The Olympic Legacy: Global Citizenship and Unified Action
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as global citizens, apply the evolution of the Olympic and Paralympic movements to advocate for and design a more inclusive, "Unified" environment within our school community?Essential Questions
Supporting questions that break down major concepts.- How have the historical goals and values of the Olympic movement evolved to reflect changing global perspectives on human rights and inclusion?
- In what ways does the geographical distribution of Olympic events and participation reveal global patterns of power, wealth, and accessibility?
- How can we use evidence from the history of the Paralympic and Special Olympics movements to advocate for social justice in our own community?
- What specific social or physical barriers currently exist within our school that prevent a 'Unified' environment, and how can we measure the impact of removing them?
- How do the principles of global citizenship translate into local civic action when designing a Unified Champion Schools strategy?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Analyze the historical evolution of the Olympic and Paralympic Games to identify shifts in global perspectives on human rights, disability rights, and inclusion.
- Evaluate geographical and economic data to determine how global patterns of wealth and power influence Olympic hosting and athlete accessibility.
- Investigate and document current social or physical barriers to inclusion within the local school community using primary research methods (e.g., surveys, interviews, or audits).
- Design a comprehensive 'Unified Champion Schools' action plan that proposes specific, evidence-based strategies for promoting inclusive leadership and whole-school engagement.
- Communicate an advocacy-based proposal to school stakeholders that links the values of global citizenship to local civic action.
Illinois Social Science Standards (Inquiry)
Illinois Social Science Standards (Civics)
Illinois Social Science Standards (Geography)
Common Core State Standards (Speaking & Listening)
Entry Events
Events that will be used to introduce the project to studentsThe 'Rigged' Olympic Trials
Students are invited to a high-energy 'Olympic Trial' in the gym, only to find the equipment and rules are intentionally designed to be non-accessible to various ability levels. The frustration of the 'rigged' game serves as a catalyst for a design challenge: how can we transform our local school culture into a 'Unified Champion' environment that mirrors global equity?Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Olympic Odyssey: Mapping Power and Progress
Students will investigate the historical and geographical landscape of the Olympic and Paralympic Games. They will analyze how hosting duties, participation rates, and the introduction of the Paralympic Games reflect global shifts in wealth, power, and human rights. This provides the historical context needed to understand why inclusion is a global imperative before students look at their own local community.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn Annotated Global Inclusion Map and Timeline that visualizes the relationship between national wealth (GDP), host city locations, and the milestones of the Paralympic movement.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with SS.G.1.9-12 by using geographic representations to analyze global patterns of power and SS.IS.4.9-12 by evaluating historical sources to track the evolution of the Olympic and Paralympic movements.Campus Sleuths: The Inclusion Audit
Following the 'Rigged Olympic Trials' entry event, students will turn their investigative lens toward their own school. They will design and execute a 'School Inclusion Audit' to identify physical, social, and systemic barriers that prevent a truly unified environment. This moves the project from global theory to local reality.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Barriers Discovery Report' featuring primary data, photos of physical barriers, and summarized results from student/staff interviews.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with SS.IS.3.9-12 by requiring students to develop inquiry questions and plan a local investigation into school-based barriers.The Global Citizen’s Manifesto
Students will bridge the gap between their audit findings and the global values of the Olympic movement. They will research the 'Unified Champion Schools' model (Special Olympics) and draft a 'Manifesto for a Unified School.' This document serves as their philosophical foundation for the changes they wish to see, framed through the lens of global citizenship.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Unified School Manifesto'—a persuasive, evidence-based document that outlines the rights of all students to an inclusive education and proposes a new vision for the school culture.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with SS.CV.1.9-12 by evaluating how individuals can exercise freedom and address public problems through civic action.The Unified Action Blueprint
Now that students have the data and the vision, they must design the 'how.' Students will create a comprehensive project proposal for a 'Unified' event or policy change. This could range from a Unified Sports tournament to an inclusive 'spirit week' or a proposal for physical modifications to the campus.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Unified Action Blueprint'—a detailed project plan including a budget, timeline, marketing strategy, and expected impact metrics.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with SS.IS.8.9-12 by helping students communicate conclusions and prepare to take informed action within their community.The Torchbearer Pitch: Igniting Change
In the final portfolio activity, students will synthesize all their work into a high-stakes pitch. They will present their Unified Action Blueprint to a panel of stakeholders (e.g., the Principal, Athletic Director, or Student Council). This is the culmination of their journey from global historians to local advocates.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Torchbearer Pitch'—a professional multimedia presentation designed to win approval and resources for their Unified project.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.SL.9-10.4 by requiring students to present findings and supporting evidence clearly and logically to an audience.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioGlobal Citizenship & Unified Action Rubric
Inquiry and Evidence-Based Research
Evaluates the student's ability to analyze global historical data and translate those methods into a rigorous local investigation of inclusion.Geographic and Economic Power Analysis (SS.G.1.9-12)
Using geographic representations and data to analyze the relationship between national wealth (GDP), hosting clusters, and the historical expansion of the Paralympic movement.
Exemplary
4 PointsDevelops a sophisticated analysis that reveals complex correlations between economic power and athletic accessibility; the map and timeline provide exceptional insight into global 'blind spots' and human rights milestones.
Proficient
3 PointsProvides a clear and accurate analysis of the relationship between GDP, host locations, and Paralympic history; mapping is comprehensive and uses data to identify patterns of wealth and power.
Developing
2 PointsAttempts to map host cities and timeline milestones, but the analysis of how wealth and power influence accessibility is inconsistent or lacks specific data support.
Beginning
1 PointsThe map or timeline is incomplete; provides minimal connection between geographic locations, national wealth, and the evolution of global inclusion.
Local Inquiry and Evidence Collection (SS.IS.3 & 4.9-12)
Developing focused inquiry questions and executing a primary research investigation (audit, survey, interviews) to identify physical and social barriers within the school environment.
Exemplary
4 PointsInquiry questions are insightful and targeted; the 'Barriers Discovery Report' provides professional-grade primary data, detailed visual evidence, and a deep synthesis of stakeholder perspectives.
Proficient
3 PointsInquiry questions effectively guide the audit; the report includes clear primary data, photographic evidence of barriers, and summarized results from student or staff interviews.
Developing
2 PointsInquiry questions are broad or generic; the audit identifies some barriers but lacks detailed evidence, or the data collection methods are inconsistently applied.
Beginning
1 PointsShows limited evidence of a structured inquiry; findings are based on surface-level observations rather than systematic data collection or peer interviews.
Civic Perspective and Advocacy
Assesses the student's capacity to define a philosophical and ethical framework for inclusion based on civic principles.Manifesto for Global Citizenship (SS.CV.1.9-12)
The ability to articulate a vision for a 'Unified' school culture by connecting global Olympic values (Excellence, Friendship, Respect) to local human rights and civic responsibilities.
Exemplary
4 PointsDrafts a powerful, visionary manifesto that seamlessly integrates global human rights frameworks with local needs, demonstrating a profound understanding of global citizenship and civic duty.
Proficient
3 PointsDrafts a persuasive manifesto that clearly links Olympic values to specific rights and responsibilities within the school; uses audit evidence to justify the proposed vision.
Developing
2 PointsCreates a manifesto that identifies some rights and values, but the connection between global principles and local school climate is weak or underdeveloped.
Beginning
1 PointsThe manifesto is largely descriptive rather than persuasive; lacks a clear philosophical foundation or connection to the principles of global citizenship.
Strategic Planning and Problem Solving
Evaluates the feasibility, detail, and strategic thinking behind the proposed local solution.Unified Action Blueprint (SS.IS.8.9-12)
Designing a detailed plan for a Unified event or policy change, including logistical requirements, success metrics, and resources.
Exemplary
4 PointsThe Blueprint is a professional-quality plan with meticulous logistical details, highly innovative success metrics, and a strategic approach to addressing the identified root causes of exclusion.
Proficient
3 PointsThe Blueprint provides a comprehensive project plan with clear logistical steps, a realistic timeline, and defined metrics to measure the impact on school inclusion.
Developing
2 PointsThe plan outlines an event or policy but lacks specific logistical details, or the success metrics are vague and difficult to measure.
Beginning
1 PointsThe action plan is incomplete or unrealistic; fails to address the specific barriers identified in the audit or lacks a clear strategy for implementation.
Communication of Informed Action
Assesses the communication of conclusions and the ability to persuade decision-makers to adopt informed civic action.The Torchbearer Pitch (SL.9-10.4)
Synthesizing data, research, and planning into a professional pitch to stakeholders to advocate for school-wide change.
Exemplary
4 PointsDelivers a masterfully synthesized pitch that uses narrative and evidence to inspire action; handles stakeholder questions with advanced reasoning and adaptability.
Proficient
3 PointsPresents findings and the Action Blueprint clearly and logically; uses multimedia effectively and defends the proposal with relevant evidence during the Q&A.
Developing
2 PointsPresentation is organized but may rely too heavily on one aspect of the project (e.g., only the audit) or lacks a clear synthesis of the global and local components.
Beginning
1 PointsThe presentation is disorganized or lacks sufficient evidence to support the proposal; struggles to respond to stakeholder questions or feedback.