Unit 5: People Who Make a Difference
Embedded Files
Impact Chapter: 5
ReadyGen Alignment: Module 6B
Text Alignment: The Man Behind the Peace Prize and A Picturebook of Elenor Roosevelt
Unit Overview: How can people make a difference in our world?
In this unit, students will explore the stories of remarkable individuals who have made a positive impact on their communities and the world. Through the lens of history and civic engagement, students will delve into the concept of how changes occur within neighborhoods and communities over time. They will analyze the advocacy efforts of diverse community members as they influence decisions and advocate for their interests. Additionally, students will identify the characteristics that enable responsible and effective community engagement. Throughout the unit, students will explore the lives and contributions of influential figures who have made a significant impact on society. Examples may include Michelle Obama, Sitting Bull, Clara Barton, Sally Ride, Martin Luther King Jr., Gandhi, Ruby Bridges, Susan B. Anthony, Malala, Jesse Owens, Jean Driscoll, Nancy Lopez, Billie Jean King, and others. By learning about these inspiring individuals, students will gain a deeper understanding of the power of individuals to make positive changes in their communities and the world. Through engaging activities and discussions, students will develop a sense of civic responsibility, empathy, and appreciation for the diverse voices that contribute to the betterment of society. This unit aims to inspire students to become active participants in their communities, fostering a lifelong commitment to making a difference.
Prepared Graduates:
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation(s):
History and 4. Civics
Describe how people of various cultures influence neighborhoods and communities over time. (1.2)
Investigate ways in which ideas and actions can improve communities. (4.2)
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Describe the changes within one neighborhood and/or community over time. (1.2.b)
Analyze the interactions and contributions of various people and cultures that have lived in or migrated to neighborhoods and/or communities, including African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities. (1.2.c)
Compare ways that people may effectively express their ideas and viewpoints while being respectful to others. (4.2.a)
Analyze how community members, including African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities advocate for their interests and responsibly influence decisions in their community. (4.2.b)
Describe ways in which you can take an active part in improving your school or community. (4.2.c)
Identify and compare examples of civic responsibilities, such as volunteering in the community, that are important to privileged and marginalized individuals, families, and communities. (4.2.d)
Describe the characteristics the enable a community member to engage in the community responsibly and effectively. (4.2.e)
Colorado Essential and Nature of Skills
Recognize and describe patterns within and between neighborhoods and communities (Critical Thinking and Analysis).
Investigate to make observations and draw conclusions about neighborhoods and communities (Critical Thinking and Analysis).
Identify and reflect upon personal connections to community systems (Civic Engagement).
Model positive behaviors for others (Civic Engagement).
Historical thinkers investigate relationships between the past and present.
Historical thinkers examine concepts of change, continuity, and causation in order to explain the past.
Civic-minded individuals listen and participate responsibly as a member of a group.
Civic-minded individuals collaborate to responsibly advocate for the ideas they think will improve society. For example: A group lobbies the city council to create a new park or employ more firefighters.
Inquiry Questions
What are the cultural attributes of a neighborhood or community?
How can understanding the past impact our understanding of communities today?
How have events and ideas from the past shaped the identity of communities and neighborhoods today?
What are beliefs that help people live together in communities?
What civic responsibilities do you think are important?
How can different cultures and beliefs influence a community?
What are responsible ways to advocate for ideas in a community?
How do we make sure that all perspectives are represented?
What are responsible ways to gather information in order to make informed decisions and advocate for the community?
Disciplinary, Informational, and Media Literacies
Apply disciplinary concepts such as change, continuity, and causation to create accounts of neighborhoods and communities in the past.
Demonstrate positive social behaviors when using technology.
Begin to identify differing perspectives.
Academic Vocabulary and Language Expectations
boycott, hero, inspire, integrate, justice, protest, scientist, segregate
Possible Assessments:
Inquiry Project from Chapter 5
Lesson Tests (1-5) and Chapter Overview Assessment Chapter 5
Instructional Resources & Notes:
Chapter 5 from Impact
Research Companion
Inquiry Journal
Explorer Magazine
Supplemental Resources
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