90 Minute Lesson Plan

Introduction to Advocacy Service-Learning (Attached)

Lesson Plan

90 Minutes

Objective:

Students will be able to...

• • Define advocacy through community education and how it relates to

  • service-learning

• Discuss the importance of ethical representation in advocacy

• Identify an issue they care about in their community

Materials:

Lifeline worksheets

Markers for students

Pre-Learning Assignment (students should have completed the following prior to coming to class):

• 1. Review Social Change Wheel (attached) and Definitions of Service-Learning and Advocacy

     1. Read Is there an Ethics Code for Storytelling? (Jenab, 2016, Huffington Post)

     2. Answer Reflection Questions:

        • Based on the readings, how would you summarize advocacy?

        • How is advocacy related to service-learning? Is it service-learning?

        • What is the main idea of "Is there an Ethics Code for Storytelling?"

Agenda:

Setting the Tone for Today (~ 5 minutes):

Explain to students that today's lesson involves some personal reflection. For that reason, the class will establish standards for the community to ensure everyone feels comfortable and safe sharing their stories. Ask the class to suggest standards for the day and provide examples, such as:

• Use "I" statements when talking about personal experiences

• Listen first and ask clarifying questions

• Don't interrupt people and be present. No cell phones or distractions

Capture the standards on a white board or flip chart and keep them at the front of the class throughout the session.

Review Pre-Learning Assignment (~10 minutes):

Answer any questions. Ask students if anything surprised them about the assignment. Ask a few students to share their answers to the reflection questions. Establish a group understanding that advocacy as defined by the assignment is service-learning.

Identifying My Community and Values (~60 minutes):

1. Pass out Lifeline worksheets (attached) and explain the activity to students. Explain the purpose of this activity is to help students think about what communities have played an important role in their lives and to think about how they tell their own story and relate to other people's stories. Allow them to work on their personal Lifelines for 30 minutes. This is a quiet activity done individually.

2. After 30 minutes, bring the students back for reflection questions. Ask them to turn their worksheets over and answer the questions on the back for 5 minutes.

3. Bring the students back together into groups of 4 or 5. Have each group take 10 minutes for each group member to share their Lifeline, although if students prefer not to share, this is okay.

4. After 10 minutes, bring the students together for a group discussion. Have them answer the following questions:

   • What values did you see emerge from your Lifeline worksheet?

   • What communities do you see as part of your timeline? Do you still feel involved in these communities? Do you feel you have a part to play in helping any of these communities thrive?

   • Think of the work you put into your Lifeline. Think of how it felt to tell your story and share it with others. Now, imagine if someone else wanted to tell your story as a way to prompt social change or raise awareness about a particular issue you have experienced. How would you feel? Would you say yes? If so, what would you want them to know and do before sharing your story? If no, why not?

   • What takeaways did you learn from this activity that can inform your advocacy project?

Activity Overview:

• Lifeline Worksheets: 30 minutes

• Personal Reflection: 5 minutes

• Small group reflection: 10 minutes

• Large group reflection: 10 minutes

• Wrap-up: 5 minutes

"What, So What, Now What?" Activity (~ 15 minutes):

Ask students to work with a partner to answer the first two questions:

What? What did you take away from today's class? What issue do you feel most passionate about? What kind of advocacy project are you interested in pursuing?

So What? Why does that matter? To you? To the people you will work with for this project? To society as a whole? In the context of the class?

Now what? Who do you need to talk to and what resources do you need to ensure your project promotes positive change?

Homework:

Research three nonprofits online that address the issue you are most passionate about. Pick one you want to learn more about and fill out the Research a Community Partner (Student Handout)

You can use Google and https://servicelearning.boisestate.edu/agencies/community-partners/ to find information about local nonprofits.