Citizen Action Plan Community Research Writing Unit Civics & Government

Citizen Action Plan Community Research Writing Unit Civics & Government
Citizen Action Plan Community Research Writing Unit Civics & Government
Citizen Action Plan Community Research Writing Unit Civics & Government
Citizen Action Plan Community Research Writing Unit Civics & Government
Citizen Action Plan Community Research Writing Unit Civics & Government
Citizen Action Plan Community Research Writing Unit Civics & Government
Citizen Action Plan Community Research Writing Unit Civics & Government
Citizen Action Plan Community Research Writing Unit Civics & Government
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PDF

(6 MB|32 pages)
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Standards
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  • Product Description
  • StandardsNEW

Citizen Action Plan Community Research Writing Unit

In this integrated unit, students identify and select a problem or issue in their school or local community. Student partners or small groups select an issue, then research its causes, effects, and possible solutions. Finally, the groups present their findings to the class.

The unit meets standards for informational reading, research & informative writing, speaking & listening, and civics & government in social studies.

This is a complete unit that includes everything needed for students to organize their research and presentation (except materials such as sources, index cards, etc).

UNIT OVERVIEW

A few weeks before starting the unit, students begin identifying issues in their school and local community.

Teachers introduce the research project and the class completes a mini-lesson on Citizen Action Plans, then students select an issue to research and form partners/small groups.

If needed, teachers use the included mini-lessons on taking research notes and writing a bibliography.

After completing the research, teachers can have students summarize their finding on the Research Summary page, then compare and contrast possible solutions on the Choosing a Solution page. Once they choose the best solution, students create an action plan on the Planning the Project page.

Students then present their findings to the class. Teachers could also invite school or community leaders to hear the presentations.

(Doing the plan is optional - teachers can decide if it is feasible or if the plan is better completed by school or government groups.)

Other resources are included: student project checklist, social studies rubric, presentation rubric, and informative writing rubric.

UNIT CONTENTS

Everything needed to publish an editorial is included - just print and go! This resource includes:

  • Suggested Lesson Plans, including suggested ways to differentiate activities
  • Suggested Standards Covered
  • Anchor Chart (printable pieces) for Citizen Action Plan
  • Student Anchor Chart Page for Citizen Action Plan
  • Project Direction Pages
  • Project Sign Up Page
  • Taking Notes Mini-Lesson
  • Bibliography Mini-Lesson
  • Research Summary Page
  • Choosing a Solution Page
  • Planning the Project Page
  • Student Final Project Checklist
  • Informative Writing Rubric
  • Social Studies Rubric
  • Presentation Rubric

The length this unit takes will depend upon how long students take to research and develop their presentations. Teachers may need to spread out the research days in order to give students time to interview or survey people connected to their issue (I recommend using school-based issues, such as new playground equipment or other problems in your school's area.) I estimate up to 10 periods of 30 minute sessions.

Teachers should adapt this project as needed to fit their grade level and student ability-levels.

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Log in to see state-specific standards (only available in the US).
Distinguish among fact, opinion, and reasoned judgment in a text.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Total Pages
32 pages
Answer Key
Rubric only
Teaching Duration
2 Weeks
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