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ACTIVITY 1: Watch the videos and discuss/ share your thoughts
Instructions
Instructions
Get into groups of three or four
In your group discussions, use the Values Clarification Approach: Clarifying-Sensitising-Influencing (CSI).
Record your responses in the Class Padlet.
Your group may be asked to present what you have discussed.
Group discussion - FIGHT INVISIBLE POVERTY AND STOP PEOPLE GOING HUNGRY
Group discussion - FIGHT INVISIBLE POVERTY AND STOP PEOPLE GOING HUNGRY
[clarify] What are some root causes of poverty and hunger according to the video? How does the advocate describe the impact of poverty on the individuals?
[clarify] What examples of people are struggling with food insecurity and what makes their situations especially challenging?
[sensitise] If someone goes to sleep hungry most nights, how might that make you feel?
[influence] What role can individuals play to support efforts against poverty and hunger?
Group discussion -
Group discussion -
BURY SINGAPORE'S LONELY ELDERLY POOR WITHOUT FAMILY
BURY SINGAPORE'S LONELY ELDERLY POOR WITHOUT FAMILY
[clarify] Who is the advocate featured in the video, and what role does he/she play in supporting the lonely elderly in Singapore?
[sensitise] How did you feel when you learned that some elderly people pass away without family or friends present? Why?
[sensitise] How does the advocate’s action challenge the idea that “if no one notices, it doesn’t matter”?
[influence] How can communities, schools, or youth groups play a role in supporting elderly people who live alone?
Group discussion -
Group discussion -
MANAGE THE MENTAL AND EMOTION NEEDS OF OTHERS
MANAGE THE MENTAL AND EMOTION NEEDS OF OTHERS
[clarify] How does the changemaker identify and respond to people who are struggling emotionally?
[sensitise] Why do you think some people find it hard to talk about their mental or emotional needs?
[sensitise] How does the changemaker’s work show the importance of listening without judgment?
[influence] What role can schools and families play in creating safe spaces for emotional expression?
INSTRUCTIONS
Get into groups of three or four.
Record the responses of the accompanying questions in the padlet.
Your group may be asked to present what you have discussed.
Types of social causes
•Children and Youth, Elderly, Families, Mental Health, Education,
Environment, Inequality, Disabilities, Neurodiversity, etc…
Activity 2: Empathy Map
Choose ONE social cause and think about an advocacy topic.
Use the Empathy Map to help you work on the Areas of Focus.
Questions:
Put yourselves in the shoes of the community involved. What do you see, hear, think and feel?
What have you heard them saying or observed them doing?
What are their fears, frustrations or anxieties?
What are their needs, hopes and dream?
How would you raise awareness to advocate to others about this chosen social cause and community?
Teachers to use class padlets for students to post their responses to the CSI and Empathy Map questions
EXAMPLE 1
SOCIAL CAUSE: ENVIRONMENT
TOPIC: TRANSPORTATION & CARBON FOOTPRINT
Areas of Focus
∙Raise awareness on how carbon emissions from transportation caused
climate change.
∙Understand the different perspectives and attitudes towards climate
change.
∙Reflect on the impact of lifestyle habits on the contribution to their
carbon footprint.
∙Offer practical and useful lifestyle habits to reduce their carbon
footprint.
∙Encourage family/friends to commit and act to reduce their carbon
footprint.
EXAMPLE 2
SOCIAL CAUSE: NEURODIVERSITY
TOPIC: AUTISM AWARENESS
Areas of Focus
∙Raise awareness on autism and signs of autism spectrum disorder.
∙Understand the different perspectives and attitudes towards persons
with autism.
∙Reflect on the impact of autism on different stages of a person’s life.
∙Offer practical and useful ways to support persons with autism.
∙Encourage family/friends to show understanding towards persons with
autism.
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