Empowering Global Citizens

of transportation that they may see often on the streets of New York City
(or the city of their residence). In this current unit, they learn more about
the people who drive and ride those forms of transportation and about how
they help the city. The students also learn and review basic interview skills
and social etiquette, and they listen and ask questions to guest speakers (e.g.,
firefighters, policemen, parents who come in to talk about their jobs, etc.). To
connect these concepts to the idea of global citizenship, they can invite a guest
speaker who has traveled to a different part of the world for humanitarian aid
(e.g., as a Peace Corps volunteer) to speak to them about how he or she helped
a community abroad. They also learn about the different roles that different
people play around the school (e.g., the head of the school, custodians, tech—
nology support staff, etc.) and list the different jobs that make the classroom
function (e.g., passing out papers and picking up papers).

Activity K.4.1

— Children review the forms of transportation that help the commu—
nity, like fire trucks, police cars, trash trucks, ambulances, taxicabs,
and subway cars, for example.

~ They learn about the basic duties of the people who drive these
vehicles and how they help the city.

— They learn to ask questions for an interview and then pose them
to guest speakers (whom to ask, including parents, is within the

teacher’s discretion).

Resources [(4.1

0 There are songs and activity sheets available online
(http://www.amazon.com/Big—Book—Neighborhood—vecindario—
Foundations/dp/ 1 93 13988 1X/ref=sr_1_3?s=books8de=UTF8&qid= 1 306
8926528Csr=1~3 and http://www.first—school.ws/theme/commhelpers.him).

21