Project Planning Template

CAREER CLUSTER: DURATION: Approximately 20 TEACHER: U.N. SUSTAINABLE DEVELOPMENT GOAL:

sessions, but can be modified
Government & Public #17 — Partnerships for the Goals
to fit classroom schedules.
Administration
(Session = 45 to 50 Minutes)

GLOBAL ISSUE OVERVIEW

The 2030 Agenda for Sustainable Development represents a global commitment to ending poverty, fighting inequality, and combatting
climate change. The United Nations Sustainable Development Goals (SDGs) break down this agenda into seventeen goals, from ensuring
access to clean water to promoting just societies. The goals are ambitious, and the only way to make this shared vision a reality is for
governments, the private sector, and civil society to work together at local, national, regional, and global levels. In fact, banding together
is so important that SDG #17 is entirely dedicated to “[revitalizing] the global partnership for sustainable development.”

What do global partners do to help achieve the SDGs?

Partners help make sure that people working to achieve the goals have enough resources from money to technology to supplies to
training. It’s important to collaborate at various levels to ensure that stakeholders working within and across different goals have the right
amounts and types of resources. Regular progress reviews within countries evaluate civil society, business, and interest groups to see if
they’re doing their part. Countries also come together to solve regional issues. Once a year, the U.N. evaluates progress toward the 2030
Agenda on a global scale and makes recommendations for continued action.

What can we do to help?

We can support SDG #17 by creating or joining local groups dedicated to supporting the SDGs. We can also talk to our elected officials
in local, state, and national government about partnering with businesses to achieve the goals. No matter what steps we choose to take,
we can all be a part of making our world a safer, more inclusive, and prosperous place by 2030!

Funded through the generous support of

Global Competencies Addressed:
• Investigate the World: Initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and
drawing reasonable conclusions about global issues.
• Recognize Perspectives: Recognize, articulate, and apply an understanding of different perspectives.
• Communicate Ideas: Select and apply appropriate tools and strategies to communicate and collaborate effectively — meeting the
needs and expectations of diverse individuals and groups.
• Take Action: Translate ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to
improve conditions.
STANDARDS ADDRESSED
Career/Technical Knowledge and Skills Academic Knowledge and Skills 21st Century Skills
Common Career Technical Core Common Core Academic Standards 21st Century Interdisciplinary Themes
Career Ready Practices • Global Awareness
ELA/Literacy:
1. Act as a responsible and contributing citizen • CCRA.SL.1. Prepare for and
and employee. Learning & Innovation Skills
participate effectively in a range of
4. Communicate clearly and effectively and with conversations and collaborations with • Creativity & Innovation
reason. diverse partners, building on others' • Critical Thinking & Problem Solving
5. Consider the environmental, social, and ideas and expressing their own clearly • Communication
economic impacts of decisions. and persuasively. • Collaboration
6. Demonstrate creativity and innovation. • CCRA.SL.4. Present information,
7. Employ valid and reliable research strategies. findings, and supporting evidence such Information, Media, & Technology Skills
8. Utilize critical thinking to make sense of that listeners can follow the line of • Information Literacy
problems and persevere in solving them. reasoning and the organization,
development, and style are appropriate Life & Career Skills
9. Model integrity, ethical leadership and
to task, purpose, and audience. • Flexibility & Adaptability
effective management.
• CCRA.L.1. Demonstrate command of • Initiative & Self Direction
12. Work productively in teams while using
the conventions of standard English • Productivity & Accountability
cultural global competence.
grammar and usage when writing or • Leadership & Responsibility
speaking.

Government and Public Administration

Mathematics:
Career Cluster
• MP.1. Make sense of problems and
• GV 4.1. Demonstrate the application of persevere in solving them.
policy to ensure public well-being and
environmental protection.
Governance Career Pathway:

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 • GV-GOV 1.1. Obtain data and
information from sources recognized to
be reliable.
• GV-GOV 2.1. Prepare arguments using
recognized patterns of discourse.
• GV-GOV 2.3. Use carefully selected
images and figures of speech for
reinforcing arguments.
• GV-GOV 4.1. Apply persuasive
techniques to convince individuals or
groups to take desired actions or not
take undesired actions.
• GV-GOV 4.2. Speak publicly to a
broad constituency, handle media,
make effective presentations and act in
a diplomatic manner when dealing with
people.

PROJECT DEFINITION & GOALS/OBJECTIVES

This project stems from the United Nations Sustainable Development Goals (SDGs). The SDGs are a set of 17 goals that aim to end
poverty, fight inequality, and stop climate change. Specifically, this project focuses on Global Goal #17: Partnerships for the Goals.
Students will engage in a design process to contextualize this global initiative, brainstorm ways their local governments can get involved,
create and test a local initiative to support the SDGs, and present their initiatives in a simulated media interview.

Goals:
• Students will gain an understanding of the SDGs initiative and develop empathy for people directly affected by poverty,
inequality, and climate change.
• Students will apply governance knowledge to a complex real-world problem.
• Students will use a design process to develop solutions to a complex real-world problem.

Objectives:
• Understand the UN SDG initiative.
• Research ways for local governments to get involved with the SDGs.
• Brainstorm and evaluate multiple possible ways governments can form partnerships that help support the SDGs.
• Create an initiative that connects local governments with partners to support the SDGs.
• Engage in a feedback and revision process to strengthen initiatives.
• Explain and defend the potential impact of the initiative using a video platform.

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SCENARIO OR PROBLEM: What scenario or problem will you use to engage students in this project?

What can your local government do to help the global community achieve the seventeen SDGs by 2030?

With a small group, create an initiative your city, county, or state government could realistically adopt in order to help make progress
toward the United Nations Sustainable Development Goals. Your initiative should involve a partnership with another level of
government and/or with the private sector. Your group will present the initiative through a mock TV interview. The interview should
cover:
1. The specific action you want the city/county/state government to take.
2. Why this initiative matters. What will it help accomplish? Why should people in your city/county/state care about this result?
3. A detailed plan for how your city/county/state government can take steps to adopt the initiative. What people, groups, or
businesses will the government need to partner with? How much will it cost? Will the initiative require hiring new people? What’s
the timeline? How can viewers (constituents of your city/county/state) get involved?

The interview should be professional and creative. One group member will act as the TV host and the remaining members will be experts
(invent your credentials—government worker, professor, nonprofit director, etc.) who have been invited to talk about the initiative on
the air. The class will watch the taped interviews together at the end of the unit.

In addition to the video of your interview, your group will turn in a written summary of the initiative that includes the same three points
covered in the interview (the action, why it matters, and how the government can make it happen).

Essential Questions Grade Level Adaptations

• To what extent can local governments support global • Advanced classes may be required to interview local experts to
goals? inform the mock interviews their groups produce. Local media
• What’s the optimal strategy for governments to could be contacted and invited to interview students about the
implement new initiatives? project.
• What is the value of partnerships among local, state, • Adjust project requirements according to course themes/learning
national, and international governments? needs. Introductory classes may present less-detailed initiatives;
• What is the value of partnerships between the public advanced courses may connect their initiative to course topics.
and the private sectors?

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ASSESSMENT: How will you determine what students have learned? (Check all that apply.)
FORMATIVE SUMMATIVE
Quizzes/Tests Multiple Choice/Short Answer Test
Notes/Graphic Representations Essay Test
Rough Draft Written Product with Rubric X
Practice Presentation Oral Presentation with Rubric X
Preliminary Plans/Goals/Checklists of Progress X Other Product or Performance with Rubric (Video) X
Journal/Learning Log X Self-Evaluation or Reflection
Other: Evaluation by Authentic Audience
Other:
MATERIALS, RESOURCES, or CONSTRAINTS: What materials and resources will be needed? Are there any perceived
challenges?

Materials:
• Video recording equipment and private space
• Rubric for the written summary of the initiative
• Rubric for the mock interview
• Notecards for feedback
• Posters and markers for group brainstorming
• Computers with internet access

Resources:
• Library access for two days (access to online and/or print journals, magazines, newspapers, and/or books)
• U.N. Sustainable Development Goals
o Goal #17: Partnerships for the Goals (includes links to the U.N. Development Programme, the U.N. Children’s Fund,
the International Monetary Fund, and more)
• Video resources:
o The Global Goals’ YouTube channel
o United Nations Foundation’s video, “A Look at the Sustainable Development Goals” (1:00). An introduction to the 17
Sustainable Development Goals from the United Nations Foundation.
o The Effective Development Co-operation’s video, “Revitalizing Effectiveness for the 2030 Agenda” (2:30).

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Possible Constraints & Solutions:
• If recording equipment is not available, students can use their phones or present the interviews live.
• It may be difficult to find a local guest speaker to talk with the class about media interviews. Consider using an online video
conferencing tool like Skype or Zoom to bring someone into the classroom virtually.

SUPPORT, MODIFICATIONS, AND EXTENSIONS: What is needed to provide support for students who have difficulty
learning the content, modify for students with special learning needs, or to provide enrichment for advanced students?

Support & Modifications:

• Prepare preprinted journal prompts with space for journal entries underneath.
• Provide assistance navigating library resources in week 1.
• Prepare a predetermined work plan for student work time during weeks 2 and 3, and check-in at the end of each day to check
students’ progress.

Extensions:
• Students pitch their initiative to government officials.

CALENDAR OF MAJOR LEARNING ACTIVITIES: What are the learning activities or tasks for each day? Are there any
project milestones? When will formal assessment activities occur?
Week 1
Monday Tuesday Wednesday Thursday Friday
Initiating: Introduce the Initiating: Examine Initiating: Students Initiating: Students Initiating: Students
SDG initiative. What are the SDG #17 more closely. brainstorm questions conduct research based continue their
goals? Why are they What is the value of based on the material on the questions research.
important? Who do they partnerships among local, from Monday and generated yesterday.
affect? What topics do they state, national, and Tuesday.
international Students self-select three
cover?
governments? What is Students respond to five questions to
the value of partnerships individually to prompting pursue. Encourage
Assign a global goals journal between the public and questions: students to look for
assignment. Students make the private sectors? answers in a variety of
their first entry: “Summarize • “What themes
make you sources like online or
the SDG initiative in your Students return to their print journals, magazines,
own words.” curious?”
journals to answer the
following prompt:
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 “Government • “What’s a books, websites, or
partnerships are concept or term newspapers.
important because…” you don’t fully
understand yet?”
• “What
perspectives
might broaden
your
understanding?”

Then, students partner

up and brainstorm as
many questions as
possible related to the
SDGs and/or
government partnerships.
At the end of the day, the
class comes together to
create a master list of
questions.

Week 2
Initiating: Students analyze Planning: Introduce the Planning: Groups Planning: Groups make Executing: Group
their research findings. Post project scenario, and evaluate the pros and a work plan for the next work time according
all of the research questions divide the class into cons of each of their five class days. Students to student plans.
from last week’s master list groups of four or five. brainstormed concepts. identify tasks, set goals
at different stations around By the end of the day, for each day, and assign
the room. Students report Based on their research, students should agree on tasks to team members.
what they learned by writing each group brainstorms one idea. Work plans are approved
on the poster at each initiatives the local by the teacher.
appropriate station. Debrief (city/county/state) In their journals, students
each question as a class, government could adopt reflect on the idea Refer to project
asking students to clarify in order to support the they’ve chosen. management tools in the
and/or expand on what they SDG initiative. By the • “What might be PMIEF Toolkit for
learned as appropriate. end of the day, students challenging about Teachers.
should have three to five implementing
specific ideas. your initiative?”
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At the end of the day, • “How will your
students write a Statement of group approach
Purpose in their journals. that challenge?”
“Why do you support the • “What’s exciting
Global Goals?” about your
initiative?”

Week 3
Executing: Group work Executing: Group work Executing: Group work Executing: Groups Executing: Students
time according to student time according to student time according to student present their initiatives to adjust their initiatives
work plans. work plans. work plans. other groups and provide according to the
feedback to one another. feedback they
Students reflect on their Repeat as time allows. received yesterday.
initiatives in their
journals with the Feedback can be Students reflect in
following prompt: “What recorded on notecards, their journals with
are you most proud of in with one side designated the following
your initiative?” as “Wise” and the other prompts:
as “Revise.” Every • “Did you
feedback card should enjoy this
have comments in both feedback
categories. process? Why
or why not?”
• “Was this
feedback
process
helpful? Why
or why not?”
Week 4
Executing: Local Closing: Groups record Closing: Groups record Closing: The class Closing: The class
government spokesperson or their mock interviews. their mock interviews. watches the interviews watches the
TV news host discusses dos together. If local media interviews together.
and don’ts for media are available to If local media are
interviews. participate, invite them to available to
comment. participate, invite
them to comment.

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Students revise their projects
with these tips in mind. Students reflect in
their journal with the
following prompt:
“What’s the optimal
strategy for
governments to
implement new
initiatives? To what
extent can local
governments support
global goals?”

STUDENT REFLECTION ACTIVITIES: How will students reflect on their work? Add reflection questions and/or activities
here.

Global Goals Journal: Throughout the unit, students respond to reflective prompts in a journal – see Calendar of Activities above.

Adapted from:
• “Sustainable Development Goals: Goal 17: Revitalize the Global Partnership for Sustainable Development.,” 2018, New York: The United Nations. Retrieved from
https://www.un.org/sustainabledevelopment/globalpartnerships/.
• “Unit Planning Template” by the Southern Regional Education Board, n.d., Atlanta: Southern Regional Education Board.