Global Citizenship Lesson Plan – AP Modern World History
Project-Based Approach
Standards (Social Justice)
Justice Anchor Standards
 Students will recognize
stereotypes and relate to
people as individuals rather
than representatives of
groups
 Students will recognize
unfairness on the individual
level and injustice at the
institutional or systemic level
 Students will analyze the
harmful impact of bias and
injustice on the world,
historically and today
Action Anchor Standards
 Students will express
empathy when people are
excluded or mistreated
because of their identities
and concern when they
themselves experience bias.
Historical Lesson Objectives
Reasoning (Students will be able to…)
Processes
Comparison, Students will be able to…
Causation, CCOT  Understand the social and moral
implications of being a bystander.
 Analyze and make connections
among several historical accounts
of varying degrees of action
during the Holocaust
 Create their identity as a global
citizen and leader to make a
positive impact on the world.
 Develop empathy as they learn
about different perspectives and
social issues
 Create and implement a social
media campaign that extends
beyond their classroom setting
Enduring Understandings
(Students will understand…)
KC-6.2.II – Students will understand that for
greater self-government were largely unfulfilled
following WWI; however, in the years following
WWII, increasing anti-imperialist sentiment
contributed to the dissolution of empires and the
restructuring of states.
KC-6.2: Students will understand that peoples and
states around the world challenged the existing
political and social order in varying ways, leading
to unprecedented worldwide conflicts.
Students will understand their obligation as
global citizens to be upstanders – to fight for
the marginalized and oppressed and to stand
against injustice.
Students will understand that being a
bystander is a choice that has far lasting
repercussions beyond one’s own experiences.
Students will understand that Injustice is bred
when people stay silent.
Students will understand that justice is
achieved with collective and persistent action.
  Students will recognize their
own responsibility to stand
up to exclusion, prejudice and
injustice.

 Students will make principled

decisions about when and
how to take a stand against
bias and injustice in their
everyday lives and will do so
despite negative peer or
group pressure.

 Students will plan and carry

out collective action against
bias and injustice in the world
and will evaluate what
strategies are most effective.

Benchmark 1 Action Step
& Assessment
*lesson 1 is explained in
this unit sample
Students analyze and compare
bystander effects past and
present and its impact on
social change in history
(present in Flip Grid response).
Benchmark 2 Action Step &
Assessment
Students present a well-designed
campaign plan based on their
chosen social justice issue to their
peers (the student body) as well as
their school board (to raise
Benchmark 3 Action Step &
Assessment
Students raise awareness among the
extended school community about
their social media campaign launch
date and event (flyers, posters, social
media announcements, etc.).
Benchmark 4 Action Step &
Assessment
Students launch their social media
campaign and reflect on the results,
next steps, and what they learned.
Students will be assessed by Action
anchor standards.
Students will be assessed by support). Students will be assessed Students will be assessed by Action
Justice anchor standards. by Action anchor standards. anchor standards.

Required materials / Resources / Tools: Facing History and Ourselves; choices and consequences graphic organizer;
handout; links handout on terms; playlist for project; pacing calendar; rubrics; embedded in plan below; Bystander Effect video,
Modern Bystander Effect video, steps for campaign; Digital Tools: Padlet, Flip Grid

Scaffolding Supports: word wall (Padlet); choices and consequences graphic organizer; use of videos

 The Driving Question: How can we use social media to spread awareness about a global
issue in order to empower others to stand against injustice and create real and lasting
change?

Student Choice Teacher Controlled

 Article choices in playlist
 Social media campaign idea, focused
driving question, and groups
 Set formative check point days within
benchmark periods
 Overall product (social media
campaign)
 Time period / Historical setting (WWII)
 Resources on historical background
 Set hard deadlines for each benchmark
period
Lesson 1 Explained (2 block periods)

Introduction: Activating Prior Knowledge

 Students bring concept map notes from flipped classroom direct instruction the previous day
 Whole class open discussion on key events / people / processes, make connections to past and present, and review AP key
concepts.
 Teacher then introduces probing questions and let’s students wrestle with them
o Could this be considered a just war? If so, under what parameters?
o Why do we perceive the Allied powers as the “winners” if there was oppression / injustice committed on both sides?
o Why did so many people fail to take action when they had the chance?
o What’s the danger of stereotypes and how did that contribute to the us vs. them mentality that was already brewing
from nationalism?
o Do we see this happening in our world today? What’s changed? What’s the same?

Direct Instruction:
 Flipped Classroom (students complete before lesson)  Edpuzzle videos on WWII + my audio PowerPoint (students create
concept map & bring to class)

Front-loading Activity:
 Students Think, pair, share working definition of upstander (resister), bystander, and perpetrator. Discuss, then create one as
a class. Ask if they have ever been a bystander and if they would have changed their actions if they could.
  Teacher explains that they will learn about what the “bystander effect” is and why we should care. Then, the teacher will
show a short video on bystander and resisters during the Holocaust. Students discuss:
o Share about an act of rescue or resistance you learned about from watching the video.
o Think of one question the video raises for you about perpetrators, rescuers, or resisters.
o Do you think it’s ever acceptable to be a bystander?

Student-Led Activity:
o Students are placed into breakout groups and provided a playlist of short videos, discussion questions, and articles all related
to the bystander effect (the history of the case that started it all, the social impact it had, and what that looks like today
through a Facebook live Example – PBS) and examples of bystanders in WWII.
 Students explore in their small groups, stopping after each video to discuss questions of their choice in their group. They add
their group thoughts in the Padlet.
o What is the bystander effect?
o Why is it that groups of bystanders don’t help someone in need?
o What is “diffusion of responsibility”?
o Dr. Zimbardo talks about breaking the bystander effect with the “power of one.” What does he mean by that?
o Elizabeth Banks talks about the importance of courage. How can you work up the courage to help others?
o If a situation seems too dangerous to step in, what are examples of other ways you can help?
o Applying your understanding of the bystander effect, how would you define a bystander revolution?
o How can one person start a bystander revolution?
o If a fellow student were live streaming a fight in which several students were attacking another, and you saw that 100 people were watching
the video, what would you do? Is there a difference between how we’d like to answer this question, and what the research seems to indicate
about how we’re most likely to behave?
o Why are people less likely to report an act of violence if they believe that many other people are witnessing the violence? What does that
teach us about the psychology of responsibility and morality?
o How can social media platforms be redesigned to work against the tendencies of the bystander effect?
o Newly discovered facts have challenged some elements of the story about the night Kitty Genovese was killed. Should these facts cause us to
question the validity of the experimental research that led to the creation of the bystander effect? What does this teach us about the
research process?
 Students then explore through several firsthand accounts around the globe of bystanders, perpetrators, and upstanders
during WWII.
o Use “Choices and Consequences” handout to record findings and make comparisons.
  Groups come back together and hold a whole-class discussion on what they learned. They take a formative check for
understanding before moving on to the next part of the lesson.

Introduction of Driving Question & Explanation of Project:

 Teacher presents the driving question: How can we use social media to spread awareness about a global issue in order to
empower others to stand against injustice and create real and lasting change?
 Teacher provides playlist, pacing guide, rubrics, and social justice topic ideas for the project and explains the objectives.
o Topic ideas:
 Voting rights
 sex-trafficking
 climate justice
 health care
 refugee crisis
 racial injustice
 income gap
 gun violence
 racism 
 bullying
 hunger and food insecurity
 equality
 Teacher then shows a couple model examples of student-run campaigns and youth activists as well as these ones.
 Students write their name under the topic they want to pursue (on Padlet) and are placed into groups based on interest.
 Students meet in their groups to complete the following steps for planning their ideas:
o Identify the problem, target audience, attitude or behavior you are trying to change, and intended outcomes.
o Create a more focused driving question based on their group topic.
 o Determine the purpose and overall goal. Then, create a clear and succinct campaign statement that describes the
nature of the problem being addressed and how the marketing campaign can helps solve it.
o Create benchmark steps to reach the goal and note any potential hurdles / difficulties they may encounter.

Conclusion of lesson:

 Teacher shows this Ted Talk on the power of advocacy through social media.
 Conclude with the challenge for them to look up more examples of how others use social media to address global issues and
come up with 2-3 potential ways they could effectively use social media for the cause they chose.

*The next lesson would have them take a benchmark assessment (using Flip Grid) on the bystander effect – comparison of its effects
during WWII vs. today. They would then start their research phase of the project.