civic engagement, and how to advance change through civic action. There are 15 lessons in this module that include video, student-facing slides, a teacher toolkit, and handouts. The lessons are aligned with the C3 Framework, National Association for Media Literacy Education (NAMLE) Core Principles of Media Literacy Education, and Collaborative for Academic, Social, and Emotional Learning (CASEL) Social and Emotional Learning Competencies.

Educators may modify the materials to suit the specific needs of their students. This may include adapting the
materials for various settings and purposes, provided that such changes are made within the scope of the specific educational use.
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In this training, participants are provided a walk-through of completing the self-assessment, transition plan, and/or CSCP

In this lesson from the World Affairs Council of Seattle - Global Classroom Program, students learn about United Nations Sustainable Development Goal #16: Peace, Justice, and Strong Institutions. Students will engage in a series of individual and collaborative learning activities that prompt them to reflect on the concepts, peace, and justice, and how they are important to creating stable and inclusive societies. Students will work in small groups to assess how societies can enhance civic engagement, representative decision-making, and protect individual and collective freedoms. Students will discuss how to leverage partnerships and cultivate relationships that result in community building. In addition, students will identify and describe the characteristics associated with the rule of law and examine specific case studies that highlight the progress and challenges nations face on this issue. Finally, students will evaluate the role of citizens and government leaders in effectively addressing social and political issues, including action steps that can be taken to support peaceful and inclusive communities.

In this lesson from the World Affairs Council of Seattle - Global Classroom Program,  students explore United Nations Sustainable Development Goal #4: Quality Education. Students will learn about why access to quality education is an essential human right that promotes life-long learning opportunities. They will identify and discuss some of the barriers (economic, political, and social/cultural) faced by youth in different contexts through video clips, reading personal stories, and engaging in additional research activities. Students will examine Article #26 of the Universal Declaration of Human Rights and discuss whether they would change any part of the statement (and why). Then, students will work collaboratively to develop a proposal for achieving greater access to quality education in specific local or global communities. In this activity, students will consider what they have learned about the impact of education on people’s lives and describe how their proposal would advance efforts to reach the targets of SDG #4.

In this lesson from the World Affairs Council of Seattle - Global Classroom Program, students learn about United Nations Sustainable Development Goal #10: Reduced Inequalities. Students will engage in learning activities that include reflecting on short videos, small group discussions, and problem-solving activities. As millions of people have been displaced around the world, this lesson focuses on nations, individual communities, and international organizations that can develop collaborative solutions to address the inequalities that refugees encounter locally and globally. According to the United Nations (2022), “roughly one in five people have experienced discrimination on at least one of the grounds prohibited under international human rights law, such as ethnicity, age, sex, disability, religion, and sexual orientation.” Students will investigate how displaced populations are affected by these elements of discrimination, identify how discrimination and inequality are connected, and work together to design practical action steps to address the issue in different contexts. Overall, this lesson encourages students to think critically and creatively to reduce inequalities and provides an opportunity to bring culturally responsive teaching strategies into their pedagogy. 

Developed by the World Affairs Council of Seattle, this teaching and learning module provides a series of lessons that engage students in exploring the United Nations Sustainable Development Goals. With 17 goals in total, this ambitious framework targets local and global issues ranging from ensuring quality education for all to mitigating climate change.You will find the student-specific instructions provide appropriate translations to assist teachers and students of heritage languages. Overall, these lessons will support students in developing the knowledge, skills, and dispositions that will prepare them for college, career, and civic life. 

All comprehensive school counseling programs include Tier 1 supports - provided within the larger context of a schoolwide MTSS - to promote students' academic, social/emotional, and college/career development. Join us to explore what Tier 1 truly means for CSCPs and learn how to assess your site’s school counseling Tier 1 implementation.Learning Objectives:(1) Explore ways to thoughtfully consider how to deliver Tier 1 school counseling supports that ensure ALL students gain the attitudes, knowledge, and skills they need to be successful(2) Learn strategies to assess our current level of implementation and make plans for strengthening the Tier 1 school counseling program, in partnership with administrators.