Generation+Citizen

= = = =
 * Lesson** - Researching and Evaluating Websites
 * Lesson** - Effective Public Speaking

=__Period 6:__= MBTA Fare and Service Recommendations

= = =__The Local, National, and Global Community__=


 * Objectives**: Students will be able to
 * describe different levels of community
 * identify different issues that pertain to the local, state, national, and global levels of community
 * interpret how local, state, national, and global issues can be changed by youth by citing specific examples of youth in action making change

Do Now:
You have been given a card with an issue/problem on it. Describe how that issue affects you or your community in some way.Then match your issue to a level of community by taping it to the board.

Lesson:
1. I will pass out different articles/summaries on examples of issues that other students have researched for their GC projects. Read these articles/summaries and answer the questions on the back of the article. They are below:
 * What issue did these students choose to work on?
 * What level of community does this issue connect to?
 * What did the students do to make change?
 * Why do you think they chose the level to address this particular issue? Could you have chosen a different one?

2. Summarize your group's article/summary on the board.
 * Do any of these issues seem like they would also matter to you or people you know? Why?
 * Why do you think it matters to think about community on these different levels?
 * Would you move any of these issues to a different level? Why do you think that issues sometimes overlap with multiple levels?

**Exit Card:**
Which of the examples of youth making change did you connect with the most? Why?

=A Deeper Look at Our Community=


 * Objectives**: Students will be able to
 * describe what a community is
 * describe the resources and problems within their community
 * connect the community problems that matter most to resources that would help create a solution to the problem
 * interpret how local, national, and global issues can be changed by youth

Do Now:
Describe your neighborhood in a few sentences to someone who has never been there. What should they know?

Lesson:
1) First, brainstorm your own definition of community. Think about the following:
 * Who is in a community?
 * What is in a community?
 * Where is a community?
 * What communities do you feel a part of?

2) Choose a community you identify with the most (school, neighborhood, city, religious community). Give examples of assets of your community - the resources this community has that can help make the community a better place. Then give examples of needs in your community - what problems or issues does the community have that is making the community a worse place and could be improved?

3) Share out problems or issues in your community with the rest of the class. The goal is to narrow down these issues to only one that we can work on for the rest of the year.

Exit Card:

 * What is the strongest need/problem in your community?
 * What is the strongest asset/resource?

Researching Our Issue
Research an article on Google on our issue of teenage unemployment. Choose one article you find and take two column notes on it.



Summer job bummer: Teen unemployment 24 percent Get a Job, Kid! 5 Reasons Why Teenagers Should Have an After-School Job 3 Reasons Why Teens Should Get Jobs Early On Job market still brutal for teens Teens Facing Challenges in Job Hunt High Teen Unemployment Could Hurt Future Job Growth: Teenagers without jobs may be missing out on job skills, future wages Making it work: Jobs may be scarce for teens seeking summer employment Summer Job Prospects For Teens Are Looking Up, Study Finds Employment can teach teens responsibility, self-esteem Yakima fair to help high schoolers prepare for summer jobs WorkOne offers programs for teens looking for work Unemployment rate: Recovery leaves teens behind Career Place helps teens get summer jobs Summer jobs for teens returns to Somerville The Minimum Wage and Teenage Jobs Bleak teen jobs outlook: 25 percent unemployment and stiff competition A Drought of Summer Jobs: Immigration and the Long-Term Decline in Employment Among U.S.-Born Teenagers