GC

Generation Citizen Curriculum
Common Core-Aligned
Version 5.0 Revised: Summer 2013
2013 Generation Citizen, Inc
Introduction
Table of Contents
3 5 9 9 13 15 20 23 34 40 46 53 62 63 70 79 88 89 95 97 102 107 112 116 121 128 134 136 143 148 155 163 166 170 171 177 178 179 183 187 191 193
The Generation Citizen Philosophy and Core Values Program Goals and Curriculum Scope & Sequence Grade Level Adaptations, Assessment, and Online Resources Vocabulary Instruction, Flexibility and Guidelines for Curriculum Use
Lessons
UNIT 1 IDENTIFYING OUR ISSUE 0 Democracy Coach Class Observation and GC Introduction DC-Teacher Introductory Conversation Template 1 Introduction to Civic Action 2 Community Issues 3 Choosing our Issue 4 Examining Evidence 5 From Root Cause to Goal UNIT 2 6 7 8 PLANNING OUR ACTION Identifying Targets Analyzing Tactics Structuring our Action
UNIT 3 TAKING ACTION 9 Lobbying 101 9+ Template for Taking Action Classes Tactic Toolkit Holding a Meeting with a Decision-Maker Testifying at a Decision-Maker Meeting Writing Letters to a Decision-Maker Making Calls to a Decision-Maker Sending Emails to a Decision-Maker Holding a Meeting with Influencers Working with a Coalition Participating in an Outside Event Hosting an Assembly/Workshop/Panel Using a Letter-Writing or Email Campaign Organizing Phone-Banking Writing an Editorial Circulating a Petition Raising Awareness UNIT 4: TAKING THE NEXT STEP Preparing to Present Civics Day Judging Rubric Civics Day Reflection and Next Steps
Appendix
Learning from a Guest Speaker Lesson Conducting a Survey Lesson Professionalism Tips Alignment with Standards
Introduction
Welcome to Generation Citizen! This curriculum will be the foundation for a powerful experience, in which you and your students make change on issues they care about by engaging in an innovative pedagogical approach known as action civics. Generation Citizen (GC) strengthens our nation's democracy by empowering young people to solve problems in their own communities through a rigorous action civics course. Trained college students, known as Democracy Coaches (DCs), partner with middle- and high-school teachers to lead semester-long programs using an innovative peer-to-near-peer mentorship model. DCs and teachers help students become active in their communities and help them explore the many rights and responsibilities of citizenship, from voting to ensuring elected officials hear their voices and are held accountable.
The Generation Citizen Philosophy

Generation Citizen believes that the democratic system functions most effectively when it is responsive to the needs and desires of all of its citizens. Unfortunately, a growing body of evidence indicates that many Americans do not understand the democratic process, do not trust it, and do not participate in it. At the root of this problem is the fact that many have not learned how to participate in the process nor have they seen that their involvement in the system can make a real difference on issues they face every day. Although civic disengagement can be found across the entire American public, it is particularly pronounced among young people and especially among low-income and minority communities. The consequence of this Civic Engagement Gap is that entire communities lack the civic knowledge, skills, and motivation to address vital issues they face. And our public schools the very institutions designed to prepare citizens for democracy are not adequately giving low-income and minority youth the civics education they need to become engaged and effective citizens who can lead their communities. Generation Citizen has therefore developed an action civics course designed to help students gain the civic knowledge, skills, and dispositions needed to make change on issues they care about; students learn about the political process by engaging directly in the process. Accordingly, the action civics course the heart of our program promotes student agency and empowerment. The students not the college Democracy Coaches or teacher select the focus issue, plan how to take action on it, and then actually execute the plan. This student-centered approach is central to our curriculum. Since effective citizenship relies on a set of civic skills, including persuasive and oral communication, critical thinking, and group collaboration, Generation Citizen provides an academically rigorous framework for our course. The Generation Citizen curriculum like civics itself is interdisciplinary, and is therefore aligned to the Common Core standards, as well as relevant state standards in areas such as government, civics, social studies, and U.S. history. Recognizing the importance of literacy and writing in effective civic participation, the curriculum places a heavy emphasis on applying these skills to authentic civics content.
Generation Citizens Core Values

Generation Citizen envisions a democracy in which every citizen participates in the political process. Our core values reflect the principles that we believe are necessary to bring this vision closer to reality. These values embody the spirit of our organization, both in what we do and how we do it. We strive for all staff and participants to model these values at every level of the organization in the classroom, on college campuses, within our communities, and across the nation. Grassroots Change Every individual has a voice and the potential to change his or her communities. We believe all people play a role in the development of their communities and that meaningful change grows from local and personal knowledge. We work specifically with young people who have the chance and capacity to be life-long leaders and advocates. Systemic Impact We believe in big change, but always start at the root of the issue. We address the root causes of problems instead of focusing on surface-level symptoms. Working through our democratic system of government is challenging, complex, and incremental and necessary to create lasting change. Collaboration and Diversity Our differences make us stronger. Our work is strengthened by incorporating multiple points of view into everything we do. We respect and embrace the diverse backgrounds, perspectives, insights, and experiences of our partners and believe that strong personal relationships allow us to best work and learn together. Action We learn by doing. We believe that the process of trying can teach us as much as achieving our outcome. At the same time, we think carefully about the way things get done, and value learning from failure as much as celebrating success. We strive for our students to learn through experience so that they understand the process of effecting change and can apply it both now and in the future. Open-m indedness We are always learning and growing. We do not have all of the answers, and there are many solutions. We must be curious, listen, reflect, make changes, and operate with humility in order to achieve our goals.
Generation Citizens Program Goals

The Generation Citizen action civics course is designed to help students become engaged and effective citizens. We hope to impact and improve students civic knowledge, civic skills, and civic dispositions. Each lesson has been crafted to meet one or more of the program goals. Civic Knowledge: Civic knowledge, a basic understanding of democratic principles, of how the governmental process works and ones role in the process, is necessary to become an engaged and effective citizen. Civic Skills: Civic skills are defined as the skills needed to effectively participate in the democratic process. Students must be able to think critically about an advocacy issue by identifying a goal and creating a logical plan of action to address a root cause. . Skills also include persuasive oral and written communication and group collaboration. These skills are necessary skills to participate effectively in the political process as an engaged citizen. Civic Dispositions: Civic dispositions are defined as a students desires to actively participate in the political process and take action on issues they care about. These include a students sense of social responsibility, civic agency and self-efficacy, and identity. Measuring students motivation to participate in the political process and take action as democratic citizens is crucial to our goal of creating engaged youth community leaders. Note: The following terms will be used to refer to different constituents of the GC program. Student: Students participating in the Generation Citizen program Teacher: School teacher who will implement the GC program in collaboration with assigned Democracy Coach(es) in his or her classroom Dem ocracy Coach (DC): College student who will work alongside the teacher in a GC classroom throughout the course of the semester GC Staff: Program Associates (PAs), Program Managers (PMs), and Site Directors (SDs) who work for Generation Citizen full-time and support DCs and teachers
Curriculum Scope & Sequence

The Generation Citizen curriculum is laid out in a series of lessons, designed to organize the progression of work but intended to be used flexibly depending on the preferences of Democracy Coaches and teachers, as well as the demands of the specific focus issue students choose. The curriculums organizing principle is Generation Citizens approach to advocacy, as illustrated in the advocacy hourglass below. The hourglass is a useful visual that shows how students will narrow down the set of potential community issues they could choose into one focus issue and, ultimately, one tightly defined goal. That goal then generates a set of targets and asks, which are in turn executed through a larger number of tactics. We strongly recommend drawing or printing a larger hourglass on chart paper that hangs in the room throughout the semester. It can then be used as a reference for students as they move from step to step in the advocacy process, and they can fill in their class specific steps as a visual reminder of their progress. 5
Advocacy Hourglass
The first nine lessons of the curriculum are numbered sequentially, and we recommend using them in this sequence (though they can be paced as needed to involve more than one class period). The lessons are designed to provide ample flexibility and opportunities for differentiation. Each class will be different, with different focus issues and different learning styles, so Generation Citizen offers a variety of options to best fulfill each class needs. Following Lesson 9, the curriculum changes form , and Dem ocracy Coaches and teachers become responsible for choosing the sequence of tactics that m ake the m ost sense for their students project and action plan. The tactic toolkit is designed as skill-building segments that can be taught to all or a portion of the class depending on the needs of different project groups. All tactics are not mandatory, as only some will be relevant depending on the action plan taken by the class. Accompanying the Generation Citizen curriculum is the student handbook. This tool should be used parallel to the curriculum as it consists of essential worksheets, prom pts, and organizers for students to use in each lesson. Much of the work in the handbook is cumulative and can also help students prepare for Civics Day. Students should therefore use these handbooks as resources both during and after the Generation Citizen program. Democracy Coaches and teachers should regularly collect these handbooks as a means to assess student progress, provide feedback, and gain insight on class interests in certain focus issue areas. Finally, the Generation Citizen program also includes a portfolio that allows students to docum ent a collection of their work to dem onstrate their growth in civic knowledge, skills, and dispositions. This portfolio is an opportunity for students to highlight the individual work they have contributed to the collaborative process while also reflecting on their role in the class collaboration. 6
Curriculum Framework
Step 0
IDENTIFYING OUR ISSUE
Democracy Coach Classroom Observation and Introduction

Lesson 2 Lesson 3
Lesson 1
Introduction to Action Civics
Community Issues
Lesson 5
Choosing Our Focus Issue
Supplementary Lessons
Lesson 4
Analyzing Evidence
From Root Causes to Goal
Learning from a Guest Speaker
PLANNING OUR ACTION
Lesson 6
Lesson 7
Lesson 8
Identifying Targets
Analyzing Tactics
Structuring our Action Conducting a Survey
Lobbying 101 Mobilizing Influencers

!Holding a Meeting !Working with a Coalition !Participating in an Outside Event !Hosting an Assembly/Workshop/Panel !Using a Letter-Writing or Email Campaign ! Organizing Phone-Banking ! Writing an Editorial ! Circulating a Petition ! Raising Awareness
TAKING ACTION
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Persuading a Decision-Maker
!Holding a Meeting !Testifying at a Meeting !Writing Letters !Making Calls !Sending Emails
TAKING THE NEXT STEP
Preparing to Present
Civics Day
Reflection and Next Steps
Unit 1: Identifying our Issue By the end of this unit, students should be able to describe their collective focus issue, they should have identified a root cause contributing to the problem, and they should have set a clear goal for what they want to accomplish. If they have not accomplished those objectives within one month of the start of the program, please reach out to DCs Chapter Directors or Generation Citizen staff. Lesson 0: Before Unit 1 begins, Democracy Coaches will attend a class to observe and briefly introduce themselves and the program (Lesson 0). They will introduce Generation Citizen, the movement of thousands of students working on issues, and what the class will do during the semester. They will also introduce themselves personally and briefly explain why they are part of the program. Lesson 1: The first lesson begins by exposing students to examples of how government and politics affect their lives. By considering the extent to which they knowingly or unknowingly depend upon governmental decision-making everyday, they are prompted to think about how they can play a role in this process, and why its important for them to do so. They are then introduced to GCs framework for advocacy, which will provide a map for the rest of the semesters planning and action. Lesson 2: In this lesson, students work in small groups to generate, prioritize, and discuss issues they face in their own communities that they want to address.
Lesson 3: At this point, students advocate for their preferred issue, vote to narrow down the number of issues, and then employ a consensus-building process to decide upon one focus issue as an entire class. Lessons 4 and 5: Students turn to researching and gathering evidence of the root causes of their focus issue by examining print and online materials and hearing from an issue or community expert speaker in class. After identifying the most important root cause that is also feasible to address in the semester timeframe, students craft a goal statement to connect addressing that root cause to their desired impact on the overall focus issue.
Unit 2: Planning our Action By the end of this unit, students should have identified specific targets, including one decisionmaker and other influencers, and outlined a clear plan of action to engage those targets. If two months into the program students do not have a strategic action plan outlined, please reach out to DCs Chapter Directors or Generation Citizen staff. Lesson 6: Students use their goal statement to identify a decision-maker someone who could, by themself, effect the desired change. Students then look at the specific powers that decision-maker has and draft an ask they will make of him or her. Students then turn to other targets or influencers, considering individuals and groups whose help they need to enlist to influence the decision-maker. Lesson 7: The students determine how they will reach their targets (decision-maker and influencers), examining and choosing from a diverse array of tactics, from writing editorials to phone-banking to holding a meeting with a decision-maker. Lesson 8: Students create a timeline for the semester and begin working in small groups to create work plans to identify tasks, assign roles, and organize their action. Unit 3: Taking Action By the end of this unit, all students should have engaged in at least one tactic. Students have taken steps to reach their goal, beyond just planning the steps themselves. All projects will have required students to communicate with individuals outside of the classroom. Students should also have a presentation and visual aid prepared for Civics Day. If students have not completed any tactics within two weeks of Civics Day, please reach out to DCs Chapter Directors or Generation Citizen staff. After selecting tactics to employ, students carry out their action plan within project groups. Democracy Coaches and teachers select mini-lessons on advocacy tactics as they become relevant. Students practice and employ critical thinking and group collaboration to achieve their goal. During this unit, a Lobbying 101 lesson also teaches students to develop compelling, personal, and focused arguments to build into their conversations with decision-makers and influencers. Unit 4: Taking the Next Step Students prepare for and then present their work at Civics Day, an event where GC students from across the city share their projects with other students, community members, and public officials, who serve as judges to provide feedback so that students can continue their efforts. The final lesson of the curriculum gives students an opportunity to critically reflect upon their work and discuss avenues for continued active civic engagement. *The appendix to the curriculum contains two supplementary lessons Learning from a Guest Speaker and Conducting a Survey that can be facilitated at any point during the semester. Suggestions are provided on each lesson plan for when and how to best make use of the lesson.
Grade Level Adaptations

To accommodate students undertaking the Generation Citizen program in middle schools and high schools, we offer adaptations of various types both in the curriculum and in online materials. In each lesson, we have included both high school and middle school level Common Core standards. (Consult Generation Citizen staff for state-specific standards.) Throughout the curriculum, we have noted options for extending, shortening, or deepening lessons to allow for appropriate differentiation. Our Generation Citizen internal website (explained below) offers additional materials to account for different reading levels and interests. In the portfolio assessment, we have provided various differentiated assignments to measure learning for middle and high school students.
Assessment
The Generation Citizen portfolio is a collection of student work that documents a students growth in civic knowledge, civic skills, and civic dispositions. This portfolio is an opportunity for students to highlight the individual work they have contributed to the action plan process while also reflecting on their role in the class collaboration. The portfolio differs from the student handbook in that there is a limited amount of work, which reflects the students achievement and growth over the course of the GC units. By contrast, the student handbook contains all of a students work. The GC portfolio helps students, teachers, and Democracy Coaches assess students growth and learning as they relate to the programs overarching goals. Students reflect on their own learning over the course and see their development as civic actors. Students decide which of their pieces they would like to include in the portfolio guided by parameters. Giving students a voice in the portfolio will help them feel ownership over the entire process. Additionally, portfolios can help future classes, as GC often collects high quality student portfolios to document and share with the following semesters classes.
Online Resources
Through the course of the curriculum, Democracy Coaches and teachers may encounter lessons that call for outside resources, especially as the curriculums flexible nature calls for different reading options, action planning resources, examples of other young people taking part in the democratic process, or additional content knowledge. For every lesson and phase of the curriculum , Generation Citizen provides online materials to supplem ent the printed curriculum . Please check here first for information on focus issue research, action planning, previous Generation Citizen student work, and more. Our resource website is:
www.generationcitizen.weebly.com
Vocabulary Instruction
Vocabulary acquisition is critical to equipping our students with the communication skills and concepts necessary for effective democratic participation. To this end, the curriculum identifies key vocabulary terms that are most relevant for each lesson that are also readily applicable to other subject areas and everyday active citizenship.
These identified vocabulary terms are identified in each lesson in the gray sidebar to the right of the lesson plan, under the heading Add to Glossary. This references a blank glossary included at the back of the student handbook. We encourage Democracy Coaches and teachers to utilize this glossary not only for the Generation Citizen-identified vocabulary words but also to record any other new terms introduced throughout the semester. We recommend the following procedure when you encounter a new term to teach your students: 1. 2. 3. 4. Direct students to their glossaries on page 112 of their student handbooks. Write the vocabulary word on the board, to offer students the correct spelling. Ask students if they know of its use or definition. Provide a student-friendly definition of the term. (For example, a student-friendly definition of the word beneficial might be helpful/making good things happen.) If a word has multiple definitions, focus only on the one they will encounter in that days lesson. 5. Write a sample sentence utilizing the vocabulary word. The sample sentence should be written in such a way that someone who did not know the word at all could easily infer the meaning from context. The sentence should also use the same form of the word (i.e., adjectival, adverbial) as written in the definition. For example, for the word beneficial: Winning the lottery was beneficial for Johns family; now they didnt need to worry about paying for John to go to college. 6. Give students 2-3 minutes to write down the word, definition, and sample sentence. Ask students to come up with their own sample sentences. 7. Call upon a few students to share their own sentences with the class. Again, sentences must use the word correctly and someone who didnt know the word should be able to infer its meaning from the sentence. Thus, a sentence like, Vegetables are beneficial, would not pass muster. If a sentence does not meet those criteria, ask students how the sentence could be improved. (Example: Vegetables are beneficial to your health because they provide vitamins.) Other helpful tips for vocabulary instruction include: Ensure that you regularly use the vocabulary words when speaking in that days class and future ones. Consider pausing and calling on a student to remind the class what the word means. Encountering the word repeatedly and multiple contexts increases the likelihood that it will stick and become part of students own lexicon. Optional: Teachers can give occasional vocabulary quizzes. To do so, simply put the words on the board (without definitions). Students can then, on a blank sheet of paper, write sentences utilizing the words in context (again, so that someone could infer their meaning). Conducting and grading such quizzes is quick, easy, and provides an additional opportunity to assess learning (and incentivize vocabulary acquisition). Optional: Put the word on a classroom word wall, so students regularly see and remember the word.
Flexibility
Generation Citizen encourages Democracy Coaches and teachers to be creative with teaching strategies and supplementary content, while adhering to the core objectives, standards, and lesson sequence. While this curriculum strives to provide a universal template for successful civic action, we also recognize the diversity of classroom contexts, from class size to students backgrounds. This is why all Generation Citizen Democracy Coaches should prepare adapted lesson plans that, while keeping the integrity of lessons intact, provide supplemental resources, challenges, or adaptations based on the level or age of their students. 10
Please note that Generation Citizen assumes a class size of twenty-five students for our lessons. Activities may need to be modified for classes that are significantly larger or smaller than that number. We also assume a class period of 50 minutes. Therefore, whenever possible, we provide options for reducing or extending the lesson. We recognize, however, that some classes may occasionally need to divide a lesson into two class periods or, for those on a block schedule, conduct two lessons in one class period. Close collaboration between the Democracy Coaches and the teacher is thus essential, and we strongly advise consulting in advance of each lesson on both content and pedagogy. We also encourage Democracy Coaches and teachers to use blank space within each lesson in the curriculum to write in modifications and keep track of student input. Lastly, we want to stress that the activities and sample questions provided are intended as mere means to a given end (the days objective and the overall objectives of the course). Although designed with considerable thought and care, ours is neither a scripted curriculum nor a checklist - take advantage of the teachable moment, the thought-provoking discussion, or the relevant current event to enrich and enliven the Generation Citizen action civics course.
Using the Generation Citizen Curriculum

Each lesson contains several components, outlined here: An OVERVIEW of the lesson is provided to explain the purpose of the lesson and give a brief snapshot of what students will experience in the lesson. Skim the overviews from the previous and upcoming lessons before class to help you frame the days lesson. Two to four OBJECTIVES for each lesson will outline what the students should accomplish by the end of the lesson. If making any modifications to lesson in consideration of timing, skill level, or pacing, ensure that these objectives will be met by the end of the period. M ATERIALS for each class are listed and should be gathered and prepared before the class. Teachers should consider whether resources can be shared between Generation Citizen class periods and Democracy Coaches within their chapters. The PREPARATION BEFORE CLASS section offers key materials that need to be prepared before class starts. This section also suggests items that should be ironed out between the Democracy Coaches and teacher before each class. The INTRODUCTION starts with a Do Now that should be shared as soon as students enter the classroom and completed within the first 3-5 minutes. The INTRODUCTION then also includes a student-friendly lesson overview giving students the context for the lesson. This might be in the form of referencing a past lesson or engaging in a pre-lesson activity or discussion that is especially relevant to the objectives set forth in the lesson. Time suggestions (assuming a 50 minute class period) are provided as a guideline. The LESSON sections (typically given heading pertinent to the content of the lesson) provide stepby-step directions for activities and products that students should complete to meet the objectives of the lesson. Notes and suggestions are offered to help Democracy Coaches and teachers facilitate learning. It is important to note that the lesson can be adjusted; Democracy Coaches and teachers
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should feel free to adapt to the needs of their specific class, especially as it relates to relevant goals and objectives. Time suggestions (assuming a 50 minute class period) are again provided as a guideline. The CONCLUSION offers a wrap-up designed to help students process what they have gained from the lesson and an Exit Ticket intended to assess students learning. It is crucial that students have the time and space to synthesize learning and reflect on the lesson. Time suggestions (assuming a 50 minute class period) are again provided as a guideline. Exit Tickets should be collected by Democracy Coaches and/or teachers, to be reviewed before the next lesson. In the sidebar of lessons there are several supplementary components including: TO SHORTEN THIS LESSON offers suggestions for condensing or combining activities to accommodate classes of different lengths of time or classes that need to move with speed through the curriculum. Suggested vocabulary words are highlighted with the title ADD TO GLOSSARY. These words are referenced within the lesson itself, and teachers and Democracy Coaches should take time to define them as needed according to their students prior knowledge. (See Vocabulary Instruction on page 9 of the curriculum.) ADAPTATIONS FOR RIGOR suggest alternate activity formats or examples for advanced classes. SAMPLE PROBING QUESTIONS appear where discussions can be made richer by probing students towards deeper thinking, alternative solutions, or more specific answers. These questions are intended only as samples and should be adjusted based on student and discussion needs. We provide EXEM PLARS/NONEXEM PLARS as tools for Democracy Coaches and teachers to understand specific advocacy terms or elements (such as root cause or goal). These may also be used directly in order to offer students examples to emulate or avoid. In general, exemplars demonstrate the level of linguistic and conceptual specificity necessary for successful completion of the days objectives. In other cases, these exemplars/non-exemplars distinguish between aligned and accurate statements and incorrect or unfounded ones (ex. a decision-maker is one directly connected to a goal vs. one who has no power to impact that goal).!
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About Unit 1: Identifying our Issue

Components:
Lesson 0: Democracy Coach Class Observation and Generation Citizen Introduction Lesson 1: Introduction to Civic Action Lesson 2: Community Issues Lesson 3: Choosing our Focus Issue Lesson 4: Examining Evidence Lesson 5: From Root Cause to Goal
Main Goals:
At the end of Unit 1, students will be able to: analyze examples of different tactics for civic action in relation to sample goals describe the advocacy framework of this action civics course utilize and explain the purpose of small group work guidelines identify issues in their communities and analyze them as public problems utilize small group discussion guidelines to advocate for and discuss focus issues use evidence to argue for a given focus issue utilize democratic discussion guidelines to argue for and discuss focus issues reach a consensus on a single focus issue analyze print and online research about the context of their focus issue evaluate evidence of root cause as it relates to the local situation for their focus issue analyze and evaluate evidence provided by a guest speaker on the root causes of their focus issue (optional) select a root cause by analyzing its importance and feasibility create a goal which addresses an identified root cause Students will have: analyzed how tactics change in relation to different goals learned a framework for effective advocacy (the advocacy hourglass) set guidelines for classroom interaction to enable productive discussion identified and prioritized community issues argued for and selected a class focus issue using a consensus-building process analyzed and evaluated research (optional: and spoken with a community/issue expert) to determine the root causes of their focus issue selected a root cause to address based on significance and feasibility drafted a goal to address the chosen root cause
Unit Summary:
Before Unit 1 begins, Democracy Coaches will attend a class to observe and briefly introduce themselves and the program (Lesson 0). They will introduce Generation Citizen, the movement of thousands of students working to take action within their communities, and what the class will do during the semester. They will also introduce themselves personally and briefly explain why they are part of the program. Lesson 1 begins by exposing students to examples of how government and politics affect their lives. By considering the extent to which they knowingly or unknowingly depend 13
upon governmental decision-making everyday, they are prompted to think about how they can play a role in this process, and why its important for them to do so. They are then introduced to Generation Citizens framework for advocacy, which will provide a map for the rest of the semesters planning and action. In Lesson 2, students utilize small groups to generate, prioritize, and discuss issues they face in their lives and communities that they want to address. Then, in Lesson 3, students marshal evidence to argue for their preferred issue. After narrowing down the number of issues, students employ a consensus-building process to decide upon one focus issue as an entire class. Students then turn to researching and gathering evidence of the root causes of their focus issue in Lessons 4 and 5, examining print and online materials, and potentially hearing from an issue or community expert speaker in class. After identifying the most important root cause that is also feasible to address in the semester timeframe, students set a goal that addresses the identified root cause and leads to the desired impact on the overall focus issue. By the end of this unit, students should be able to describe their collective focus issue, they should have identified a root cause contributing to the problem, and they should have set a clear goal for what they want to accomplish. If they have not accomplished those objectives within one month of the start of the program, please reach out to DCs Chapter Directors or Generation Citizen staff.
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Lesson 0: Democracy Coach Classro om Ob servation and GC Intro
OVERVIEW
Before the Democracy Coaches begin Lesson 1, they will use this period as an observation ONLY with a brief self-introduction and explanation of the program. Teachers should plan on giving the Democracy Coaches most of the period to observe classroom procedures and then a portion of the period to briefly introduce themselves and the program to students.
OBJECTIVES
By the end of this lesson, students will be able to: summarize the purpose of the Generation Citizen program and how it fits in with their regular course explain the role of the Democracy Coach and get to know their Coach(es) explain the role of the teacher in the Generation Citizen program By the end of this lesson, Democracy Coaches will be able to: summarize the norms and practices of the classroom briefly be introduced to students they will be coaching prepare with the teacher any necessary steps before Lesson 1 schedule an expectation-setting conversation and have a plan for regular communication with the teacher By the end of this lesson, teachers will be able to: prepare with the Democracy Coach(es) any necessary steps before Lesson 1 schedule an expectation-setting conversation and have a plan for regular communication with the Democracy Coach(es) return guardian and student consent forms and surveys to Generation Citizen staff, if applicable
PREPARATION and MATERIALS Teacher

Inform your Democracy Coach of any procedures they should be aware of before visiting your school for the first time Obtain student handbooks If you will be having students complete the assessment portfolio: Have your students complete Pre-GC Reflection Letter assignment and provide these to the Democracy Coach(es) in advance If your class needs to do pre-surveys: Collect guardian and student consent forms and administer surveys in advance of Lesson 0 if possible, but otherwise be ready to do so today
PREPARATION and MATERIALS Democracy Coach(es)

Once contact information is provided by Generation Citizen staff, call or email your classroom teacher to introduce yourself and confirm the time/date of your observation and content of Lesson 0 o Also ask to schedule a follow-up conversation to set expectations for the semester and begin building a working relationship before Lesson 1 o Check with your teacher on the status of guardian and student consent forms and surveys Obtain student handbooks (or determine if these are already with your classroom teacher) Send the GC introductory video to your teacher in advance if he or she is able to play it in the classroom Prepare self-intro (see suggestions below)
CONTENT Teacher
Conduct the majority of the period in your normal fashion to allow for the Democracy Coach to observe your teaching practices and students
CONTENT Democracy Coach(es)

Observe the classroom processes using the following items to guide you. You might take notes on the worksheet provided at the end of the lesson plan to collect your thoughts: 15

1) Arrival/Visitor Entry Procedure? 2) Resources Available (paper, PowerPoint, overhead, etc.)? 3) Teachers Style/Mannerisms? 4) Behavior Management System/Strategies? 5) Student Interactions with Each Other and Teacher? Introduce yourself according to the storytelling structure youll be teaching your students in Lesson 9 (page 89): o ME: Who are you? What brings you to Generation Citizen and here today? o US: What are we going to be doing together this semester? o NOW: Why is this important? Why is this timely? Why are you excited to be here? Explain briefly what the students will experience in Generation Citizen this term 1) Democracy Coaches (who volunteer their time) will be coming to their class a few days a week for the rest of the term 2) They are now part of a movement of 6,000 students participating in New York, Massachusetts, Rhode Island, and the San Francisco Bay area 3) This program is about students choosing an issue that matters to them and building a project to make change on that 4) Some representatives from their class will attend Civics Day, an opportunity to present their work to local leaders and other schools from around the city 5) Students will have the opportunity to be connected to other Pipeline programs after the semester, which will allow them to continue to deepen their civic engagement through summer programs or jobs If possible, show your class the GC introductory video or share a past Civics Day board. Share a personal experience with the program or ask your teacher to share if they have led a Generation Citizen class before. Give examples of past projects students have done in Generation Citizen such as the following: 1) 8th grade class in Boston, MA: This class chose teen pregnancy and STIs as their focus issue. They realized that a root cause many peers getting pregnant was a lack of education. They did not have comprehensive sex education in their middle school, so they decided to plan a yearly Sex Education Day for 6-8th graders at their school. They got permission from their principal and sent letters to a physician and HIVpositive guest speaker to come speak and answer 16
Introduce your students to their Democracy Coach(es) Explain to students how Generation Citizen will be incorporated into their normal course (grading, participation requirements, behavior expectations, etc.) Pass out the student handbooks. Explain briefly what the handbook is and that we will be using it every day during GC; explain procedure for where these will be stored. If your class will need to do presurveys: if you have not already, collect guardian and student consent forms administer pre-surveys.

questions at their event. The event was very successful and the class won the Best Action Plan award at Fall 2012 Civics Day. 2) 11th and 12th grade class in Providence, RI: This class chose pedestrian safety as their focus issue. They saw cars speeding on the busy road adjacent to their school every day, and they felt unsafe in their environment. They realized that the regular speeding owed to two simple root causes: drivers did not know a school was there or they didnt think they had to slow down. The school was not labeled a school zone, so speeding drivers might not know there are students nearby--and of course, even if they did know, they might not care. To increase pedestrian and driver awareness of their issue, this class wrote and distributed a survey on street safety to 150 students at their school. They contacted a city councilmen and administrator at the Dept. of Public Works to get school zone signs installed and crosswalks re-painted. They also successfully asked State Representative Anastasia Williams to sponsor a RI bill that would double the speeding fines in a school zone. By Civics Day, the Dept. of Public Works had repainted all four crosswalks at the school's intersection and painted two new ones for them right outside the school entrance. These students won the High School Change Makers award at Fall 2012 Civics Day. The day after Civics Day, they met with Mayor Taveras, who then instructed the head City Engineer from the Dept. of Public Works to install school zone signs by the end of the week! One of the students even secured an internship with in a representatives office for the following school year! 3) 12th grade class in New York, NY: This class chose drug abuse as their focus issue. They felt marijuana smoking was far too pervasive in their community: on neighbor's stoops, around the school, and even in the bathrooms. The students decided that the drug prevention programs at their high school needed to be stronger because students were not aware of the health effects or potential legal consequences of drug abuse. To accomplish this they tried to build coalitions and circulate petitions among the groups that would care the most about the issue, such as parents, teachers, and students. They then wrote letters, with the petitions attached, to the principal and alumni demanding stronger drug prevention program. Additionally, they created a student led group to educate freshman and sophomores about the dangers of drug abuse. This class won the Change 17

Maker award at Fall 2012 Civics Day.
If there is extra time left in the period, after the teachers lesson
Get to know your students! Have a mini-ice-breaker prepared (favorite childhood movie, at bat song they would play if they were baseball players, etc.). Start learning and practicing students names. (See additional suggestions on the Generation Citizen internal site.) If you know that time is going to be an issue in the near future, facilitate the Four Corners activity from Lesson 1.
FOLLOW-UP CONVERSATION: Democracy Coach(es) and Teachers

After this observation period, the Democracy Coach(es) and teacher should have a brief (suggested 30 minute) introduction and expectation-setting conversation to lay the groundwork for a productive working relationship and to prepare for the next GC session. Use the templates provided on the following pages to guide that conversation.!
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! !
Lesson 0 Materials Lesson 0 - Observation Notes
Please take notes on your initial observations of your school and class these will serve as a helpful tool as you prepare to return for your first lessons. Notes Arrival/Visitor Entry Procedure: School Resources Available (paper, PowerPoint, overhead, etc.):
Seating Arrangement: Classroom Environm ent Routines/Structures:
Teaching Style/Mannerisms:
Relationship with Students: Teacher Behavior Management System/Strategies:
Interactions with Each Other:
Interactions with Teacher: Students Interests/Participation:
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! !
Lesson 0 Materials Democracy Coach/Teacher Introductory Conversation Template

Please work through the following three pages with your classroom partner(s).
Background
!
Share motivations for working with the program
Share backgrounds (student: hometown/college/study, teacher: hometown/years at school/subjects taught/family)

!
GC Experience
!
Has anyone worked with GC before? If so, in what capacity?
If so, what are strengths to build on and/or improvements to be made this year?
What are you most looking forward to and most nervous about concerning the program?
Communication
!
Verify e-mail addresses and phone numbers
What are each persons preferred methods of communication?
How can you be reached in case of an emergency (ex: Democracy Coach running late to class, teacher home sick)? Clarify if Democracy Coaches will/not be expected to come when a substitute is leading class
When is the teachers planning period?
Verify exact bell schedule
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! !
Lesson 0 Materials
Have a conversation with your partners about who will be primarily responsible for these tasks.
DEMOCRACY COACH responsibilities

Lead Lesson Planner and Instructor
BEFORE A GIVEN CLASS

TEACHER responsibilities
Classroom Authority Collaborator Administrator
Teacher shares classroom norms, strategies, and expectations with DC Both Teacher and DC collaborate around lesson goals and structure
Action Plan Coach Collaborator
__ writes/adapts lesson plans from curriculum __ creates and compiles lesson materials __ sets up materials before/at the beginning of the period
DC compiles background research and resources; coordinates speakers as relevant and according to school rules; compiles and edits action plan DC frames days lesson within action civics and the advocacy approach Both DC and Teacher collaborate around lesson goals and structure
DURING A GIVEN CLASS

__ begins/opens lesson when bell rings __ leads lessons and activities __ distributes materials __ administers assessment and/or Exit Ticket at end of period
DC shares experience and advocacy knowledge DC reinforces behavior expectations Both DC and Teacher collaborate with students in class discussions Both DC and Teacher assist individual groups of students with their work
Teacher maintains controlled environment Teacher takes charge of classroom management Teacher contributes content connections Both Teacher and DC collaborate with students in class discussions Both DC and Teacher assist individual groups of students with their work Teacher shares feedback on classroom effectiveness and pedagogy with DCs
AFTER A GIVEN CLASS

__ reviews Exit Tickets to gauge student understanding and make improvements for next period
DC uses reflection and teacher feedback to improve performance
LOGISTICS THROUGHOUT THE SEMESTER

Both DC and Teacher communicate regularly around scheduling and expectations DC engages regularly in professional development
Both Teacher and DC communicate regularly around scheduling and expectations Teacher oversees consent form and survey completion/collection Teacher manages GC/school and DC/school relationships Teacher determines and oversees portfolio use Teacher coordinates Civics Day preparations
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! !
Lesson 0 Materials Ideas to Review with Your Classroom Partner

Known scheduling conflicts
(Testing dates, vacations, field trips, college breaks, professional development days)
Potential times and ways to communicate

(Before/after school, planning period, lunch)
GC-Course content connections

(Relevant movements/principles/stories to reinforce)
Classroom structures or systems

(Do Now, vocabulary system, calling on students, behavior systems, signal for getting students attention, grouping system)
Availability of supplies
(Internet connection, PowerPoint, computer lab access, copier capabilities)
Personal expectations
(Dress code, using first/last name, pet peeves)
Important classroom/school rules

(Cell phones, approval required for guest speakers, student/teacher email/cell policies)
Class-specific information or advice

(Strengths, behavior concerns, dynamics)
Choosing representatives from Civics Day (Merit, self-selection, competition, etc.)
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Lesson 1: Intro duction to Civic Action
OVERVIEW
Students will consider how government affects their daily lives and begin to think about how and when they can affect government, and why they should consider doing so. An opening rank order small group activity will then segue into a brief overview of the advocacy hourglass, a process for making change that they will learn through taking action on an issue they care about during this course.
NOTES: Begin with small group guidelines leading into the Rank Order activity if you led Four Corners during Lesson 0. TO SHORTEN THIS LESSON: If introductions go long, have students rank only four actions during the Rank Order activity. Skip the Advocacy Hourglass review and discuss it in Lesson 2. Have your teacher do todays exit ticket in another period or assign it for homework before the next class.
OBJECTIVES
By the end of this lesson, students will be able to: recognize ways in which government shapes their daily lives describe the advocacy framework of this action civics course utilize and explain the purpose of small group work guidelines
MATERIALS
Student handbooks (will either be delivered directly to the school or distributed to DCs at initial training) Printed tactic slips from the page following this lesson (1 set of slips for every small group of 4-5 students) Paper to make name tents to put on desks (1 per student) Board space or chart paper to create Looks Like/Sounds Like poster
PREPARATION BEFORE CLASS

Complete Lesson 0 to introduce yourself and the GC program overview during your first observation day. Return any collected consent forms and surveys to CDs or GC staff Create Strongly Disagree, Disagree, Agree, and Strongly Agree posters for use in Four Corners activity. Print and cut up Rank Order slips. Familiarize yourself with various stories of past projects and focus issues and the basic GC structure. Bring paper to have students make name tents. Talk to your teacher about any usual classroom process for working in small groups and review GC small group procedures outlined in the student handbook. Pick up, read, and give feedback on student self-introduction letters (if your teacher has had them complete these as part of the portfolio project). Create an Advocacy Hourglass poster to use as a visual aid
INTRODUCTION (5 minutes)
Briefly reintroduce yourself o Your name o Your role as a Democracy Coach o Which days you will be in class o A funny fact about yourself (or other ice-breaker intro, see Generation Citizen internal website for ideas) o Remind students that Generation Citizen is a chance to make
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change on something you care about by actually taking action Have students make name tents then go around and introduce themselves, saying their names and funny get-to-know-you facts. (See Generation Citizen internal site for ice-breaker ideas.) Lesson overview and framing: Explain that today we are going to get to know each other and start talking about what well be doing this semester and why.
EXPLORING CIVIC IDENTITIES (10 minutes)

Explain how the Four Corners activity works. o You will read a statement and students move to the appropriately corner of the room with the sign that describes how they feel about the statement (corners are labeled: strongly agree, agree, disagree, or strongly disagree). If a student has conflicting opinions about the statement, he or she can stand in the middle of the room. o Emphasize that students should try to think about how they feel, not about where their friends are moving and that every issue has multiple perspectives, so every student should be treated respectfully regardless of where they stand. o Instruct students that they will have just a few seconds to travel quietly to their chosen corner. Once there, you will ask a few volunteers to explain their responses. Implement Four Corners: After each statement, ask for student volunteers (or choose students) from different groups to explain why theyre standing in the corner they have chosen. Probe students thinking and suggest multiple alternative perspectives, while remaining respectful and impartial. Begin with simple, easy statements and then increase in complexity, aiming for 4-8 statements. Possible statements may include: o I like dogs more than cats. o The Red Sox are better than the Yankees. (or Giants and As) o I think students should be paid to go to school. o In my opinion, global warming is a big problem. o I think anyone should be allowed to own a handgun. o I believe that government affects my life on a daily basis. o I believe that our government responds to the needs of its citizens. o I believe that I can affect how government functions. Debrief Four Corners: Ask students how it made them feel to stand with or in opposition to their classmates. How did they feel when they were in different sized groups? What did you learn from hearing other perspectives on the issues?
LEARNING TO WORK IN SMALL GROUPS (6 minutes)

Explain that this class is built around student voice, and that youll be
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working in different ways throughout the semester to encourage all students to participate because youre interested in hearing what they have to say. So in addition to calling on individuals like you did during 4 Corners this morning, students are going to be doing a lot of work in small groups, where everyone has a chance to talk. Explain that to allow for good conversation in groups, there are a few practices that you can use to help make the discussion work. Students can turn to page 6 of their student handbooks for tips and to take notes for later reference.
ADAPTATION FOR RIGOR: Do not have high school students complete the TChart. Instead, briefly ask for their tips for working in small groups. Validate their suggestions and share your experience with and priorities of: close seating, positive body language, focus on topic at hand, and participation from all. TIP: Each class period should hang up the Looks Like, Sounds Like chart as a constant reminder of expectations for small group work. You can also refer to the chart to get students back on track.
Ask students as a whole class to respond verbally to the following questions while you or write or a volunteer writes their answers in a TChart (Looks Like vs. Sounds Like) on the board. o Think about a time when youve worked in small groups successfully before. What did it look like? What did it sound like? LOOKS SOUNDS Eye contact Everyone contributing Engaged Talking in turn Leaning in Dont run over each other Notes/recording Build ideas Sitting close Respectful (tone, volume, open to ideas, affirmation) Circle of some sort Verbal prompts Focus/getting things done Explain that students will be working in small groups of three to five students often in this class and that they should use similar techniques to guide their conversations so that we can collaborate as much as possible with each other.
Safe space mention
Ask if students have any objections to the list and agree to these guidelines.
THE ROLE & SCOPE OF GOVERNMENT (14 minutes)

Break students into small groups of 4-5. If possible, have them quietly move their seats to be clustered in these groups. Explain that youre now going to be doing an activity called Rank Order to build on students previous thoughts about their interaction with government. You want to challenge them to think about how government affects their own lives. Explain and hold up the activity slips that you are about to pass out. Explain that there is a different daily activity written on each slip of paper and that in small groups, using small group techniques, the students need to decide as a group how they would rank the slips in order of ones most impacted by the government to activities least influenced by the government. (They can put the most impacted at the
Might be helpful to do example together or brainstorm different points of acess together.
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! top, the least impacted at the bottom.)
Encourage students to think about how each level of government might affect that activity. Ask students to review the different levels. o City: Includes city council and local courts, led by the mayor (review Mayors name) and handles local city issues (such as trash collection, traffic safety, and park maintenance) and implementation of policies. Also referred to as municipal government. o State: Headed by the governor (review Governors name) and includes the State Senate, State Assembly and State Supreme Court. They handle issues that affect the entire state, such as granting funding for public education and organizing voting districts. o National: Headed by the President (Barack Obama) and includes the Senate, House of Representatives, and Supreme Court. Also referred to as federal government, they work on issues affecting the entire country, including managing relationships with other countries, determining immigration systems, and managing interstate transportation. Offer one example: Getting in touch with a relative across the country. o How do you think the government influences this? o Other questions to consider include: ! Who else is participating in this? ! Who is paying for this? ! Who is responsible for making sure or influencing how this happens? o The Postal Service is a federal agency charged with picking up, sorting, and delivering all of your mail, at little hassle to you. o The Federal Communications system organizes all of our telecommunication, making sure that radio and cell phones and TVs and computers all operate on different channels. Getting in touch with someone might be an independent activity, but it is influenced by policies and systems that we dont often realize shape our actions and the organization of our society profoundly. Ask one student to repeat the directions in his or her own words. Ask for other questions or clarification before passing out tactic slips and telling students to begin. Tell students that at the end of this session they will need to choose one student from each group to verbally share the decisions they made with the class. While they discuss, walk around to the small groups and question them when needed to ensure they follow the small group procedures and create a fully ranked list. After 8 minutes, have one student from each group to report out to the class about the following questions and keep notes of their answers on the board.
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! o o

Which method did we rank as most influenced by government? Why? How is this issue affected by government? Which method did we rank as least influenced by government? Why? How is this issue affected by government?
Clarify that there are no right (ranking) answers because every issue that you discussed is influenced by government on some scale. Government influences everything we do. Our rankings just reflect our familiarity with each of the policies and structures working behind the scenes. Use the Governments Influence on Daily Life answer sheet at the end of this lesson to share examples of how each issue is influenced by government, one-at-a-time.
PROCESS OF MAKING CHANGE (10 minutes)

How does this related to Generation Citizen? Make the point that every one of those laws and agencies referenced in the activity has to be created and regulated, and we as citizens have the power to affect how that happens. We just have to know how to use that power. Thats what were going to be learning about this semester. Explain that one way to make change on a particular issue is advocacy, and that all the structures you just examined can be influenced by advocacy. This is what we will be learning to do and actually doing this semester.
ADD TO GLOSSARY: Advocacy Definition: Getting support for a solution to a particular problem, idea, or cause Sample Sentence: Advocacy for equality, by civil rights groups and individuals like Martin Luther King, Jr., led to the end of segregation. TIP: Create an advocacy hourglass poster to post in the classroom and refer to throughout the semester. Consult with other Democracy Coaches working in the same classroom to share resources.
Display the above advocacy hourglass on the board or chart paper. Explain that this is a visual way to show how to do advocacy (in other words, make change on a problem) and to plan out how to make that change. Label each section of the chart and have students copy this on page 11 in their handbooks and write in the short definitions below. Explain that this is the process we will use to make change on an issue in our community whether thats the state, city, neighborhood, or school this semester. Explain that your Democracy Coach(es) and teacher are here to guide you in the process of determining what the most effective actions will be to address the problem you identify as a class. o Community Issues: the range of problems/issues in the 27

neighborhood and school (Ex. homelessness, safety, etc.) Focus Issue: the problem/issue you care most about that well work on this semester Root Causes: the main reasons why a challenge exists (Ex: Students are not signing up for the SAT because no one teaches them how to do so) Goal: the impact well make on the focus issue by addressing/fixing a root cause Targets: the major influential people or groups who can help accomplish a goal (Ex: a decision-maker, those who can influence the decision-maker, etc.) Tactics: the actions taken to convey your messages to targets (Ex: set up a meeting, write a newspaper article, organize an assembly)
o o o o o
In Generation Citizen, you will choose a problem that you care about, and use advocacy to help solve it. Advocacy allows anyone, student or adult to make change in our democracy.
CONCLUSION (5 minutes)
Remind students of the next date you will see them and preview what they will be doing in the next class. Explain that addressing a problem actually starts, of course, by deciding which problems actually matter most to us and are worth our time in this program and in general. In response to this idea, have students complete exit ticket and submit it to you. Call on a student to read the exit ticket prompt out loud or do this yourself. Collect any guardian and student consent forms and surveys.
TIP: Stand by the door to collect these exit tickets from students. This will help you practice learning their names. Smile.
ASSESSMENT and PORTFOLIO ELEMENTS

Exit Ticket: Use one sentence to answer each of the following prompts. Hand this in to your Democracy Coach or teacher on the way out. o Describe what you think youll be doing with Generation Citizen this semester. o What is one thing youre excited about? o What is one question you still have about today or about the program? Portfolio: Student introductory letter
COMMON CORE STANDARDS

SL.9-10.1.a-d SL.9-10.6

SL.8.1.a-d SL.8.6
REFERENCES
http://www.johnzola.com/JohnZola.com/Teaching_Strategies.html http://www.governmentisgood.com/articles.php?aid=1&p=1
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Lesson 1 Materials
Brushing your teeth .. Going to the bathroom Checking the weather .. Getting to school . Sitting in class Buying a snack after-school Walking down the street Going to sleep
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Lesson 1 Materials
Guide to Governments Influence on Daily Life
Brushing your teeth Your city water department is charged with constantly managing water quality, including checking it constantly and correcting any misbalances. Going to the bathroom Your city government is responsible for collecting and removing all waste in a timely, reliable, and environmentally responsible way. All you have to do is flush. Checking the weather The National Weather Service, which is an agency funded by the federal government, reports the weather. They take hundreds of thousands of temperate and climate readings every day to give you the latest weather information. Getting to school Local police enforce traffic laws and local governments fund public transportation options like the bus or the subway. State governments mandate that all vehicles are inspected for safety on a regular basis and require seat belts and auto insurance for drivers. Sitting in class States are responsible for educating all of their citizens, including building schools, developing curricula, and determining graduation requirements. The federal government contributes funding to states for different education initiatives. Buying a snack after-school The Food and Drug Administration oversees all food safety and packaging requirements. Thats how you know what exactly youre eating and are able to have confidence that its free of diseases. Your city government conducts regular inspections to ensure that all restaurants are clean and up to code. Walking down the street City law requires that pet owners clean up after their animals so that you dont step in dog poop as you walk down the street. City Animal Control offices keep stray cats and dogs off the street. City and state governments are responsible for the conditions of roads (potholes, sidewalks, speed limits, etc.) depending on how far the roads run. Going to sleep A smoke detector runs all night to monitor dangerous levels of carbon dioxide. This is a mandate from your city government. The city police department enforces noise limits to help everyone sleep peacefully.
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STUDENT HANDBOOK PAGES Lesson 1
Write the name(s) of your Democracy Coach(es) here:
OVERVIEW AND OBJECTIVES: Consider how government affects your daily life and begin to think about how and when you can affect government, and why you should consider doing so. An opening rank order small group activity will then lead into a brief overview of the advocacy hourglass, a process for making change that you will learn through taking action on an issue you care about during this course. By the end of this lesson, you will be able to: recognize ways in which government shapes your daily life describe the advocacy framework of this action civics course utilize and explain the purpose of small group work guidelines
[WORK SPACE]
Stu de ! nt handbook pa ge 5
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Small Group Guidelines Looks Like Sounds Like
When in a small group make sure: Your desks or chairs are arranged close together and to directly face each other, so you can hear each other and are not too close to other groups. You are listening to your classmates to understand, make your ideas clearer, and develop your thinking. You should ask questions that help you and your group members do all this productively. Your body language and attitude show listening and respect. Every member in the conversation has voice and is invited to speak and share. Everyone speaks thoughtfully -- avoid and stuff or blah, blah. When in a small group, your job is to: Have the attitude of I want to learn and I want to teach others Use your curiosity to make connections between new and old learning Participate for the sake of your own learning not just to perform for a grade Care about the learning of everyone else Sentence starters to help your conversation:
Can we think of another example? Tell me more about _____. Explain your thinking about ____. Why might someone disagree with us? What could we say? Can we summarize our thoughts? What if?
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EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. Use one sentence to answer each of the following questions. Hand this in to your Democracy Coach or teacher on the way out. Describe what you think youll be doing with Generation Citizen this semester. What is one thing youre excited about? What is one question you still have about today or about the program?
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Lesson 2: Community Issues

NOTES: Begin with a discussion of the Advocacy Hourglass if you ran out of time in Lesson 1. TO SHORTEN THIS LESSON: Give students less time to prioritize and think of personal stories in their groups. After each group comes up with a short list of responses, move to the whole-group discussion.
OVERVIEW
Students will identify assets and issues that they consider problems in their communities. They will discuss and elaborate upon these issues and begin to prioritize them as a class.
OBJECTIVES
By the end of this lesson, students will be able to: identify issues in their communities and analyze them as public problems utilize small group guidelines to advocate for and discuss focus issues
MATERIALS
Student handbooks Looks Like/Sounds Like chart Advocacy Hourglass visual

Return any collected consent forms and surveys to CDs or GC staff Talk to your teacher about if you or they want to define the scale of community that your students can or cant address (ex: no school or state issues, add borough as an option, etc.). Write problem-identification prompts (see below) on the board or on poster paper: o What is one of the biggest problems affecting students at your school? o What is one of the biggest problems affecting people in your neighborhood? o What is one of the biggest problems affecting people in your city? o What is one of the biggest problems affecting people in your state? Write Do Now prompt on the board.
Do Now (page 8 of handbook): Write a postcard to a friend who has never been to your community. Tell him or her about some of the best assets or resources of your community. Lesson overview and framing: Explain that on the first Generation Citizen day we saw that politics impacts our lives everyday and that people have the chance to affect government and politics through advocacy. Today, our class will begin thinking about the positive and negative qualities of our own communities so we can gather ideas about what might become the focus issue for our own civic action. Ask 3-5 students to share their Do Now and write these responses on the board. Encourage students to voice agreement or disagreement and to explain what makes these assets accessible or hard to access. Share a personal example from your own college community. Use this to highlight a community resource (health clinic, advisory department, swimming pool, library) rather than a personal asset (I have a big dorm room, my professors are nice, etc.).!
ADD TO GLOSSARY: Asset Definition: a useful or desirable thing or quality Sample Sentence: Julia loved her college campus tutoring center the writing tutors were a great asset when she needed help editing papers.
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IDENTIFYING COMMUNITY ISSUES (8 minutes)

Review the advocacy hourglass structure and its purpose in helping us plan for effective action: ask the students to describe, in their words or using their handbook definitions, the meaning of each tier. Explain that today the class will be starting on the first section of the hourglass: talking about community issues, which we will then narrow down to just one focus issue in the next period. Ask students for ideas about why we choose just one focus issue in this program. (Possible answers: it takes a group of people to make change on an issue; if we try to do too much at once, we wont be good at any of it; this allows us to try more various forms of action than we would be able to alone; strength in numbers!) Explain that before you collaborate, or work together, with classmates, you want to give everyone time to collect their thoughts. Post the following questions on the board (edited in collaboration with your teacher). Tell students to refer to page 8 of their student handbooks and to silently and independently answer the questions in complete sentences. 1. What are one or two of the biggest problems affecting people in your school? 2. What are one or two of the biggest problems affecting people in your neighborhood? 3. What are one or two of the biggest problems affecting people in your city? 4. What are one or two of the biggest problems affecting people in your state? As students are working, circulate and push them to brainstorm meaningful responses. o What different populations of people exist in that community (school, neighborhood, city)? Are there any problems facing particular populations more than others? o What current events have you heard about recently? Are there any issues getting a lot of media attention that seem important? o What challenges have people youve known come up against? It doesnt have to be a problem affecting you personally.
ALTERNATE ACTIVITY FORMAT: Write each question prompt on one sheet of butcher paper or on separate board spaces. Have students do a gallery walk where they walk around the room, adding responses to reach paper or putting a check mark beside those with which they agree. As students break up into small groups (in the next activity), assign one poster to each group to review and rank.
PRIORITIZING ISSUES, PART 1 (14 minutes)

Indicate that students will be reviewing their answers in groups before sharing whole-class. Lead students in a brief review discussion about how to talk in a group. Ask for a few student suggestions on what things lead to good and bad discussions. (Ex. Good = Can you explain? What makes you think that? Can you give me an example? Bad: Thats stupid. Youre wrong.) Remind students to reference their handbooks for the group guidelines in Lesson 1 as a reminder. Break students up into groups of 3-4 and ask them to sit quietly once theyre assembled so you can give instructions.
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Explain that for this activity each group member will have a specific role. These roles can be found on page 9 in their student handbooks. o The discussion leader asks group members to give and explain their answers fully o The writer takes notes of what everyone says o The analyst helps the group rank and select their most important issues o The reporter shares the groups responses with the class Assign parts to each student or give them 30 seconds to assign roles themselves. Reviewing one role at a time, ask students to raise their hand to identify their role (If youre a writer, raise your hand) and ask one student from each to explain their responsibility to the group. Explain that each group should be reviewing their answers and coming up with the groups top 2-3 biggest agreed-upon problems issues (total, not from each category) to share with the class. During the activity, circulate, and continue asking probing questions to guide students in determining what exactly the problems issues are and what they are most concerned about. After five minutes, ask students to think of a personally relevant story to explain why their group chose each of their biggest concerns. Be specific with their stories Who is affected? Where? When?
NOTE: If community issues arent concrete and specific, the focus issue wont be either and then we wont be able to truly understand root causes or create a quality action plan. Ensure you ask questions to find out exactly what is going on. Examples of how to make the focus issue more specific for bullying: What do you mean by bullying? Are students getting beaten up? Or are you talking about nasty messages on Facebook? If students are getting beaten up, where is it happening? In the hallways? After school? Only by tightly defining the problem will we be able to craft a solution. Exemplar issue language: -Students are regularly getting mugged at the bus stop across the street from the school. -Students have to pay full fare for subway/bus passes even if they live far from school, resulting in financial strains on families and unnecessary tardiness and absences. Non-exemplar issue language: -There is gang violence in the neighborhood. -Bullying goes on at school. -Students are doing drugs.
PRIORITIZING ISSUES, PART 2 (15 minutes)

Ask the students to come back together as a whole class. Have the reporter from each group report on the top 2-3 issues from each group. Write these on the board as they are reported. Put checks next to any issues suggested more than once. Explain that students have identified a lot of important issues. In order to eventually choose one focus issue to tackle for the rest of the semester, you want to be able to talk about that issue as specifically as possible. The more specific it is, the easier it will be to construct a plan to change it. (While not necessary to explain to younger youth, know that you want to walk away today being able to frame each issue as X is a problem affecting Y people in Z area. Keep this in mind as you guide the discussion. See sidebar.) Going down the list of issues, ask students to get more specific in talking about the problemsituation. Ask groups who submitted the suggestions to share their personal reactions to it. (Again - Who is impacted? Where? When?) o Guide students away from a discussion of feasibility of the project at this point remind them that this is what the hourglass is for. (They will consider feasibility at a later stage.) o Explain that this is the opportunity for students to argue and advocate for the issues that matter to them most. o As students better articulate the issues, write the specific focus
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issues suggested on the board. This is the list students should be choosing from for their Exit Tickets.
Remind students of the next date you will see them and preview what they will be doing in the next class. Explain that we will not be able to take action on all these issues, so you will be taking their exit tickets home tonight to tally up the top several issues in order to narrow down the decision-making process next class. Call on a student to read the exit ticket prompt out loud. Have students complete the exit ticket and submit it to you. Collect any guardian and student consent forms and surveys.
ENSURE that students have time to complete this exit ticket. It is a critical step in selecting the focus issue in Lesson 3. Take these exit tickets home and tally them to narrow the options to 3-4 top potential issues.

Exit Ticket: What are the top two issues you care about most (either that you suggested or heard from another group today)?

SL.9-10.1.a-d SL.9-10.6

" SL.8.1.a-d " SL.8.6
REFERENCES
n/a
37
OVERVIEW AND OBJECTIVES: You will identify assets and issues that you consider problems
in your communities. You will discuss these issues and begin to prioritize them as a class.
By the end of this lesson, you will be able to: identify issues in your communities and analyze them as public problems utilize small group discussion guidelines to advocate for and discuss focus issues Independently, answer the following questions to identify issues that matter to you. 1. What are one or two of the biggest problems affecting people in your _______________?
2. What are one or two of the biggest problems affecting people in your _______________?
Do Now
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Group Discussion Roles: The discussion leader asks group members to give and explain their answers fully The writer takes notes of what everyone says The analyst helps the group rank and select their most important issues The reporter shares the groups responses with the class To argue for a certain topic, you might want to answer the following questions: Why does this issue matter? Who in our community is affected by it and when/where/how is it a problem? Why should we choose this issue over other ones? Notes on our groups responses and rankings:
Focus issue format: (Issue)
is a problem affecting (people) in (area)
EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. What are the top two issues you care most about (either that you suggested or heard from another group today)?
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Lesson 3: Choosing our Issue
OVERVIEW
Students will use consensus-building guidelines to discuss and decide upon their class focus issue, which they will work on for the rest of the course.
NOTES:
OBJECTIVES
By the end of this lesson, students will be able to: use evidence to argue for a given focus issue utilize democratic discussion guidelines to argue for and discuss focus issues reach consensus on a single focus issue
MATERIALS
Student handbooks Slips of paper for in-class vote before consensus process (1 per student) Looks Like/Sounds Like chart Advocacy Hourglass visual
TO SHORTEN THIS LESSON: Skip the optional voting vs. consensus-building discussion. Have your teacher do todays exit ticket in another period or assign it for homework before the next class.

Return any collected consent forms or surveys to CDs or GC staff Tally and narrow down the suggestions from previous class to aggregate to get to 3-4 with the most student votes Write focus issues in specific terms, if not already (X is a problem affecting Y people in Z area) Talk to teacher about the feasibility of each of these issues to prepare for any red flag issues IF AT ALL POSSIBLE, arrange class seats in a circle for this day Write Do Now prompt on the board
Do-Now (page 10 of handbook): When have you used voting to reach a decision? When have you compromised to come to a decision? Why did you choose one method over the other? Lesson overview and framing: Explain that today is a major day in the Generation Citizen course. We will be selecting the one issue (or problem) that we will be addressing for the rest of the term. In Generation Citizen, we call this a focus issue. Remind students of the advocacy hourglass to show how they are progressing to the second step of the process. Ask students to explain a focus issue in their own words. Explain that this is a difficult decision to make and will require all of us to contribute our ideas and listen to those of others. One reason that we have a democracy in this country is that we want every person to have a say in the political process, in order to get better ideas on the table and to come up with better solutions. This can happen in multiple ways, two of which voting and consensus-building well talk about today. 40

Use your discretion to decide if there really are 3-4 top choices or if students have already narrowed in on 2-3. If so, only report the top 2-3. You can mention to students that this is a project that we will work on this term but that they will have a chance to think about what they are learning in GC and apply it to future projects they want to pursue about other issues.
DISCUSSING OUR DECISION PROCESS (5 minutes) !

Explain that the first thing youre going to do is narrow down the focus issue options you brainstormed during the last class. Explain that you have tallied the suggestions that students made in their exit tickets. Explain your process for narrowing, especially how you may have combined some topics. Talk about how some students may not see their original issue in this updated list and the challenge will be now for them to be creative in the discussion today to determine how they can make this issue work for them this term. Share the results of the top 3-4. Make sure they are worded with specifics, using the format from Lesson 2 (X is a problem affecting Y people in Z area.) Explain that because todays decision will shape the rest of the program we want to make an informed decision. To do this we will need to consider what topic would be the strongest choice for us as a class . While there are no bad issues here, we need to agree to work together so that we can actually make change on the issue we choose, so we will have to pick only one for this particular project. Optional: Ask if any students have been thinking about any of the remaining issues since the last class and want to give a 30-second pitch for why they strongly support any issues that are still options today.
NARROWING THE ISSUES (5 minutes)

Have students sit in a circle if possible. Explain that now its time to narrow the options further and that the classroom will use two different systems for reaching our decision voting followed by consensus-building. Review what consensusbuilding means and how it relates to what you are trying to do now. (See sidebar.) Because youll need time to tally the responses, youre going to lead a vote first and then to talk about the other method of narrowing that youll use. Explain that in order to make sure we first give everyone a chance to honestly discuss issue they like best, we are going to do an anonymous vote to narrow our issue to two options. This will NOT determine the final topic but will help us see what people are thinking before we start the final discussion. On a scrap piece of paper, have every student write their top choice for a focus issue. If time is limited, you can also have students vote by closing their eyes and raising their hands. One Democracy Coach or the teacher should tally or count the results as quickly as possible while the other leads the following discussion.
ADD TO GLOSSARY: Consensus Definition: a general agreement/decision by a group of people Sample Sentence: When Juans parents saw his report card, they talked to each other and came to a consensus: no more video games until he got all As and Bs. TIP: Plan ahead. You need 25 minutes for final consensusbuilding. If you are running short on time, opt for the silent vote rather than written tallies.
EXPLAINING THE NARROWING PROCESS (5 minutes)

Ask 2-3 students to share their responses from their Do Now. Explain that voting and consensus-building are both important life skills and are 41
! both used in different parts of the political process.
(Optional activity not recommended for middle school classes) Draw a t-chart on the board like the one below. Ask students to share their thoughts to help fill out the chart: What do you think are the advantages (pros, or good) and disadvantages (cons, or bad) of voting versus using consensus instead for finding a focus issue? Some example responses below: Voting Consensus Building Pro (+) Con (-) Pro (+) Con (-) -speed -win/lose -more voices -slow -legitimacy -divisive heard -messy -clear cut -less discussion -broader buy-in -complicated -easy with -difficult to get -forces -no single groups buy-in (winners compromise winner vs. losers) -forces -can mean a -simplifies creativity lot of issues as black -everyone compromise and white must participate Explain that the government uses both processes to make decisions. Ask students for an example of a piece of legislation or a bill (Obamacare, Civil Rights Act, Amendment allowing women to vote). o No piece of legislation, or law, immediately comes up for a vote. Once the legislation is proposed, a small committee of Congressmen or City Councilmen or other governing body talks about and negotiates the specific details of the law. Once the committee members have compromised amongst themselves and reached a consensus theyre comfortable with, then the legislation goes out of committee and is brought up for a vote. Explain that youre going to be similarly using both skills. Outline that your class first voted to quickly narrow the issues down to a few possible choices and will then use a consensus-building process to make sure that everyones voice is heard so that you can creatively and collaboratively come to agreement.
REACHING CONSENSUS (25 minutes)

Explain that now we will use these tallies to start a consensus-building conversation. In creating a consensus we are trying to find an answer or solution that everyone understands and can commit to even if it is not their personal first choice. This is different than voting and we are specifically using this technique to try to make a decision that will work for as many of us as possible. Explain that there are certain ways you can express your opinions that make consensus-building easier. Explain the norms, which students can reference in their student handbooks on page 10. Remind students that for consensus building to work they must be willing to compromise and even change their minds. 42

Look at the tallied responses and determine which 2 topics have the most votes. If there are three very close options, you may need to use the consensus process in Phase 2 to see if there are ways students can express their opinions and agree on a final two. Read out the results of the tally and use the consensus-building chart to move through Phases 1, 2, and 3 as appropriate (see diagram on page 44 below). Emphasize being solutions-oriented. If students take issue with one or more suggestion, push them to propose a compromise or a change that they could live with. Push all students to be listening closely to the conversation so that if the naysayer doesnt come up with a proposed alternative, someone else can suggest one. If there is extra time at the end of the lesson, review the Advocacy Hourglass and then continue to learn about students interest in the issue. How long has it been a problem? Have they heard of other community members addressing the issue before? Also, consider sharing voter registration resources with students if they are approaching eligible voting age. (Registertovote.org simplifies the process, regardless of state.)
ALTERNATE ACTIVITY FORMAT: Instead of going around in a circle, use 4 Corners to visually see how students react to each issue. Make sure to follow the same prompts and discussion questions as those outlined in the chart below. Another option is to use fist to five to quickly gauge students opinions and to build on the conversation from there. If this process ends with the students being equally and passionately divided between 2 topics, consider bringing out an issue that you already discussed as a consensus issue that was not in the final two but would be an agreeable alternative to being in deadlock. TIP: If you run out of time and an issue is not chosen, In Lesson 4, bring research for the final two issue options and let students decide after learning more. Use the Exit Ticket as a majority rules vote.
Remind students of the next date you will see them and preview what they will be doing in the next class, explaining that the next few classes will help them move from their focus issue to action. Point out the next step on the advocacy hourglass where we will learn more about our focus issue so we can figure out why this problem is going on. Call on a student to read the exit ticket prompt out loud.. Have students complete exit ticket and submit it to you. If there is time, ask two students to read present their responses to the class, just as they would if responding to a judges question at Civics Day. Collect any guardian and student consent forms and surveys. Coordinate with the teacher to inform an administrator of the class chosen focus issue.

Exit Ticket At Civics Day, judges will ask about your choice of a focus issue. Explain why your class is a good focus issue.

SL.9-10.1. a-d

SL.8.1. a-d
REFERENCES
n/a
43
PHASE 1 (getting agreement on initial vote for 2 issues)
PHASE 2 (comparing 2 issues)
PHASE 3 (decision on 1 issue)
Say It sounds like these two are the most compelling issues for our class. Our first step will be to see if we can agree to narrow these down to 2 or 1.
Go around circle and give students a chance to use one of the following responses for EACH of the two topics during their turn. Write their responses down either on the board or paper as in a tally or notes.
Say It sounds like more people are more strongly supportive of _____ issue. In order to get the closest to consensus that we can, I am going to propose that we focus on that topic this term so we can make sure as many people as possible are invested.
Ask that if any student feels they cannot live with any of the remaining 2-3 options that they respond using the following response: I can't live with any of these because ____.
Responses options: Yes I am excited about any of those", "Yes I can live with any of those, Im not thrilled but I can go along Here is what I would need to be willing to do this _____, I cant live with any of these because _______
Go around circle and have students use one of the following responses: "Yes I am excited about that", Yes I can live with that, Here is what I would need to be willing to do this ___, I can't live with that because _____
If there is no major disagreement based on the initial vote to narrow to 1-2 options from the original dot tally, remove the other pro/ con sheet from visibility to refocus the class on the remaining options.
If students respond with Here is what I would need or I cant live with this ask them to explain their answer further and suggest adaptations to the focus issues to see if they can move to Im not thrilled but I can go along or I can live with those
If students respond with Here is what I would need or I cant live with this ask them to explain their answer further and suggest adaptations to the focus issues to see if they can move to Im not thrilled but I can go along or I can live with those
44
OVERVIEW AND OBJECTIVES: You will use consensus-building guidelines to discuss and decide upon your class focus issue, which you will work on for the rest of the course. By the end of this lesson, you will be able to: use evidence to argue for a given focus issue utilize democratic discussion guidelines to argue for and discuss focus issues reach consensus on a single focus issue Building Consensus Response options in a consensus-building conversation: o Yes, I am excited about any of those o Yes I can live with any of those. o Im not thrilled but I can go along. o Here is what I would need to be willing to do this _____. o I cant live with any of those because _______.
Remember that you need to provide an explanation as to why I cant live with any of these
Do Now Be solutions-oriented! What other options can you offer to address your or a classmates concerns? EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. At Civics Day, judges will ask about your choice of a focus issue. Explain why your class is a good focus issue.
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! !
Lesson 4: Analyzing Evidence
OVERVIEW
Students will examine and analyze evidence about their focus issue in order to determine the root cause(s), which will shape their goal and action plan.
OBJECTIVES
By the end of this lesson, students will be able to: analyze print and online research about their focus issue discuss the current climate surrounding their focus issue, including people involved in addressing it begin to evaluate evidence of root cause as it relates to the local context for their focus issue
NOTES: Lesson 4 or 5 is a great time to bring in a guest speaker to share their thoughts on possible root causes for the focus issue. TO SHORTEN THIS LESSON: Skip the jigsaw activity and instead move from small group article analysis to full group discussion where you complete the chart on the board. Have your teacher do todays exit ticket in another period or assign it for homework before the next class.
MATERIALS
Student handbooks Variety of outside printed research (see below for specifics, at least one per student) Looks Like/Sounds Like chart Advocacy Hourglass visual

Return any collected consent forms and surveys to CDs or GC staff. Write the focus issue on the board or chart paper. Determine with your teacher whether students should be expected to bring their own research to class as well (for homework the previous day) and what reading level is most appropriate for your students. Gather and print research about potential root causes of your class focus issue. Make enough copies so that each student can have one research piece in front of him/her. This research should: o focus on information about the causes of the problem, not just the symptoms. This may be contained in evidence about how others have addressed this problem. o include content in various representations (figures/charts, primary/secondary sources, statistics and narrative) o reflect a variety of views on the issues root causes o have current and locally-specific content as much as possible Read and familiarize yourself with the evidence and prepare to answer the questions listed in the lesson below. If at all possible, arrange classroom seats into small-group clusters of 45 students, and pass out one type of evidence to each group. Draw a blank chart on the board or poster paper like the one below with columns for each type of evidence. Group 1 Group 2 Group 3 Group 4 What is the title of the article? Where was this article published (in what magazine, book, journal, etc.?
The variety and quality of research here is critical to the successful framing and understanding of the issue for your students. Be sure to choose grade-level appropriate research materials. Talk to your teacher for guidance.
46
! !
! When was this article published? Who are the people or groups mentioned, and what is their role? What statistics or facts stand out to you? What is the main idea of the article? What does this article teach you about our focus issue? Compare/contrast this articles information to our school or neighborhood. What is different? What applies to our situation?
Draw a blank table on the board, with the headings: Know/Want to Know/Learned. Plan to pass out two post-it notes to each student for use during their Do Now. Write Do Now prompt on the board.
Do-Now (page 11 of handbook): On one post-it note, write one or more thing(s) that you already know about our focus issue. On the other post-it note, write one or more thing(s) that you want to learn about it. Post your notes in the Know or Want to Know columns on the board when youre done writing. Lesson overview and framing: Re-draw or refer to advocacy hourglass on the board or chart paper. Tell students that before they can move further in constructing a plan to take action on their issue they must learn more about the problem and what others have done and are doing that influences it. IF YOU ARE INVITING A GUEST SPEAKER FOR LESSON 5, explain that today, our class will examine written/print research as evidence, and for the next class, we will bring in a community leader or expert (and/or video-chat with an expert, etc.). Quickly share out what students already know about the focus issue and then share things that theyre hoping to learn. State that hopefully today theyll start to answer some of these questions. Finding more information about your topic will be really important if you hope to address it effectively. (Make sure to take these notes with you at the
47
! !
end of class, so you can continue gathering information students are curious about or find appropriate guest speakers.)
ANALYZING EVIDENCE (35 minutes)

Announce that today you will be doing this research in an activity called a jigsaw, where students will first read evidence in small groups and become experts. These are their learning groups. Then they will split up and go act as expert groups to share what they learned with another group. Before becoming an expert on your own article, work out an example together to make sure that everyone knows information experts are looking for. (5 minutes) Pass out the same (shortest) article to every student. Give them 5 minutes to read the article. Tell them to put their pencils down when they are finished reading. (10 minutes) Tell students to turn to page 12 in their student handbooks. Tell them they are going to fill out the first column of this chart together to analyze the evidence you just read. Pose each question to the class. o For easier questions (1-3), immediately ask students for the answer and then ask them to explain how they know that is the answer. o For more difficult questions (5-8), ask the question and have one student rephrase what it means. Then give students one minute to respond on their own paper before calling on 1-2 students to share their answers aloud. o After the column is filled out, ask students what questions they have before they are expected to do this on their own. (12 minutes) Divide students into 3 learning groups. Assign a different article and different number to each group. Have students use the chart in their handbook to analyze and record their reaction to the article. Inform them the evidence number they have and the column they should be completing. Remind students that they should each have their own completed column because next they will split up to individually share their evidence with other groups. Be sure to circulate the room to help students with their task. After each group has completed their chart, have students letter off (ex. A, B, C, D) in each group to facilitate rearranging into a jigsaw. Send students in to their new groupings (ex. All the As sit together) in their expert groups. (3 minutes each) In each expert jigsaw group, have students go around the circle and explain to their classmates the materials they read in the learning group. Each student should take notes in the appropriate columns of their chart so they eventually have notes on every piece of evidence. 48
ADAPTATION FOR RIGOR: Do not do model completing the chart whole-group. Immediately break the class into learning groups and have them become experts on and fill out the chart for their own article. ADD TO GLOSSARY: Evidence Definition: Facts and information that tell us if something is true or not Sample Sentence: The high unemployment rate was only one piece of evidence pointing to the troubles the community was having.
Sample probing questions: --Show me where in the articles you saw that. --Where is the evidence in the article that shows that?
! ! o o
As students are working, complete (or ask a struggling student to complete) the first three rows of the chart on the board, to save time during the following discussion. Then, ask individual students from each original learning group to concisely fill in their column of the chart on the board.
DISCUSSING THE EVIDENCE (5 minutes)

Launch into a whole-group discussion by asking students which article they found most interesting or for one interesting thing they learned. Then lead students to examine and compare what they learned from each article using the following questions: o How did the groups in each of these articles approach the problem differently? The same? o How do different sources (publications) present the problem in different ways? Are certain sources more or less reliable? o Why did they approach the problem in these different ways? How did they understand the issue in the first place? What factors made it a problem? o Do we think that these factors apply in our situation? Why or why not? o If the evidence describes how the problem was/is being solved in another situation, would that work here? Why or why not?
Remind students of the next date you will see them and preview what they will be doing in the next class. Call on a student to read the exit ticket prompt out loud or do this yourself. Have students complete exit ticket and submit it to you. Save students (or have students save their own) articles to be referenced in Lesson 5 and 6. Collect any guardian or student consent forms and surveys

Exit Ticket Write down one thing you learned about our focus issue this class. Write down one question you still have about focus issue that you think we need to answer before we decide on a course of action.

SL.9-10.2 RH.9-10.1 RH.9-10.2 RH.9-10.6

SL.8.2 RH.6-8.1 RH.6-8.2 RH.6-8.6
REFERENCES
n/a ! 49
! !
Do Now OVERVIEW AND OBJECTIVES: You will examine and analyze evidence about your focus issue in order to determine the root cause(s), which will shape your goal and action plan. By the end of this lesson, you will be able to: analyze print and online research about your focus issue discuss the current state of your focus issue, including people and groups involved in addressing it begin to evaluate evidence of root cause as it relates to the local context for your focus issue Learning Group guidelines: In this group, your job is to learn as much as you can with your group about the evidence. Read your article. Take notes in the appropriate column of the chart on the following page so that you have enough information to be an expert about this evidence in your second group. Discuss your answers with your group. As you are reading, fill in the rows on the following chart. Expert Group guidelines: In this group, your job is to share what you learned from the evidence in your learning group and to learn about the evidence that other groups gathered. Take notes in the appropriate columns of the chart below so you have information from all the groups.
Stu de nt handbook pa ge 11
50
! ! !
Evidence #1 What is the title of the article? Where was this article published
(in what magazine, book, journal, etc.)?
Evidence #2
When was this article published? Who are the people or groups mentioned, and what are their roles? What statistics or facts stand out to you?
What is the main idea of the article?
What does this article say about why our focus issue exists or is a problem? Compare/contrast the articles subject to our school or neighborhood. What is different? What applies to our situation?
51 !
! ! !
Evidence #3 What is the title of the article? Where was this article published
(in what magazine, book, journal, etc.)?
Evidence #4
When was this article published? Who are the people or groups mentioned, and what are their roles? What statistics or facts stand out to you?
What is the main idea of the article?
What does this article say about why our focus issue exists or is a problem? Compare/contrast the articles subject to our school or neighborhood. What is different? What applies to our situation? EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class.
Write down one thing you learned about our focus issue this class. Write down one question you still have about focus issue that you think we need to answer before we decide on a course of action.
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Lesson 5: From Root Cause to Goal
OVERVIEW
Students will learn about root cause and analyze their issue to determine which root cause is the most significant in their situation. They will then draft an aligned class goal for their action project.
OBJECTIVES
By the end of this lesson, students will be able to: analyze an issue to identify contributing root causes of the problem select a root cause by analyzing its importance and feasibility create a goal which addresses an identified root cause
NOTES: Lesson 4 or 5 is a great time to bring in a guest speaker to share their thoughts on possible root causes for the focus issue. TO SHORTEN THIS LESSON: Skip sharing a personal example in the Learning About Root Cause section. If the class comes to a consensus on the root cause quickly, this lesson may be shortened or combined with the previous or following lesson. Have your teacher do todays exit ticket in another period or assign it for homework before the next class.
MATERIALS
Student handbooks Poster paper or clear whiteboard space Printed public smoking article (1 per student) Looks Like/Sounds Like chart Advocacy Hourglass visual

Using the process outlined in the lesson, brainstorm potential root causes of your focus issue in each level of the model, identified from your research and from your students contributions. If your class chose a school-based issue, consult your teacher to learn m ore about current and form er policies, structures, and individuals. Prepare several possible goals aligned to your brainstormed root causes, based on article research or notes from your guest speaker. Write focus issue on the board (or re-usable chart paper). Write Do Now prompt on the board.
INTRODUCTION (3 minutes) Do Now:
(Lower-level) Imagine you had a garden and the flowers in the garden werent growing. What possible reasons could explain why your flowers didnt grow? OR (Higher-level) Describe an experience when you thought you solved a problem but it turned out the problem wasnt solved forever. Why wasnt it fixed? Did you ever solve the problem for good? If so, how? Lesson overview and framing: Refer to and/or redraw the advocacy hourglass to show where you are. Explain that today you will identify your root cause and then use that to set a specific goal for your action. Ask a student to remind the class about your focus issue by describing it in their own words.
53 !
LEARNING ABOUT ROOT CAUSE (13 minutes)

Ask for two to four students to volunteer their answers from their Do Now. (If the same students always volunteer, walk around during the Do Now and identify good responses that you could read aloud if students are too shy.) ! Explain that in these stories, students have really been offering examples of root cause analysis, which is what youre going to identify today. The first thing you need to do is define root cause. A root cause is a main reason a challenge exists. Ask students to write the definition in the glossary on page 112 of their student handbooks. Most problems have many contributing factors that are making them problems. They have many root causes. Explain that sometimes the hardest part about solving a problem is identifying a root cause that directly impacts our problem. There is a framework that we at Generation Citizen use to help us brainstorm possible root causes. We think of root causes in three levels. (Explain levels, and ask students to fill in the blanks on page 14 of their student handbooks as you review each level.) o Individual: these are choices and decisions that individual community members can make that contribute to the problem; personal behavior. o Groups/Services: these are groups or services that are contributing to the problem either because they are not working effectively or because they shouldnt exist in the first place; a root cause could also be a lack of groups or services which could help solve the problem; external resources. o Policies: these are rules or laws that contribute to the problem or a lack of rules or laws which could help solve the problem; structural issues. Suggest that you look at a basic example of a problem to practice brainstorming root causes: You dont want to ride your bike to school. Ask a student to restate the definition of root cause: the main raise a challenge exists. Why wouldnt you want to ride you bike to school? Whats an underlying factor there? Instruct students to turn to a partner and, on page 14 in their student handbooks, brainstorm at least 3 reasons you might not to ride your bike to school. Students should use the different levels to help them brainstorm and write their ideas below what section it falls in to. Walk around as students are brainstorming. Ask probing questions to push students thinking. o If students are stuck on the Individuals prompt, ask: ! Why do you like riding a bike? Or not? 54 !
ADD TO GLOSSARY: Root Cause Definition: a main reason a challenge exists Sample Sentence: Keisha argued that the root cause of all the garbage on her street is that there werent enough trashcans. If there were, she thought, people wouldnt litter. Feel free to create your own example, but talk with your Advocacy Director to make sure it works.
! o

If students are stuck on the Groups/Services prompt, ask: ! Where do you store your bike when you're not riding it? ! Is it safe to keep your bike at home or school? ! What would make it safer to keep it at school? If students are stuck on the Policies prompt, ask: ! What is government responsible for which bike riders care about? ! How would you get to school, on the bike? What would your journey look like?
If you are not sure about any of the details of the research, focus issue, or root cause, acknowledge that to the students and find out the answer later. The issues are complicated and it is preferable to only give accurate information, even if this involves future research.
Draw three columns on the board one for each level. Call on each partner pair to contribute one reason. Ask them at what level of root cause that would fall. Write these on the board. Suggestions include: o Individual: You never learned how. You don't feel comfortable going fast. You feel nerdy riding your bike. o Groups/Services: You don't want it stolen or damaged. There aren't bike racks at school. There aren't security cameras to prevent them from getting stolen. There's nowhere to put it if it's snowing or raining. You get a lot of homework so your bag is heavy. o Policies: The roads are really bad, with potholes and bumps. There arent bike lanes to get to school. You live too far away from school to get there easily. You dont own a helmet and are required to by law. Congratulate the class on their creativity. Answer any clarifying questions but make clear that the distinct levels are important for one reason: in Generation Citizen, we avoid confronting only individual-level root causes. If we are only trying to affect individual behavior, it is hard to guarantee that those same individuals wont change their behavior at a later time, after our backs are turned. We will be addressing groups/services or policy-level root causes of our focus issue. Reiterate that all of these root causes could describe why someone would not want to ride a bike to school. But trying to address all of these causes at once wouldnt be a good use of our time. Sometimes it just takes addressing one root cause the most pressing root cause to help alleviate your problem. Explain that identifying an important root cause for your actual issue is important so that you can create a focused plan to solve your problem and use your time and resources as best as possible. Ask one student to give a brief definition of each level of root cause.
ADAPTATION FOR (LESS) RIGOR: Continue with this example whole-group if the entire class seems confused and needs more direction. Probing questions to help students get specific in describing root causes: --How does our root cause play out in our situation? What does that look like? --What do you mean by ___? Lets get concrete. Can you give me an example? Exemplar language for root cause: --Students are regularly getting mugged at the bus stop across the street from the school because police hardly ever patrol that area. --Students have to pay for subway/bus passes because the city board of education has chosen not to fund reduced price or free passes. --High school females who are pregnant/have kids are more likely to drop out because they have no child care options. Non-exemplar language for root cause: --Students are doing drugs
PRACTICING ROOT CAUSE ANALYSIS (12 minutes)

Tell students that it might still seem a little vague, so you want to give them an opportunity to practice this way of thinking. Remind students about small group work expectations. Assign students to small groups of 3 to 5.
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Once theyve moved into groups, pass out the article about the campaign against public smoking to each group. Instruct students to use the graphic organizer on page 15 of their student handbooks to identify root causes on each level that contributed to the fact that smoking cigarettes was a huge public health problem. After 8 minutes, ask each group to share one identified root cause and what level they put it at on the chart. Write these on the board. o Individual: People smoke and dont realize its a public health threat. o Groups/Services: Some groups/businesses banned smoking and others did not o Policies: No law exists to enforce local/business-level bans Ask students to think about how the people leading the campaign to ban smoking in public spaces achieved success. What root cause(s) did they go after? (Answer: policy-level root cause putting limits on where people could smoke AND individual root causes, running public service ads to convince people of the dangers of smoking.)
because they think drugs are cool. --People bully at our school because they want to make themselves feel better. Probing questions to help guide students to prioritize: --Does anyone else agree with this? --Did anyone else write down a root cause not already listed? --What evidence do you have that proves that root cause is the most important? --Referring back to our Do Now about the word feasible, which characteristics of these options make them feasible? If students cannot agree on one root cause, you may want to use some elements of the consensus-building process.
ANALYZING OUR FOCUS ISSUE (15 minutes)

Have students return their attention to their small groups. Ask them to identify possible 1-3 possible root causes contributing to their focus issue (across either the groups/services or policies levels). Students should consider the articles that they read in Lesson 4 (and the second to last row of the chart they filled in on pages 12 and 13), any guest speakers who have come to class, and what they already know about the problem. Have students write their groups ideas on the board or to place a check next to proposed root causes that have already been written. Lead a discussion to make sure that good root causes are listed. Have students consult their answers from the second-to-last row of their charts from Lesson 4 (on pages 12 and 13 in their handbooks.) o What root cause(s) are individual-level? Why should or shouldnt we avoid putting all of our focus on any of these individual-level root causes? Why might individuals be doing these things? o What root cause(s) are at the groups/services level that arent working, shouldnt exist, or dont exist? How might focusing on one of these make a real, lasting difference? Why might groups be doing these things? o What root cause(s) are at the policy-level that need to be changed or created? How might focusing on one of these make a real, lasting difference? Cross out possible root causes as this discussion with students continues. Poll students about which root causes are the most
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! important to address, and put stars next to these.

Exemplar language for goal: --We will create a mentoring program for 6th and 8th graders. By creating relationships between older and younger students, we will reduce bullying at our school. --We will get the board of education to fund free/reduced price bus/subway passes for students living more than one mile from school. By funding free/reduced price bus passes, students will be less likely to be tardy to or miss school. --We will get police to regularly patrol the bus stop across the street. By increasing the presence of police, we will reduce muggings at the bus stop. Non-exemplar language for goal: --We will get students to care about and support ending bullying in the school. --We will raise awareness of the dangers of drugs to get students to stop using them. --Our goal is to ensure that our community is a healthy place to live. Self-check for the specificity of the goal: In the way the goal is worded now, could you easily guess or determine a decision-maker? TIP: If you run out of time, save goal-setting for the beginning of the next lesson.
Ask students to offer ideas about the feasibility of root causes that already have an important star by them. Err on the side of presuming that many actions are feasible and guide students in thinking expansively about possibilities. It is often possible to break down a complex issue into tangible pieces that could be tackled in a single course, yet still meaningfully contribute toward solving the overall issue. Circle the issues that the students identify as feasible. The root cause with the m ost stars is circled is the one the class should pick. Rewrite this prominently on the board. If there is more than one circled root cause with several stars, ask students which one they would be the most excited to work on. Acknowledge that multiple root causes may be valid but we only have the semester to address the issue. To make sure we can successfully make change in this amount of time, we have to narrow it down to one.
DRAFTING A GOAL (4 minutes)

Refer back to the advocacy hourglass and point out that now it is time to turn all our work on these previous steps into a goal, or a description of what we ultimately hope to accomplish. By having a clear goal, we will be able to figure out what we need to do to for the rest of the term to deal with this root cause, and therefore make a sustainable change on our focus issue. Ask a student to describe in his/her own words the root cause for which you need to create a goal. Lead students in a discussion about the following question: o What is the impact or solution we want? Drive them to consider how to ensure that their goal does not have a short-term or one-time effect but actually addresses the problem longterm or has meaningful systemic impact. With this impact and the identified root cause, lead students in writing a goal statement (see sidebar). Consider the following sentence stem as a guide (see sidebar examples): o We will [IMPACT]. By [ADDRESSING ROOT CAUSE], we will sustainably [FIX/DEAL WITH FOCUS ISSUE].
Remind students of the next date you will see them and preview what they will be doing in the next class. Call on a student to read the exit ticket prompt out loud Have students complete exit ticket and submit it to you. If there is time, ask two students to present their responses to the class, just as they would if responding to a judges question at Civics Day. If you had a guest speaker: Send a thank-you note or call to express your thanks. Send photos and updates on the effectiveness of the
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! speaker to the Generation Citizen team.

Exit Ticket: At Civics Day, judges will ask about your choice of root cause and goal. How would you define root cause? Do you think it was important to identify a root cause before setting a goal? Why or why not? Portfolio: Unit 1 Assessment

SL.9-10.1 SL.9-10.6 RH.9-10.3 RH.9-10.4 RH.9-10.5

SL.8.1 SL.8.6 RH.6-8.3 RH.6-8.4 RH.6-8.5
REFERENCES
n/a
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Lesson 5 Materials
Rhode Island Department of Health Considers Smoking Problem
September, 2004
The Rhode Island Department of Health has asked the Governor to pass a law banning all smoking in public indoor areas. This law would require all buildings open to the public, such as restaurants and office buildings, to not allow smoking inside. This law comes from a report that the Department of Health just released. The report talks about second-hand smoke, and the dangers of smoking to everyone who breathes in the smoke. Some businesses do not like this ban, saying its too strict and there are other options. Joe Schmoe, a local businessman, opposes the law and says we should just try to teach people about the dangers of smoking. If more people realized the health risks to others, they might stop smoking Mr. Schmoe says. The Department of Health report says that education programs do exist, but people still choose to smoke. The doctors who support the ban say that people who do not smoke can still get cancer from cigarettes. If someone spends time indoors with smokers, they will still breath in the harmful chemicals. If the law passes, smokers will have to go outside to smoke and stand at least 20 feet away from any exits. People would still be able to smoke in their homes and outdoors. Some towns and businesses already have laws banning smoking. The town of Little Compton doesnt let people smoke inside their public buildings. However, these policies are not everywhere. We would like it if people smoked outside, says Brian Kelly of Oakhill Tavern, But if I ban smoking from my restaurant, people will go to another place where they can smoke and I will lose business. In Rhode Island, all government buildings, schools and hospitals are smoke-free. However, many people think small measures like that are not enough. Policies like education, smoke-free sections in restaurants, and town-wide bans arent enough, says the Department of Health report, its time for the whole state to be protected against this health risk.
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Lesson 5 Materials
Do Now OVERVIEW AND OBJECTIVES: You will learn about root cause and analyze your issue to determine which root cause most contributes to your problem. Then you will draft an aligned goal for your class action project. By the end of this lesson, you will be able to: analyze an issue to identify contributing root causes of the problem select a root cause by analyzing its importance and feasibility create a goal which addresses an identified root cause Levels of Root Causes: ___________________: these are choices and decisions that individual community members make that contribute to the problem; personal behavior. ___________________: these are groups or services that are contributing to the problem either because they are not working or shouldnt exist in the first place OR there is a lack of groups or services which could help solve the problem; external resources. ___________________: these are rules or laws that contribute to the problem OR there is a lack of rules or laws which could help solve the problem; structural issues.
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Lesson 5 Materials
Cigarette Smoking Example
Policies
Groups and Services
Individuals
Possible Root Causes of OUR Focus Issue: (Groups/Services and Policies levels)
Policies
Groups and Services
Individuals
GOAL:
EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. At Civics Day, judges will ask about your choice of root cause and goal. How would you define root cause? Do you think it was important to identify a root cause before setting a goal? Why or why not?
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About Unit 2: Planning our Action

Components:
Lesson 6: Identifying Targets Lesson 7: Analyzing Tactics Lesson 8: Structuring our Action
Main Goals:
At the end of Unit 2, students will be able to: identify a decision-maker who can affect their goal or make the change they want analyze the decision-makers role and responsibilities to create an ask identify targeted influencers who could affect their decision-maker describe a variety of advocacy tactics analyze their targets to select tactics for their action plan sequence their tactics and tasks to create a strategic and organized plan of action Students will have: identified a decision-maker for their goal created an ask to present to their decision-maker identified and selected other targeted influencers who can help them achieve their goal by influencing the decision-maker selected a set of tactics that will help them effectively reach and persuade their targets drafted a timeline of action
Unit Summary:
Students now move into the action planning process in earnest, selecting targets for their action. In Lesson 6, students use their goal statement to identify a decision-maker someone who could, by him- or herself, effect the desired change and to enunciate what specific action this decisionmaker could take that would help them accomplish their goal (an ask). They then analyze the decision-makers own priority issues and responsibilities to identify other individuals and groups whose help they will need to enlist (influencers) who can also influence the decision-maker. In Lesson 8, the students determine how they will reach those targets, examining and choosing from a diverse array of tactics, from writing op-eds to testifying at or holding a meeting. After this lesson, the class is ready to outline and organize their action plan so that they know how the class will accomplish their overall goal and how each student groups work contributes to that progress. By the end of this unit, students should have identified specific targets, including one decisionmaker and other influencers, and outlined a clear plan of action to engage those targets. If two months into the program students do not have a strategic action plan outlined, please reach out to DCs Chapter Directors or Generation Citizen staff.
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Lesson 6: Identifying Targets
OVERVIEW
Students will analyze who can make the change that they want to affect the focus issue, identify and select a decision-maker and draft an ask of that decision-maker in order to meet their goal. They will then identify targets that can help influence their decision-maker and draft strategic asks for how each of these targets can support their action.
NOTES: This is an important place for Democracy Coaches to confer with Advocacy Directors to get advice. TO SHORTEN THIS LESSON: Give students a list of targets and have them create the asks, rather than having them brainstorm the targets themselves. Have your teacher do todays exit ticket in another period or assign it for homework before the next class. TO ENHANCE THIS LESSON: You can bring in a case study from the local news to offer students an opportunity to practice identifying the key decision-maker and influencers in the example before working on their own mapping. If you have time at the end of class, you can hold a reflective discussion about what could have happened if the class had picked another root cause and/or goal.
OBJECTIVES
By the end of this lesson, students will be able to: identify a decision-maker who can affect their goal or make the change they want analyze the decision-makers role and responsibilities to create an ask identify other targets who can influence their decision-maker create specific asks to engage each target in their efforts
MATERIALS
Student handbooks Chart paper or clear board space for tracking targets (to be used again in Lesson 7) Looks Like/Sounds Like chart Advocacy Hourglass visual Articles used in Lesson 4

Research local elected officials to provide your students with the correct answers to their Do Now. Identify a decision-maker for your plan. This may require significant research. Use your Advocacy Director and Generation Citizens internal website to help you with this process. Find two types of research or information on this decision-maker: o Information about the roles and power of this decision-maker. ! What is their job? ! What do they have power/control over? ! How do they exercise that power? (Vote? Write proposal? Design a budget? Approve a policy? Hire someone?) o Information about the decision-makers motivations to shed light on the following questions: ! What are the biggest issues the decision-maker is facing right now? What issues have they been working on recently? ! What does their job description make them care about? What are they responsible for? Who are they accountable to? This decision-maker research could include formal job descriptions, current events related to him/her, etc. For an in-school issue, it might just be a report from the teacher. Depending on your class, you may want to offer students materials to review or simply use this research to inform your guidance of the conversation. IMPORTANT NOTE: For some focus issues, such as school-related issues, students will be able to identify a decision-maker relatively easily through a class brainstorm. M ake sure to consult your teacher to
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learn m ore about school-based structures and policies. However, with other focus issues, particularly those relating to city or state agencies and legislative bodies, students may lack the background knowledge to make such a determination. In those cases, you may need to bring in materials to help students identify/learn more information about a decision-maker. If that is the case, we recommend utilizing a similar setup and procedure to the identification of root cause in Lesson 4. The lesson below is written under the assumption that students have the requisite background knowledge to identify a decision-maker. If this is not the case, class time may need to be adjusted accordingly. Write the class goal back on the board to focus the days conversation. Write the Do Now prompt on the board.
Do-Now (page 17 of handbook): The mayor is an important person in your city, but they dont make all decisions alone. Who else is elected to represent you? What are their names? Lesson overview and framing: Review the advocacy hourglass process to show students that we are now building our plan to achieve our goal. Explain that in order to get into action you need to figure out what you are asking people to do, and who those people are. We may care about this issue, but there are other people are thinking about, working on, and responsible for this topic whom we need to be collaborating, or working, with. Review the questions in the Do Now. Reiterate that its important to know who your elected officials are.
LEARNING ABOUT TARGETS (10 minutes)

Explain that one of the greatest failures of many advocacy campaigns is a lack of alignment between what groups want to accomplish and what groups are doing. Ask students to define the word align. (Ask middle school students what other word align sounds like a line.) When a plan is aligned, one step logically and clearly leads to the next, and every piece of the project is important in moving toward one specific end point, one goal. Either think aloud or ask a student to explain how their goal is aligned to their root cause. Explain that when groups get distracted and move away from alignment, their main message becomes less powerful. Today, youre going to identify specific targets people or groups who can help you achieve your goal. It is important that you always keep your goal in mind as youre doing this as everything needs to make sense. Ask a student to reiterate the class goal, and write this on the board. Explain that there is specific vocabulary that youll use throughout this process, so lets introduce those via an example: (Read to class/have 64
ADD TO GLOSSARY: Align Definition: arrange in a straight line; to make sure that parts are in agreement Sample Sentence: The teacher worked to make sure that his teaching was aligned to his tests he didnt want to test students on things that he hadnt taught.

posted visually) Imagine that youre really sick on the day of a test and your teacher has a policy that no one can take tests late. There is no way you can go to school, but you dont want to fail the test. Who do you contact? Dont stop at one person. Youre serious here. o Let students turn and talk to a partner for one minute. o Solicit responses and write these people/groups on the board.
Sample DecisionMakers/Influencers: Business owners/organizations Parents Teachers People/organizations directly impacted by the issue you're working on Organizations that represent voters (e.g., NAACP, unions) Organizations with political power (e.g., they helped elect the target) Media outlets Elected officials Faculty and administrators at local colleges Clergy/religious leaders Churches, synagogues, mosques, and other religious institutions Parent Teacher Associations and school boards Other community organizations
Congratulate the class on great, comprehensive and creative brainstorming. Explain that youre going to analyze this list and sort it into two groups: a decision-maker and influencers (write terms on board). o Ask students to hypothesize or make a guess about what the difference is between the two groups. ! Decision-maker: the main person who can affect their goal or make the change they want ! Influencers: people or groups who care about your issue and/or can help convince your decision-maker o Write these definitions on the board and instruct students to fill in the answers on page 17 of their student handbooks. Draw a circle in the center of the board. Ask students to identify the main decision-maker in this example (teacher). Ask why? after every suggestion, even wrong ones. Let kids debate until they come up with the right answer. o Common misconception: the principal is not the main decisionmaker. The principal can tell the teacher that he or she needs to change the policy, but the teacher is the person who actually has to respond and make that decision. Ask students to determine what they would like to ask of the decisionmaker, meaning what they would like them to do. (Ex: allow students to retake one missed test from the semester, with a doctors note.) Inform students that this is the ask the specific thing they will ask of their target. Instruct them to write the ask beneath the circle. Explain that the other groups or people listed (principal, doctor, parents) are influencers whose support could help you influence the teacher to make this ask. Draw these around the decision-maker, with arrows leading from them toward the decision-maker. Ask a student to rephrase, in their own words, the difference between a decision-maker and influencers. Clarify that all of these people and groups are targets. Ask why it is important to distinguish between the two groups (ex: so that students know where to direct their attention and what to ask of each target). Clarify that each target needs its own ask as well. What would students ask their parents to do (ex: call the teacher and vouch for his or her sickness)? What would they ask a doctor to do (ex: write a note to the teacher)? Check for understanding by asking why each target needs his or her own ask.
Exemplar ask language: --To a principal: Create a mentoring program for 6th and 8th graders that starts at the beginning of the school year and continues at least once per month. --To the board of education: Introduce and pass a proposal to fund free/reduced price bus/subway passes for students living more than one mile from school at the next board meeting. --To the police precinct captain: Deploy police officers in the area around the bus stop and patrol the area especially during times when students are leaving school in the afternoon/early evening.
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Non-Exemplar ask language: --To other students: Pledge not to bully and support ending it at our school. --To other students: Pledge not to do drugs and report when you see other students using them. --To the police precinct captain: Stop muggings in our area.
IDENTIFYING OUR DECISION-MAKER (12 minutes)

Explain that now the time has come to identify the decision-maker for your class focus issue and goal. Show a vertical flow-chart of different levels of government, listed as follows (from the bottom up: city " state " federal). Explain that different problems are addressed at different levels. Remind students that they first considered these levels during their Rank Order activity about the influence of government on their lives in Lesson One (If addressing a school-based issue, review the levels then add school to the bottom of the list, as the most local structure in which youre working.) Have a student restate your goal. Either ask students to explain or think aloud to explain yourself which level you should be targeting and why. Explain any research that you did or that the students did to help you come to that decision. Now ask students whose job it is to make your goal happen. o Push them to be specific. The mayor might care, but whose responsibility is it to think about that one topic? o Have students turn and talk if they cant come up with this answer on their own. Then share and come to agreement whole group, by voting if consensus is not clear. o If not, think-aloud who the right decision-maker would be and explain how you came to that decision. Write the decision-maker on the board and have students do the same on page 18 of their student handbooks. Explain that now you want to think about why they might support your project and what specifically they can do to help you. Give students two minutes to turn and talk with a partner through the rest of the questions in that section. (If students are unfamiliar with the decision-maker, lead this discussion whole-group, thinking much of it aloud yourself.) o What do they do? Why should they care our about issue? o What specifically do we want to ask them to do? Take answers and write these on the board, or have a student volunteer do so. Reiterate that the answer to your second question is the ask (exactly what youll be asking your decision-maker to do). A clear and specific ask is important so that the decision-maker knows exactly what action to take.
TIP: Organizational charts can help students analyze the department you selected. Bring in copies and ask students to find the office they should talk to.
TIP: If students need extra space to write, remind them of the blank work space at the back of their handbooks.
ANALYZING INFLUENCERS (12 minutes)

To brainstorm influencers, ask: Who cares about this issue? Who can affect our decision-maker? o Consult your articles from Lesson 4 to see what groups or people are already engaged in the topic. Call on students to brainstorm individuals and groups. Write these names on the board. Divide students into groups. Assign one influencer to each
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group and have them answer the same questions as you did to analyze the decision-maker. o What do they do? Why should they care our about issue? o What specifically do we ask them to do?
Enlist each group to help you create a mind-map on the board. The decisionmaker should sit in a circle at the center of the map, and each influencer will be in its own smaller circle surrounding the decision-makers. Ask each group to the board to create a new outer circle for their target and analysis. When all groups are done, talk through each circle. Ask students if they agree, disagree, or what they would change. Then, have students copy the entire graphic into their handbooks on page 18. If there is extra time in the lesson: start to push students to think about sequencing their action. What will need to come first, before other things can be accomplished? Push students to articulate more specific goals for each target or develop more compelling reasons for why their target would be inclined to help them.
Remind students of the next date you will see them and preview what they will be doing in the next class. Explain that in the next class, youll learn about specific actions and ways in which you can work with each target. Call on a student to read the exit ticket prompt out loud or do this yourself. Have students complete exit ticket and submit it to you. If there is time, ask two students to read present their responses to the class, just as they would if responding to a judges question at Civics Day.

Exit Ticket: At Civics Day, judges will ask about your choice of targets. Explain why your class chose to target your identified decision-maker and influencers.

SL.9-10. 1.a,c,d WHST.9-10.7

SL.8. 1.a,c,d WHST.6-8.7
REFERENCES
Resources at discretion of the Democracy Coach and teacher.
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Do Now OVERVIEW AND OBJECTIVES: You will analyze who has direct power over your focus issue,
identify and select a decision-maker and draft an ask of that decision-maker that will meet your goal. You will then identify targets who can help influence your decision-maker and draft strategic asks for how each of these targets can support your action.
By the end of this lesson, you will be able to: identify a decision-maker for your goal analyze the decision-makers role and responsibilities to create an ask analyze the decision-makers motivations and interests to draft key messages
identify other targets who can influence your decision-maker create specific asks to engage each target in your efforts
A Decision-maker is ___________________________________________________________. An Influencer is _______________________________________________________________.
Student handbook page 17
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Make your own circles for other influencers! Influencer: What do they do? Why should they care? What is our ask?
OUR TARGETS
Our decision-maker:
______________________________
What do they do? Why should they care about our issue?
What specifically do we ask them to do?

!
EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. At Civics Day, judges will ask about your choice of targets. Explain why your class chose to target your identified decision-maker and influencers.
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Lesson 7: Analyzing Tactics
OVERVIEW
Students will review different types of advocacy tactics and analyze which actions might be most effective to influence the key decision-maker and influencers they identified in the previous steps. These tactics will form the basic content of the work that will be done by the project teams in Unit 3.
NOTES:
OBJECTIVES
By the end of this lesson, students will be able to: describe a variety of advocacy tactics analyze their target audience to select tactics for their action plan
MATERIALS
Student handbooks Printed tactic example articles (1 article total per student) Looks Like/Sounds Like chart Advocacy Hourglass visual

Familiarize yourself with each of the tactics in the curriculum framework. Print off action example articles that address all or most of the tactics. Prepare a poster or slide of the GC tactics, as shown in the student handbook on page 20. Write the Do Now prompt on the board. Write the targets and asks you created in Lesson 6 in the first two columns of a chart on the board like the one below. Add or subtract rows as needed Target Decision-maker Influencer Influencer Influencer Influencer Ask Tactic(s)
TO SHORTEN THIS LESSON: Skip the article reading activity. Ask students to personally define one tactic that they think they understand. Talk through each tactic by sharing these answers wholegroup, correcting misunderstandings and explaining the details of any tactic not defined. Assign tactics to targets yourself. Share these decisions with students and move into work planning. This lesson can be combined with Lesson 8 if needed. NOTE: Exit ticket must be completed today and cannot be delayed.
Do-Now: Copy the targets and asks that you identified in Lesson 6 into the blank chart on page 19 of your student handbook. Lesson overview and framing: Using the Advocacy Hourglass, explain that to get our message across to our targets (the decisionmaker and influencers), there are various tactics that we can use to influence them. Ask a student to define decision-maker in their own words. We will be spending the rest of the semester working in teams on actually using these tactics to make our impact so it is important that we choose the ones that will be most effective. During the beginning of this period, well learn what each of these tactics are and why and when theyre used. At the end of the period, we will figure out which tactic(s) well use to reach each decision-maker and influencer. 70
EXAMINING TACTICS (20 minutes)

Explain to students that tactics are the actions we take to convey our messages to decision-makers and influencers. There are a lot of possible actions that you and your class can take. Some of them are listed in your student handbook on page 20. Others might come from your own personal experience or from things that you have heard or seen other groups accomplish. Explain that before assigning these tactics, we need to review what each tactic is and how it has been or could be used. Tell students to turn to page 20 in their handbooks. Explain that this is the list of tactics suggested by Generation Citizen. Notice the tactics are divided into those that should be used when targeting the decision-maker and those that should be used when focusing on influencers. Many may seem selfexplanatory, but there are important differences between each. Remind students of group work expectations. Assign students to groups of three. Give each group a separate action example article (increasing in difficulty from #1 to #5). Instruct them to read their article and answer the questions on page 20 in their student handbook. They should check off the tactics used in the article in the table above the questions. Tell students that it is fine if theyre not sure, but they should still write down their best guess and write down questions to share. You will review all tactics after youve read your articles. Model an example before dismissing students to their groups. Display this example on the board. Ask a student to read it aloud and for listeners to mark off which tactics they hear or see as it is read. o Real Food Challenge is an organization that is working to change our current food system into one that is sustainable and just. College students run campaigns to get their school president and dining directors to sign the Real Food Campus Commitment to commit to spending 20% of their food budget on real food by 2020. The college chapters work towards this goal by circulating petitions to students and alumni, hosting panels, delivering photo petitions, collecting statements of support from local farmers, writing pieces for their school newspaper, and many other tactics. All of these efforts add up to convincing their president and dining director to sign the Real Food Campus Commitment! o Review the advocacy hourglass. ! What is the groups goal? (To make the food system more sustainable and just by getting college administrators to sign the Real Food Campus Commitment and commit to spending 20% of their food budget on real food by 2020) ! Who are the decision-makers? (College presidents and dining directors) ! What influencers are mentioned? (Local farmers,
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student body) Ask which tactics are stated directly. (Hosting a Panel, Writing an Editorial, Circulating a Petition) Ask which tactics are described but you cant find the title for. (Using a Letter-Writing or Email Campaign) Ask which tactics are implied but it doesnt actually say directly. (Holding a Meeting with Decision-Makers)
o o o
Correct misunderstandings. Ask a student to restate the directions for their assignment, and then dismiss them to work in their groups. Once groups are finished reading and discussing, they should check off which tactics their article mentioned on the checklist on the board, marking each with the number of their article (using a #1, instead of a check); they should circle any checks they are unsure of. o Suggested correct responses for the tactic analysis 1. Testifying at a Meeting, Sending Emails to a DecisionMaker, Holding a Coalition Meeting, Circulating a Petition, Raising Awareness 2. Testifying at a Meeting, Holding a Meeting with a Decision-Maker, Using a Letter-Writing Campaign, Participating in an Outside Event 3. Sending an Email to a Decision-Maker, Making Calls to a Decision-Maker, Writing Letters, Holding a Coalition Meeting, Hosting an Assembly 4. (Learning from an Expert), (Conducting a Survey), Testifying at a Meeting 5. (Conducting a Survey), Raising Awareness, Sending Emails to a Decision-Maker, Holding a Meeting with a Decision-Maker, Writing an Editorial When all groups have shared their responses, go through the tactics one-by-one. Ask the group that selected the specific tactic to explain how it was used and why they think it might have been selected. o Use the Tactic Descriptions page following this lesson to offer students guidance. Clarify any misunderstandings about its audience or purpose. Students should write descriptive notes for themselves on their chart, as needed. o If any tactics were not referenced in the articles, call on a student to make an educated guess about what the tactic means and how it is used. Correct their response as needed. Ask if there were any tactics used in the examples which were not included on the list, or if they can think of any. Add as appropriate. Make the point that every campaign for change involves multiple tactics or sometimes the same tactics directed towards multiple targets.
PICKING OUR TACTICS (17 minutes)

Lead a whole-class discussion to identify tactics to engage the decisionmaker. Ask a student to name their decision-maker. Write the tactics 72

identified in the chart used in the Do Now as students fill in their own chart in their handbooks. Drive the conversation with questions like: o What are the ways this person/group hears about issues? o Based on what we know about the decision-maker, what kind of action might be most persuasive? (public, direct, group, individual, etc.) o Which tactics should we use? NOTE: You should be looking specifically at tactics that would target the decision-maker directly. By the end of the conversation, you should have one to three tactics in the decision-maker row in the chart. Divide students into groups and assign one target to each group. Instruct each group to assign one to three tactics to engage their target. After all groups are finished, have each group stand up and present the tactics selected for their target. Ask other groups if they agree or disagree, and what they chose. Lead a brief discussion to reach consensus. Have students complete a Stop and Jot to answer the following prompt: o Pick one target in our chart. Explain in two sentences (in your own words) why the tactic(s) we picked will convince this person/group to do what we need.
Sample probing questions to drive student conversation on tactics: --What tactics are connected and might need to be done together? (ex: calls and emails to work with a coalition) --Which targets might have overlapping tactics? How can we collaborate in our teams to take advantage of that? ALTERNATE ACTIVITY FORMAT: Lead a discussion to complete all rows whole-group.
Remind students of the next date you will see them and preview what they will be doing in the next class. Call on a student to read the exit ticket prompt out loud or do this yourself. Have students complete exit ticket and submit it to you.
NOTE: The Exit Ticket MUST be completed in this period so that you and your teacher can create project teams.

Exit Ticket: Which tactic(s) or target(s) would you be most excited to work on and why? Portfolio: Unit 2 assessment

SL.9-10.1 SL.9-10.4 RH.9-10.4

SL.8.1 SL.8.4 RH.6-8.4
REFERENCES
http://youthactivismproject.org/success-stories/
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Lesson 7 Materials
Tactic Descriptions
Some tactics are more intuitive than others. This guide briefly outlines major differences. Holding a Meeting with a D-M: Meeting in-person with a decision-maker Decision-Maker Influencers Testifying at a D-M Meeting: Making a statement at the meeting of a board or group your decision-maker is involved in (city council, school board, block assoc.) Writing a Letter to a D-M: Handwriting a letter to a decision-maker, including organizing others to write letters to the decision-maker Making Calls to a D-M: Making a call to a decision-maker Sending Emails to a D-M: Sending an email to a decision-maker, including organizing others to send emails to the decision-maker Holding a Coalition Meeting: Organizing an in-person meeting with potential coalition partners Working with a Coalition: Attending and participating in the meeting of an established coalition (not organizing the meeting yourself) Participating in an Outside Event: Attending a coalition partners organized rally or protest Hosting a Workshop/Assembly/Panel: Planning and organizing an event Using a Letter-Writing or Email Campaign: Mobilizing others to reach out to many other people with information (advertising an event or educating about an issue or system or policy) Organizing Phone-Banking: Similar to campaign above, but via calling Writing an Editorial: Writing and publishing an op-ed or letter to the editor Circulating a Petition: Creating and circulating a petition Raising Awareness: Using social media, creating a short film or documentary, or launching a poster campaign to advertise an event or educate an audience Optional Lessons include Learning from a Guest Speaker and Conducting a Survey. Both can be utilized during the action portion of the semester.
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Lesson 7 Materials
Tactic Example Article #1 A Generation Citizen class in Boston wanted to take action on teen pregnancy. The students goal was to change current district policies to be able to allow high school nurses to provide contraception to students. The students met with their schools principal to get her support for the policy, and then posted flyers around the school letting other students and teachers know about their goal. They also circulated a petition to gain support among fellow students. At the same time, they sent emails to members of the Sex Education subcommittee on the Boston Public Schools School Committee to ask for their support. As a result of those emails, they were invited to testify to the Wellness Council of the School Committee to present their idea. Tactic Example Article #2 Compelling testimony by young people based on their personal experiences of discrimination convinced wary Massachusetts legislators to pass a landmark Gay and Lesbian Student Rights Law. Students, with the support of the Lieutenant Governor, spoke at hearings, met with individual lawmakers, organized a massive letter-writing campaign, and held rallies and candlelight vigils that raised public support for a law that aims to provide all students with a safe and supportive public education. Tactic Example Article #3 An eighth grade Generation Citizen class at Highlander Charter School selected vandalism as their community issue, with a focus on graffiti in the neighborhood around their school. After researching the issue, the students learned about the Providence Office of Neighborhood Services, a city agency that was supposed to handle issues such as vandalism. The class made the Office of Neighborhood Services the chief decision-maker of their project. The class wrote emails to three people in the Office of Neighborhood Services, asking about graffiti and who they should talk to about getting it cleaned. After not getting a response, they made phone calls to the Office, and were referred to Cindy, a representative of the office. Cindy told the students that community members could report incidents of vandalism using a phone app or through an established email system, but no one from their community was using the service. On the call, the students asked Cindy to come meet them after-school to talk about the service and scheduled her visit. They then invited their Democracy Coaches, several teachers, their Principal and Generation Citizen staff to attend their coalition meeting, and held a discussion with Cindy about the services that the city offered to address vandalism. After their coalition meeting, the class wrote letters and invitations to their parents, peers, community members and other influencers to attend an assembly regarding graffiti. At the assembly, the students and Cindy presented about the reporting system for graffiti, and how to send in requests for cleanup crews to come and paint over the graffiti. Through this process, this class achieved their goal, and set up a path for community members to continue addressing the issue in the future.
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Lesson 7 Materials
Tactic Example Article #4 Elementary school students in Colorado launched a campaign for new sidewalks. They met with the city planner, surveyed business and property owners, recorded traffic patterns, and researched the cost of sidewalk construction. They then presented their photos, statistics, surveys, and petitions to the City Council. The kids demands were heeded. Tactic Example #5 A 10 /11 grade class at New Yorks EBC High School for Public Service class chose Quality and Variety of School Lunches as their focus issue. The initial consensus among the students was that the food served at EBC was horrible, but using research on other school lunch programs in cities around America and the rest of the world, as well as advice from their guest speaker (a Health Counselor at the school), the students identified the root cause of this issue as a lack of funding and then were able to set their goal as convincing city officials to offer the necessary funds to improve the quality and variety of their school food.
th th
The first tactic group conducted a survey of 160 EBC students of all grade levels and compiled the results as quickly as possible so the remaining groups could use the statistics within their individual tactics. The results were quite shocking, so the survey group quickly created a 1-page summary sheet that illustrated the results of the survey, posting the sheet around the school where students could see it. This was done to rally other students behind the classs cause. The second group wrote a letter to the editor, briefly but persuasively conveying the problem the class is combating and what can be done to solve it. The letter included statistics from the survey group to dispel the notion that it was simply a bunch of kids unreasonably complaining about their school food, as well as personal testimonials from the writers and comments on the surveys to illustrate the awful quality of the food that was served. The students were able to publish the letter in New York Universitys school newspaper, Washington Square News. The last group sent letters and emails and made calls to influencers and decision-makers, including the PTA and various local food-oriented organizations. Most importantly, the group emailed Eric, who works for the citys Department of Education and is in charge of the NYC School Lunch program, and challenged him to come to EBC and eat the food they eat everyday alongside them Mr. Goldstein responded immediately and visited EBC along with other officials from the department. They met with the schools principal, the teacher, and the entire class, and ate the lunch that was served that day. They agreed the quality was unacceptable and resolved to take care of EBCs issues from the district level. They also proposed a system in which students can contribute to the selection offered for their schools lunches and mentioned this could be implemented at a city-wide level. They left their business cards with the students and charged them with contacting them the next year if the food had not improved. During the course of the project, students mentioned seeing a noticeable improvement in the school lunches. They believed this was due to the fact that they sent a letter to the cafeteria manager, Jos, explicitly mentioning their concerns. The letter, along with the survey result sheets and letter to the editor, must have gotten the attention of the cafeteria staff, which began improving the quality and variety of the food even before Mr. Goldsteins visit. Students are hopeful that these changes will endure into the future.
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OVERVIEW AND OBJECTIVES: You will review different types of advocacy tactics and analyze which actions might be most effective to influence the key decision-maker and influencers you identified in the previous steps. These tactics will form the basic content of the work that will be done by the project teams in Unit 3. By the end of this lesson, you will be able to: describe a variety of advocacy tactics analyze your target audience to select tactics for your action plan Target
Decision-Maker
Ask
Tactic(s)
Influencers
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TACTICS
Decision-Maker ! Holding a Meeting ! Testifying at a Meeting ! Writing Letters ! Making Calls ! Sending Emails
Influencers ! Holding a Coalition Meeting ! Working with a Coalition ! Participating in an Outside Event ! Hosting an Assembly/ Workshop/Panel ! Using a Letter-Writing or Email Campaign ! Organizing Phone-Banking ! Writing an Editorial ! Circulating a Petition ! Raising Awareness
ARTICLE #___ What is the groups goal? Who is their main decision-maker? Who are their other targets? What tactics do they implement? (Check tactics off in the table above)
EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. Which tactic(s) or target(s) would you be most excited to work on and why? Think carefully because this may help your Democracy Coach and teacher determine which project team would best fit you.
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Lesson 8: Structuring our Action
OVERVIEW
Students will create a timeline of their proposed action and then break into project groups to create specific work plans and assign notes according to their assigned targets, tactics, and/or tasks.
NOTES:
OBJECTIVES
By the end of this lesson, students will be able to: draft a structured sequence for their action plan work in groups to analyze their tactics create work plans and assign roles
MATERIALS
Student handbooks Visual of the Class Action Plan chart Looks Like/Sounds Like chart Advocacy Hourglass visual
TO SHORTEN THIS LESSON: Create the Class Action Plan yourself and share it with the students. Ask students to complete the final two rows of the Group Work Plan at home.
Talk to your classroom teacher about how many teams would work best for your classroom, how each of you will manage and participate with different teams, and how teams should be divided (according to target, tactic, or task). Teams generally have 4 students per team, but this number can be flexible. Draft how the students proposed tactics should be clustered and into stages and sequenced and create a visual display of the Class Action Plan (either a PowerPoint to be updated every week or a poster). (See examples following this lesson plan in Lesson Materials on page 84.) Create an initial plan for how students might be divided and prepare group assignments. Determine any contingency for rearrangement of groups based on student input. For middle school students, prepare in advance simple work plan suggestions for actions, timeline, and roles to support students if needed. Write the group assignments (and seat assignments, if relevant) and the Do Now prompt on the board.
Do-Now: Sit with your group/in your new assigned seat. Turn to page 21 in your student handbook and answer the Do Now prompt: When was the last time you created a plan or schedule for getting something done? Why did you do that? What worked or didnt? If you have never created a schedule, why not? Lesson overview and framing: Referring to the Advocacy Hourglass, ask a student to identify where they are in the Hourglass. Explain that in order to move forward with this project, students will be working in project teams for the rest of the term to
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implement the different actions they have identified. Explain that small groups will let us accomplish more tactics as a class and allow each person to play an important role individually and to acquire special knowledge about the tactic theyre working on. Real advocacy campaigns work the same way. Today, were going to look at the overall plan for the project and then break into work teams. The first job of each project team is to make a work plan that will ensure that we can reach our goals by the end of the term and that we each know our own individual responsibilities to the group effort. Explain that after students write these work plans, they will each start using different parts of the student handbook to learn more, practice, and implement different tactics.
FRAMING THE PROJECT SEQUENCE (15 minutes)

Post the Class Action Plan chart at the front of the room. The Goal and Research rows should be left blank. Students should follow along on page 22 of their handbooks. o For middle-school classes: show students your completed draft of the Class Action Plan. Have the stages, targets, asks, and tactics already organized and filled in with their project specifics. During this portion of the lesson, you will be explaining how the plan is organized and why and asking for students feedback. o For high-school classes: students can create this plan themselves, with your guidance. Create the visual template, but dont fill in anything yet. (See sidebar.) Our Cam paign Goal Proposal/Research: Do we have to learn/prepare anything else? Stage: Group: Accomplished? Stage: Group: Accomplished? Stage: Group: Accomplished? Target Target Target Ask Ask Ask Tactics Tactics Tactics
ADAPTATION FOR RIGOR: As you introduce the Class Action Plan chart on the board, leave it blank. Let the class fill in the Goal and Research Needed rows together. Then put students in small groups and pass out index cards to each group with one target/ask/tactic combination written on each. Ask the students to Rank Order (like they did in Lesson 1) how they think it makes sense to sequence their action. What has to come first? Last? What can be happening at the same time? Have all groups share out their proposed sequence, and write their suggestions on the board. Then, have students advocate for their opinions and negotiate to reach consensus on one approach. Record this on the blank chart.
Explain that this master plan will help you organize and evaluate your progress over the course of the semester. Ask students to reiterate your class goal, and fill this in on the chart. Ask them if there is any information they need to gather before they can launch into the tactics they identified last class. Fill in as appropriate. o NOTE: If students goals involve proposing and creating a new program, group, or system (Ex: mentoring program, after-school club, neighborhood coalition, etc.), they need to design the 80

specifics of that plan (Ex: when will it meet, where will it meet, who is involved, how many people are involved, how participants are recruited, who is in charge of oversight, etc.). List this step in the Proposal/Research box. Explain that before launching into any possible action, its necessary to step back and organize your plan. o Share an example of why thinking about sequencing is important. Example: In college, you dont just buy books for the classes you are interested in and show up to class. Just like you do in high school, you need to do research and to consider what classes are offered what semesters and what your graduation requirements are. Then you have to register to see if the classes are available or full and if the times fit in with your work and sports and life schedule. What would have happened if I had just bought the books first? It would have been a waste of time and money if my plans had to change. o Have one or two student volunteers share their Do Now. Explain that for that reason, were going to organize our project into stages so that we are logically pursuing action that supports further action. o Review draft of target and tactic organization. Point out that this is a checklist and calendar, of sorts, and that you can use it to track progress (with the Accomplished? box). o Ask students to verbally share aloud, to write down, or to discuss with a partner their reactions to the draft. ! Why does _____ come before _____? ! Why are _____ and _____ grouped in the same stage? ! Are there any actions that seem out of order? ! Are there any targets or actions that are missing from this plan? Edit plan as needed, according to students suggestions.
BREAKING INTO GROUPS (5 minutes)

Explain that your class project teams are going to be split up according to _____ (target or tactic) and that from the exit tickets the previous day and some conversations with the teacher, you have put together project groups which will allow the class to break up and work on different actions at once to achieve the overall goal. You recognize that not everyone can have their first choice but these project groups will be very important groups for the rest of the term and everyone will also get to help decide their individual contributions to the group and to the whole class. Reiterate expectations for group work, including forming a clear and focused seating arrangement with your partners. Have students move into small groups with their new teams. Walk around and assign groups their particular target/ask/tactic. 81
CREATING OUR WORK PLANS (15 minutes)

Explain that the first thing groups are going to do is create a work plan. Just like the Class Action Plan will help the class stay focused, individual work plans will ensure that every person knows exactly what they are accomplishing and why. Explain that students will use this work plan as a guide for what they will need to do. Students will sometimes be working in their groups independently so they must have a strong work plan to keep them on track. They will also get guidance from their Democracy Coach(es) and teacher about using the Tactic Toolkit part of the student handbook to learn and practice the tactics they specifically need in their group. This means not every group will use every part of the handbook. Instead they will be directed to the parts they need to become experts in the tactics for which they are responsible. Once the students are in small groups, have them refer to page 23 in their student handbooks to begin creating their work plan. They should begin by transferring the appropriate information for their group to the top of their work plan. Then as a group, they should discuss and fill out the blank work plan for their group. Remind students that they should each write in their own handbook (see sample below).
Direct students to the pages in their handbook for the tactics in their plan to get ideas for steps they will need to take. Nam es of the Team m em bers Our Target(s) Our Ask
What do we need to research? What information do we need before we start? Whats the tactic? Whats the task? Whos doing it?
What are our measures of success? (How will we know if we succeeded?) Did we achieve this task? Whats next? Note that m iddle school students m ay need m ore prescriptive guidance in this process, so be prepared to help support them in setting realistic plans and a tim eline. You m ay also need to present m iddle school students with specific options for roles and responsibilities within the team , based on your preparations. M odel som e ideas for filling in the chart on the board.
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Students may consult the tactic toolkit in the handbook to begin brainstorming tasks or if they have extra time after outlining their group work plan. Allow them to ask questions or comment on what they see. They may also start on initial activities.
DISCUSS COLLABORATION (5 minutes)

Explain that although each team will function independently to reach their target, collaboration between the teams is the only way that we can all collectively accomplish the class goal. Ask students: Why is it important to communicate and cooperate between groups? (Optional if your class will have a leadership team): If you decide to use a leadership team in your classroom to act as liaisons between the other teams, assign them this role and clarify expectations about how they will check in and ensure collaboration between the teams during class as well as in the whole-class introduction and conclusion. Ask each group to share what target/ask/tactic theyre working on and their progress today (ex: did they finish their work plans and start their action?).
Remind students of the next date you will see them and preview what they will be doing in the next class. Call on a student to read the exit ticket prompt out loud or do this yourself Have students complete exit ticket and submit it to you. If there is time, ask two students to read present their responses to the class, just as they would if responding to a judges question at Civics Day. Coordinate with the teacher to inform an administrator of the class tactics and strategy.

Exit Ticket At Civics Day, judges will ask about your choice of tactics. Choose one tactic that your class will be implementing. What is the purpose of that tactic? Why do you think it will be important in bringing you closer to your goal?

SL.9-10.1 SL.9-10.6

SL.6-8.1 SL.6-8.6
REFERENCES
n/a
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Lesson 8 Materials: EXAMPLE PLANS CLASS ACTION PLAN EXAMPLE
Our Cam paign to Pass H-5073 to support RIPTA Riders Goal: Pass H-5073 to eliminate the deficit of RIPTA in order to give PPSD the option of trying to get more access for high school aged commuters. Proposal/Research: Do we have to learn/prepare anything else? No Stage: 1 Target: John Flaherty/RI Ask Tactics Group: A Coalition for Transportation Invite us to the rally and Making a Call Choices (Decision Maker) to speak at the event Writing Letters Accomplished? Stage: 1 Target: PPSD Transportation Ask Tactics Group: B Office and Superintendent Support H-5073 and Writing Letters attend rally Accomplished? Stage: 1 Target: Students in Action Ask Tactics Group: C Support H-5073 and Sending Emails attend rally Accomplished? Stage: 2 Target: RIPTA Officials Ask Tactics Group B Meet with the students Holding a Meeting and PPSD officials at the rally about young people Accomplished? Stage: 2 Target: RI Members of the Ask Tactics Group: C General Assembly Come to the rally Making Calls Writing Emails Accomplished? Stage: 2 Target: Students at Nathan Ask Tactics Group: C Bishop Come decorate posters Participate in an and attend the rally Outside Event Raise Awareness Accomplished?
GROUP WORK PLAN EXAMPLE

Nam es of the Team m em bers Emily, Ashaad, Hunter, Giovan Our Target Our Ask PPSD Transportation Officials Support the bill/attend the rally W hat do we need to research/propose? Contact information of officials, Details of the bill so we can answer questions on it W hats the task? W hats the tactic? W hos doing it? Research the contact info of PPSD Officials Research Emily Write an email to PPSD Transportation Sending Emails Ashaad, Hunter, Giovan Officials Follow up email with calling to see if they Making a Call All of us can attend the rally W hat are our measures of success? (How will we know if we succeeded?) If at least one PPSD official comes to the rally or issues a statement of support Did we achieve this task? W hats next?
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By the end of this lesson, you will be able to: draft a structured sequence for your action plan work in teams to analyze your tactics create work plans and role assignments [WORK SPACE]
Do Now OVERVIEW AND OBJECTIVES: You will sequence your proposed action and then break into project teams to create specific work plans and role assignments according to your assigned targets, tactics, and/or tasks.
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STUDENT HANDBOOK PAGES Lesson 8 CLASS ACTION PLAN
Goal Proposal/Research: Do we have to learn/prepare anything else? Stage: Group: Target Ask Tactics
Accomplished? Stage: Group:
Target
Ask
Tactics
Target
Ask
Tactics
Accomplished? Stage: Group: Accomplished? Stage: Group:
Target
Ask
Tactics
Target
Ask
Tactics
Target
Ask
Tactics
Accomplished?
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STUDENT HANDBOOK PAGES Lesson 8 GROUP WORK PLAN
Names of the Team members Our Target(s) Our Ask
What do we need to research? What information do we need before we start?
Whats the tactic?
Whats the task?
Whos doing it?
What are our measures of success? (How will we know if we succeeded?)
Did we achieve this task? Whats next?
EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. At Civics Day, judges will ask about your choice of tactics. Choose one tactic that your class will be implementing. What is the purpose of that tactic? Why do you think it will be important in bringing you closer to your goal?
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About Unit 3: Taking Action

Components:
Lesson 9: Lobbying 101 Lesson 9+: Taking Action Class Template (to be used to frame tactic days) Tactic Toolkit Menu o Persuading a Decision-Maker o Mobilizing Influencers ! Holding a Meeting ! Holding a Meeting ! Testifying at a Meeting ! Working with a Coalition ! Writing Letters ! Participating in an Outside Event ! Making Calls ! Hosting an Assembly/Workshop/Panel ! Sending Emails ! Using a Letter-Writing or Email Campaign ! Organizing Phone-Banking ! Writing an Editorial ! Circulating a Petition ! Raising Awareness
At the end of Unit 3, students will be able to: Work in teams to analyze their tactics and create work plans and role assignments Plan and execute a range of tactics involving oral and written persuasive communication, critical thinking, and group collaboration Define, identify, and utilize the components of effective persuasion Design a persuasive argument for a targeted decision-maker or influencer Analyze a potential influencers priorities and responsibilities in order to enlist them Students will have: Collaboratively designed a work plan to execute a tactic with their project team Undertaken and executed a tactic, such as writing an op-ed or holding a public meeting, to help influence targets and achieve their goal
Main Goals:
Unit Summary:
After selecting tactics to employ, students break into project teams to create work plans and assign roles in order to execute those tactics. Students carry out their action plan within project teams. Democracy Coaches and teachers select mini-lessons on advocacy tactics as they become relevant. Students practice and employ persuasive writing and speaking, group collaboration, and research skills to achieve their goal. By the end of this unit, all students should have engaged in at least one tactic. Students have taken steps to reach their goal, beyond just planning the steps themselves. All projects will have required students to communicate with individuals outside of the classroom. Students should also have a presentation and visual aid prepared for Civics Day. If students have not completed any tactics within two weeks of Civics Day, please reach out to DCs Chapter Directors or Generation Citizen staff.
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!
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Lesson 9: Lobbying 101

NOTES: If your students need to spend more time working out the organization of the action plan, finish that before you move on. This lesson can be delivered at any point in Unit 3. If students are pushing to get into tactics quickly, let them get started on group work and lead this lesson a few periods later, right before students begin outreach to targets. TO SHORTEN THIS LESSON: Choose the low rigor Do Now. Eliminate the second example where students practice Me/Us/Now on a separate topic.
OVERVIEW
Students will learn how to structure a compelling pitch to engage others in their action efforts. They will use a clear framework to analyze examples of effective persuasive personal narratives and then edit their own appeal, to be used in outreach for many of the tactics theyll be working on in the coming weeks.
OBJECTIVES
By the end of this lesson, students will be able to: recognize the structure of a compelling personal narrative edit their own story to engage the interest of outside targets
MATERIALS
Determine classroom technology capabilities and prepare to either show a video clip or to download an audio version of Barack Obamas 2004 Democratic National Convention speech. Talk with your teacher to develop or have him/her develop a compelling personal narrative utilizing the Me/Us/Now framework provided. (Tip: refer to the example you used to introduce yourself in Lesson 0 on page 16 of this curriculum.) Write the Do Now prompt on the board.
Do-Now (page 25 of handbook): (Low rigor) Pretend that you are trying to recruit one of your identified targets to support your action plan. Identify the target and then write a bulleted list of points you would make to explain your issue and convince them to join your cause. OR (High rigor) Pretend that you are trying to recruit one of your identified targets to support your action plan. Identify the target and then write 1-3 paragraphs explaining your issue and convincing them to join your cause. Lesson overview and framing: Explain that before you can jump into action, we need to practice a basic skill that each group will have to use at some point in their tactic implementation presenting your story to others and convincing them to support your cause. Ask students from each group who they will have to target for support. This type of persuasion often seems natural when we watch or listen to other people do it, but there are actually ways to craft your argument which can make your appeal significantly more or less effective. Today, were going to learn one example of an effective structure so that you can each go into your tactics with a strong personal pitch to use when needed.
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Good stories dont just explain they inspire. They use feeling and emotion in addition to facts to spur us to empathy and action. All types of people use stories to inspire others, from teachers to siblings to bosses to college applicants to politicians. And each story will be different according to who youre talking to and what youre trying to accomplish. Regardless of the audience and occasion, successful narratives share certain elements in common. Direct students to turn to page 25 in their handbooks. Call on them to read aloud the Good and Not good storytelling tips. After each row, ask one student to explain the difference between the two points just read. Explain that those are great tips to keep in mind but that they still dont help you structure your narrative. Tell students to turn to page 26 in their student handbooks. Introduce Me/Us/Now. Introduce the video or audio clip of Barack Obama speaking at the 2004 Democratic National Convention. Explain that youre using this clip not because you have anything to say about his politics or because youre trying to convince students of any particular policy, but because he does a great job using the Me/Us/Now framework. Ask students to listen to and write down examples of statements, stories, or examples which illustrate each part of the framework. Ask students to raise their hands as they notice him shifting from one stage (Me/Us/Now) to the other. (Play until at least the 8:00 mark.) After the video is shown, call on students to share their observations about then-Senator Obamas employment of Me/Us/Now. As you discuss, point out that parts of Obamas story are not his own (he references other peoples stories as well), but that he always shares what his personal connection to that story is (a conversation with someone, an email, a friend) thats okay, too. o Who was his audience? o What was his personal story? o What types of feelings did he speak about? o How did he use description to vividly paint a picture of his situation? o Why would the audience care about his personal story? What do he and they have in common? o What was his ask? What did he aim to inspire the audience to do? o How effective do you think he was in spurring them to action? Why? o What from this can you use in your own conversations with decision-makers or influencers?
LEARNING THE STRUCTURE (15 minutes)
PRACTICING ME/US/NOW (8 minutes)

To practice utilizing this framework, ask students to work with a partner to read the Practice Example on page 26 in their student handbook and to answer the questions which follow. 90 !
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After three minutes, call on one student to identify and justify their identification of the audience. o Answer: Audience is unclear. No ask is made of anyone. Then, call on each group of partners to share one thing that they would improve about the script. Write these answers on the board as they share.
EDITING THEIR OWN STORIES (17 minutes)

Explain that now you would like each student to edit their own personal story. Remind them that they are allowed to draw on friends and neighbors experiences to describe their own attachment to the issue but should credit how they know about the story. Students should work silently to rewrite the stories drafted in their Do Nows, using the Me/Us/Now framework. After ten minutes of writing, call on volunteers to read the first and second drafts of their personal narratives. Ask each to identify their audience before they read their script aloud.
Close by reminding students that their stories are dynamic and that they will adapt it with every audience, every ask, and every new context in which they are telling it. This was meant to be practice so that as theyre appealing to specific targets over the coming weeks, they have a strong base to start from in inspiring these targets to support your cause. Remind students of the next date you will see them (to start action!) and preview what they will be doing in the next class. Call on a student to read the exit ticket prompt out loud or do this yourself. Have students complete exit ticket and submit it to you.

Exit Ticket How can you use this Me/Us/Now framework outside of your class action plan? Give a specific example. .

SL.9-10.6

SL.6-8.6
REFERENCES
n/a
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Do Now OVERVIEW AND OBJECTIVES: You will learn how to structure a compelling pitch to engage others
in your action efforts. You will use a clear framework to analyze examples of effective persuasive personal narratives and then edit your own appeal, to be used in outreach for many of the tactics youll be working on in the coming weeks.
By the end of this lesson, you will be able to:

recognize the structure of a compelling personal narrative edit your own story to engage the interest of outside targets Good stories dont just explain they inspire. They use feeling and emotion in addition to facts to spur us to empathy and action.
A Good Story Is... Narrative Has real plot that puts you in the moment Experience Whats happened in my life or the life of someone I know thats led me to believe this Showing The rich details--what he was wearing, what it smelled like, what the weather was like How I feel And at that moment I felt like a total failure, and that Id really let my team down. A Good Story Is Not... Explanation Im working on a project to combat drug use. Belief I believe that everyone should....
Telling I was angry. What I know People make mistakes -- it happens.
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STUDENT HANDBOOK PAGES Lesson 9 Me, Us, Now

Barack Obama
ME Tell a story about what motivates you to do the work that you do.
US What do you have in common with the person or people youre speaking to? What do you all have in common with the issue?
NOW What is your call to action/ask? Why is this urgent?
Practice Exam ple: Unemployment is an issue affecting our nation. I know this because a lot of people are unemployed and cant find jobs. I believe that the mayor should do something to stop it because thousands of people in this city are suffering. My class is working on this issue by organizing a job fair with local businesses to share job opportunities with our neighbors and peers. We want to help and you should too. Who is the speakers audience? How do you know? Identify three things that could be improved about their story:
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STUDENT HANDBOOK PAGES Lesson 9 My Story
M E:
US:
NOW :
EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. How can you use this Me/Us/Now framework outside of your class action plan? Give a specific example.
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Lesson 9+: Template for Taking Action Periods
OVERVIEW
After Lesson 9 of the curriculum, students will be working on specific actions in project teams. This lesson plan provides a structure for making those periods as meaningful and productive as possible. For most of this unit, students will spend time working within their project teams. The remaining time will be spent in guided instruction and skills-building with a Democracy Coach or teacher.
NOTES:
OBJECTIVES
NOTE: Objectives will likely vary by group, so we recommend drafting group-specific objectives.
MATERIALS
TO SHORTEN THIS LESSON: Shorten the introductory check-in by having students simply share what they accomplished last period and what they will be doing today.! FIRST DAY OF PROJECT TEAMS: Explain that the next weeks will be focused on action. Every team will be working on different action in different ways, but you will use a common structure every period (group check-ins at the beginning and end of the period) to make sure that everyone is aware of the class collective progress. Visually post the Civics Day judging rubric (found on page 104 in the student handbook). Briefly describe each element on which students will be judged. Encourage them to keep these in mind as they begin their work. THROUGHOUT THE ACTION PERIODS: Students will need to create a visual display of their project to take to Civics Day. Use the Civics Day Judging Rubric (found on page 104 of the student handbook or 177 of this curriculum) as a guide. You may ask students to assemble pieces for this as they work or reserve days towards the end of the term for assembly, but keep it in mind.

Review groups progress, create a plan for what will be worked on in todays class, and prepare any needed ongoing directions or materials. Review appropriate sections of the Tactic Toolkit in the student handbook that students will be using in class. Review role expectations with teacher and other Democracy Coach(es) to determine who will do what during class to supervise different groups.
Do Now: Sit with your project group and prepare for their daily check-in. o What did you accomplish last period? o What obstacles did you face? o What are you going to accomplish by the end of the day? o What challenges do you anticipate today? Check-Ins Remind students that the tactics and tasks they are working on within their project groups are all important in how they collectively contribute to the class success. As each group checks in, take care to listen to what theyre accomplishing in case there is the potential to share information or work together. o Call on one student to summarize the overall project goal o Call on each group who will have one representative share: ! What did you accomplish last period? ! What obstacles did you face? ! What are you going to accomplish by the end of the day? ! What challenges do you anticipate today? o As they share, write down each groups goal for the period on the board as a visual reminder. If any groups need more direction or a new assignment, have them share their progress from the last period and instruct them on what they will be delivering by the end of this period. Follow up on new group assignments as students start working. Before dismissing students to work, ask if there are any opportunities
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Lesson 9+: Template for Taking Action Periods

for collaboration between groups today (ex: who might need to talk to each other to share information and why?).
If students need a change of pace, consider incorporating Learning from a Guest Speaker, Conducting a Survey, or Lesson 9 (if skipped) into these periods.
Ask students to reiterate group work expectations.
PROJECT TEAM WORK (35 minutes)

On first project team day and again as necessary: o If assigning specific group roles (especially for middle school students), review roles and who is responsible for them. ! Role suggestions include: recorder (takes notes/writes), presenter (in charge of group share-outs), editor (leads editing process on an ongoing basis), moderator (guides conversation, ensures participation) o Remind students that since during parts of the class they will be working independently, they must use their work plan to stay on track. Explain that you will walk around and spend time with different groups to ensure focus but they should be using their plan and student handbook to do a lot of the work themselves. As students begin working, walk around the room to ensure that all students are on the appropriate handbook pages and are on task before focusing attention on one group. Each tactic in the Tactic Toolkit segment of the student handbook has several parts: information about the tactic and how to accomplish it, an example, and, for certain tactics, a template for students to use in drafting their own. In the class time in Unit 3, you might direct your students to use these different portions by annotating, taking notes, creating drafts, editing, and working on next steps. Some groups m ight need m ore specific directions or m aterials. Com pile these resources in advance of each class.
Sample probing questions: --What are you doing today that might be relevant to another group? --Is anything not working? Do we need to change course or set a different plan? --If you have completed parts of your plan, what else can you do to help us reach our class goal?
Call on each group to find out: o If students accomplished their goal for the period o What students are doing between this class period and the next o What questions are raised/remain from todays work o One thing that they learned today Remind students to carefully preserve their work from any tactics they will want to include in their portfolios or to share at Civics Day.

Exit Ticket How is your group working together? How are you feeling about the progress of your action? Tactics for portfolio Optional Group Collaboration Self-Assessment
COMMON CORE STANDARDS and REFERENCES

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Tactic Toolkit: Holding a M eeting with a Decision-Maker
Holding a meeting with your decision-maker is the ideal opportunity to persuade him/her (lobby him/her) to take action and help you accomplish your goal. Having this faceto-face meeting offers you a unique chance to talk about your issues in a way that cannot be communicated through an email, call, or letter. It is a powerful tactic that creates an open dialogue or negotiation with your decision-maker and can help establish a relationship between you and the decision-maker. This provides a foundation for future communication. Use this Tactic if: You are able to arrange an in-person meeting You have a clear ask and want your decision-maker to take action on your behalf You need to demonstrate that you care about an issue You want to follow-up on a call or email that didnt have a positive result or to make sure that things are getting done Do Not Use this Tactic if: You havent done the necessary preparations to gather the data, allies or arguments to make a meeting useful
Steps for Holding a Meeting with a Decision-Maker

Step 1: Review your overall project goal(s) to adjust your ask to your target. Keep in mind your targets level of authority (state, city, local, school). Class Goal: Target for this Tactic: Ask: Structure an effective argument to present.
Step 2:
In order to design a persuasive argument, use the following structure: Introduction: Introduce yourselves and thank your decision-maker for meeting you. Issue: Introduce the topic to be discussed. Grab the decision-makers attention with a strong hook. Position: Take a stand and make your ask what you want your decision maker to do and how they can do that. Points: Present your key points or messages to convince your decision-maker. Talk to him/her about why you care about this issue. Counter-Points: Address potential objections or disagreements the decision-maker might have. Conclusion: Restate your position and points. Identify your next steps.
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Tip for Structuring an Effective Argument: When designing an argument, you can use several different methods of persuasion: Tell a story about a Create an argument Create an appeal based on personal experience or around facts, statistics emotion. This type of reason why you care about and logic. argument taps into shared the issue. feelings or values. Ex: This study shows that Ex: Having seen my best people who breathe in Ex: Students in this city friend go through a secondhand smoke are shouldnt have to walk five pregnancy as a teenager, I just as likely to develop miles to get to school understand the health problems as everyday. Every child in importance of having a smokers. That is why we America has a right to a health education class in need a ban on smoking in free public education, and schools. public parks. it isnt right that students in the city dont get a bus while students in rich neighborhoods do. Schedule and plan the meeting. Use the following checklist to make sure you dont forget anything.
Step 3:
Scheduling the Meeting: ! Contact the decision-maker with a professional call or email (see pages 42 or 46 in your handbook), briefly stating who you are, what you would like to discuss, how much time it will take, and times and locations at which you are available. ! One to two days before the scheduled meeting, call and confirm the time and place. Planning the Meeting: ! Make sure you have a written plan for the meeting. Make sure you have a clear goal. A goal identifies what you want from your audience by the end of the meeting (may or may not be your entire ask). Write notes or an outline of your argument that will keep you on track during the meeting and make sure you cover all of your points. Identify your plan for follow up. For example: Let your decision-makers know you intend to check back with them within a week. ! Prepare responses to questions or points your decision-maker is likely to raise: How would I (the decision-maker) accomplish your ask? How many people does this issue bother? Has anyone tried to fix it before? Im not sure I can do anything about this issue, try talking to someone else. ! Determine who will present which parts. Assign one person to begin the meeting and one person to end it.
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! Practice delivering your argument and make edits as needed. When practicing, make sure to factor in timing. ! If you are using visual aids or handouts for your presentation, make sure they are ready 24 hours in advance of your presentation. Meet your decision-maker!
Step 4:
Before the Meeting: Arrive 10 to 15 minutes before your scheduled meeting and gather with your group. Review your talking points once more before you present to your decision-maker. Remember to dress professionally. (Find other tips on professionalism on page 113 of your handbook.) During the Meeting: Everyone should briefly introduce themselves at the start of the meeting. Shake hands and make eye-contact when introducing yourself. You may want to share a few unique personal details about yourselves to show that your group represents a variety of voices. This can include your school, age, neighborhood, or why you have chosen to work on this issue. Present your argument to the decision-maker. Provide real-life examples wherever possible. Make your ask of your decision maker. Ask for a commitment and listen carefully to the response. > Decision-makers often need some time to consider supporting or opposing a cause, and will likely have questions about the issue. Make sure you answer the questions you know, and write down questions you dont have answers to so you can email your decision-maker after the meeting. > Dont take their hesitancy or questions as rejection; many decision makers need proof that you are committed to the issue before they agree to take action. Remember to thank them before you leave. Get business cards from your decision-maker and anyone else you met during the meeting. After the Meeting: Meet with your group outside the meeting location to compare your reactions and identify any follow-up work that needs to be done.
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Step 5:
Follow up.
Send an email to the meetings participants thanking them for their time, restating your key messages, and reviewing identified next steps. These thank you notes help you build long-term relationships with these decision-makers. Make sure to follow up with the plans you stated during your presentation.
Sample Meeting Script

Introduction Hi Mr. Trimble. I am Maria Lopez. I am Michael Brown. I am Josh Goldman. Issue
Were here to discuss public transportation for young people. Public school students in Providence use buses to get to school, go home, and travel around the city every day. Were here with the Rhode Island Coalition for Transportation Change to ask you to support Senator OGradys Bill funding RIPTA for the next five years. Many of us do not have any other method of transportation to get us to school, and the school department doesnt have the funding to give us private busses. Especially in the winter, we need RIPTA to get to school. If they continue to run a deficit, fewer children will be able to get free passes, and will have to walk 2-3 miles just to attend public school. We know that this bill sends a large amount of money to RIPTA, and that the state budget is being heavily debated right now. However, we ask you to consider all the students, children and families in Providence who depend on RIPTA to get to school, work or home. Please support this bill. By doing so you will be supporting the children of Providence. When can we expect a decision about your vote? How do you recommend we follow up with you? Thank you for your time and attention.
The students explain that they will stay engaged with this issue. The issue is clear and introduced immediately. The ask is specific.
Position
Points
Key arguments are presented.
CounterPoints
Conclusion
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Tactic Toolkit: Holding a M eeting with a Decision-Maker Draft Your Own Meeting Script
Introduction
Issue, with Hook
Position
Points
CounterPoints
Conclusion
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Tactic Toolkit: T estifying at a Decisio n-Maker Meeting

Being able to testify at a decision-maker meeting is an opportunity for everyday citizens to make short statements (usually 2 minutes or less) in front of people with the power, compelling them to take action on issues. Decision-maker meetings include meetings in which your decision-make sits on the board of the body to which youre presenting (for example: a school board, the school committee, neighborhood councils, the City Council, State Committees, etc.). These meetings are forums for citizens to express their opinions on various issues such as legislation, budgets, or other public policies. Speaking publicly about your issue lets your decision-maker know that the issue is important to you, and shows that you are willing to take action and speak about your solution. Use this Tactic if: Your root cause (policy, ordinance, decision) is being considered or discussed at the meeting An issue is being discussed and you do not agree with the proposed action (ex: they are building on land you want to be a park, or they are passing an anti-graffiti ordinance that doesnt let young people make murals) Do Not Use this Tactic if: Your root cause (policy, ordinance, decision) is not being considered in the meeting The meeting does not include your decision-maker
Steps for Testifying at a Decision-Maker Meeting

Step 1: Review your overall project goal(s) to adjust your ask to your target. Keep in mind your targets level of authority (state, city, local, school). Class Goal: Target(s) for this Tactic: Ask: Conduct research on the board your decision-maker sits on. You must: Understand why this is the board you are talking to. Know who else is on this board or committee and their opinions of your issue. Find the date and time of the committees meeting. > Check to make sure you can speak at the meeting: not all public meetings will be open to everyone to speak. > Verify how long presenters have to speak (typically one to two minutes)
Step 2:
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Step 3:
Develop your written testimony.
A complete testimony will include the following: Introduction/Position: Introduce yourself, state your ask or what you are there to support and why. > Make sure this statement is clearly and immediately delivered. This is the section that will be included in public minutes for/notes of the meeting. Points: Present your key points, based on your experience and evidence. > Explain why you do or do not support the boards plans and why other people should join you. > Dont argue every point that comes to mind. Instead identify two to three key arguments and discuss those. > Make sure you support your claims with evidence or personal experience. Your decision maker will find it difficult to support you if your claims seem exaggerated or false. Counter-Points: Address potential objections or disagreements the decision-maker might have. > As you develop your argument, you must think about what groups against your issue might say. You will be asked questions about your testimony, so you must be prepared to address the questions. Conclusion: Restate your position and thank the decision-maker for his/her time. > By restating the important part of your message, your decision-maker will remember what you are asking. Step 4: Recruit allies.
You will want your class to attend to represent the people for whom you are advocating and to demonstrate support. You will also want two or three people with different perspectives to present alongside you. You need to present the board or committee with multiple views to strengthen your case. For example, if you are presenting to the school committee: > Get friends, peers, and classmates to attend and identify themselves as students (signs, shirts, etc.) so that the school committee will know that all of those students agree with you. > Recruit a teacher, parent, and administrator to also testify in support of your argument; the committee will take you seriously knowing that these different people support your action.
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Step 5:
Practice!
Practice your presentation and use feedback from your peers to improve your testimony. You may not exceed your time limit. This is why practice is critical. Testify!
Step 6:
Before the Meeting: For public meetings, a meeting agenda will be available prior to the meeting. They are usually posted a day in advance of the meeting. Verify the meeting time and location. Prepare an outline or script for your testimony. You will be given only one to two minutes to speak and must be clear and focused. Before giving your presentation, make copies of your statement to give to the decision-making body. Arrive early to the meeting. You will have to sign up to speak, and usually the sooner you sign up, the sooner you will be able to deliver you testimony. Arriving early also allows you to get a good seat and get familiar with your surroundings. Dress professionally. You cannot over-dress to this meeting. (Find other tips on professionalism on page 113 of your handbook.) During the Meeting: Take notes when you are not delivering your statements so you will remember what questions were asked and what arguments other groups made. If a lawmaker makes a point that supports your cause, you want to remember it for future reference. When you begin speaking, first address the chair/head and then the members of the group. State your name and the group you represent slowly and clearly. After the brief introduction, make your statement. > Remember, you will be cut off after one or two minutes. Use your prepared points. > Speak directly to the decision-making body. Make eye contact with those who are paying attention to what you are saying. Be prepared to answer questions and do so briefly and clearly. > When you are asked a question, respond by saying Respectfully and using the correct title of the decision-maker. " Ex: Respectfully Representative Dun, the answer to your question is... > If you are asked a tough question, stay calm. Do not fake an answer. Instead be honest and sincere. If you do not know the answer, let them know you are not sure and that you promise to get back to them with the information they want. Be very polite throughout your testimony.
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Tactic Toolkit: T estifying at a Decisio n-Maker Meeting Sample Testimony

Introductio My name is Angela, I come here as a representative for n/Position the students of Leadership Academy High School. Ive come to oppose the MTAs plan to end free student MetroCards. Points I come from a single parent home and my brother and I rely on our student MetroCards to get to school each and every day. We would not be able to afford to get to school if we had to pay for our MetroCards. I know that I am not the only one faced with this situation. There are many more of my peers in similar situations. By taking away these MetroCards, it could lead some students to even break the law. Without any choice, some kids might begin to jump turnstiles. If they get caught doing this, it will only make matters worse. CounterPoints Although this would cost money for the MTA, other cities are able to budget for school transportation, and the MTA should be able to do the same. I understand the MTA is planning these service cuts in order to save money, but this is clearly not the way to do it. More than 500,000 students in the city rely on their MetroCards to be able to get an education. Conclusion I hope you will oppose the MTAs plan to end free student MetroCards in support of the students of Leadership Academy High School and all students in New York City public schools. Thank you so much for your time. Im happy to answer any questions about my experience.
She addresses the MTAs objections. She states who she is, who she represents and it is clear what she is here to talk about.
She presents her personal connection to the issue.
She restates her position and closes by thanking her audience.
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Tactic Toolkit: T estifying at a Decisio n-Maker Meeting Draft Your Own Testimony
Introduction /Position
Points
CounterPoints
Conclusion
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Tactic Toolkit: Writing Letters to a Decisio n-Maker

Hearing from constituents, or the people for whom they are responsible, helps decision-makers take a position on an issue and prioritize which issues they will spend their time and energy on. An effective way for you and your allies or coalition members to make your voices heard is to directly send letters to decision-makers. Use this Tactic if: You want a large number of people to contact your decision-maker You want to inform or educate a decision-maker or influencer a letter is better than an email if you have a lot to say, a lot of people want to say it or just want to share information, otherwise, you should be sending an email Do Not Use this Tactic if: Time is an issue You need a response or are trying to schedule a meeting
Steps for Writing a Letter to a Decision-Maker

Step 1: Review your overall project goal(s) to adjust your ask to your target. Keep in mind your targets level of authority (state, city, local, school). Class Goal: Target for this Tactic: Ask: Develop your letter script.
Step 2:
Create your script based on what you know about your decision-maker. (Ex: If you know your decision-maker sits on the Board of an Athletic Program at a different school and you want to create an athletic program in your school, it is important to make note of that fact and mention it in your letter) An effective letter will include: Greeting: Address your decision-maker with Dear Mr./Ms./Dr./Councilman, Issue: Explain the topic to be discussed. Position: Take a stand and make your ask what you want your decisionmaker to do and how they can do that. > Make sure your ask is specific. It is important to ask for a specific action. (Ex: Please help us develop a mentorship program in our school by putting funding in next school years budget for a program.)
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Points: Present your key points. > Dont argue every point that comes to mind. Instead identify two to three key arguments and discuss those. Remember a short letter is more likely to be read than a long one. > Make sure your claims are accurate and honest. Your decision-maker will find it difficult to support you if your claims seem exaggerated or false. > Be personal: Why does this issue matter to you? Conclusion: Restate your position; thank the decision-maker for his/her time. > By restating the important part of your message, you will remind the decision-maker what you are asking. > Request a response. It lets your decision-maker know that you are serious about your request and require an answer. Go through the checklist to make sure you havent forgotten anything.
Step 3:
! Did you include a full heading at the top of your letter so you can be contacted? Your heading should include: Your Name Your Street Address Your City/State/Zip Code Your Email Address Your Phone Number Date ! Are you clearly stating your points? ! Are you specific about what youre concerned about and what you want done? ! Are you polite? Be respectful you want your decision-maker to be on your side. ! Did you personalize the letter? The more genuine or real it is, the more seriously it will be taken. * If you did not check all of the boxes, make edits and go through the checklist again. Step 4: Create the final copy of your letter and mail it to your decision-maker OR If you are mobilizing others to contact your decision-maker, launch a campaign!
Determine where and when you can get access to your target audience (school lunch, community event, sports game, outside of a grocery store, coalition meeting, etc.). Set up the location, date and time you will be holding your letter-writing or email campaign.
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Recruit a small team of your supporters to join you. Bring blank paper, pens, and your letter template. Consider bringing signs to attract the attention of potential supporters walking by. Recruit others to write their own letters to the decision-maker, utilizing your template as a guide. However, all writers should personalize their letters slightly so that they have an individual voice. Your decision-maker will not be impressed by spam that others simply copied and sent. A personalized letter conveys that the writer put effort into it and cares about the issue. Thank all writers for their support. If possible, give them information about your action plan and collect their contact information in order to get in touch with them about future efforts. Arrange appropriate postage and mail letters.
Step 5:
Follow up.
If you received a response, follow up with a thank you note. If you have not heard from your decision-maker within a week of your communication, follow up with them by calling or emailing.
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Tactic Toolkit: Writing Letters to a Decision-Maker Sample Letter Script

Jameela Matheson 3515 Oak Drive Jackson, MS 01342 j.matheson@live.com (621) 453-2197 May 5, 2013 Greeting Issue Position: Your Ask Dear Representative Roberts, I am writing to you about the importance of early childhood programs in our community. As a constituent in your district, I ask that you support House Bill 383 to create the Mississippi Foundation for Early Childhood Development to deliver quality early care and education experiences and parent education for families whose children are at risk of being unprepared for school. Those children who participate in high-quality early learning programs have better language, math, and social skills than their peers who missed this opportunity. They are also more likely to graduate from high school, less likely to become involved in crime, and more likely to become positive, productive citizens as adults. This issue matters to me because it is important for me to see my younger brother and sister have the opportunities I didnt have. In my neighborhood, many students do not even finish high school and I dont want that to happen to them. With a program like this, my brother and sister and many other kids will be excited to go to school. They will actually feel prepared. Conclusion The Mississippi Foundation for Early Childhood Development will be able identify methods to increase student preparedness for kindergarten and to provide funding and support for early childhood programs throughout the state. Please vote in support of House Bill 383 so that all the children in our community will be prepared to enter school ready to learn. Thank you for your hard work. Sincerely, Jameela Matheson
The ask is repeated. The topic is clearly and immediately presented. The ask is specific. There is a heading with contact information.
Points
Key points are presented with a personal story.
Adapted from Early Childhood Advocacy Toolkit, Ounce of Prevention, accessed August 1, 2012, http://www.ounceofprevention.org/advocacy/advocacy-tools.php
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Tactic Toolkit: Writing Letters to a Decision-Maker Draft Your Own Letter

Greeting and Heading
Issue
Position: Your Ask
Points
Conclusion
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Tactic Toolkit: M aking Calls to a Decisio n-Maker

Hearing from constituents, or the people for whom they are responsible, helps decisionmakers take a position on an issue and prioritize which issues they will spend their time and energy on. An effective way for you and your allies or coalition members to make your voices heard is to directly call your decision-maker. Use this Tactic if: You have a simple ask You want to quickly get in touch with your decision-maker in advance of an important event (vote, meeting, debate, etc.) It is infeasible to arrange an in-person meeting with your decision-maker due to timing, transportation, or accessibility Do Not Use this Tactic if: You have a complex issue to discuss or get feedback on You can easily get a face-to-face meeting
Steps for Making Calls to a Decision-Maker

Step 1: Review your overall project goal(s) to adjust your ask to your target. Keep in mind your targets level of authority (state, city, local, school). Class Goal: Target for this Tactic: Ask: Develop your call script.
Step 2:
Create your script based on what you know about your decision-maker. (Ex: If you know your decision-maker sits on the Board of an Athletic Program at a different school and you want to create an athletic program in your school, it is important to make note of that fact and mention it in your call). An effective script will include: Greeting & Introduction: You must state who you are and your purpose for calling. Issue: Explain the topic to be discussed. Position: Take a stand and make your ask what you want your decision-maker to do and how they can do that. > Make sure your ask is specific. It is important to ask for a specific action. (ExPlease help us develop a mentorship program in our school by putting funding in next school years budget for a program.)
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Points: Present your key points. > Dont argue every point that comes to mind. Instead identify two to three key arguments and discuss those. > Make sure your arguments are supported by honest and accurate evidence. Your decision maker will find it difficult to support you if your arguments seem exaggerated or false. > Be personal: Why does this issue matter to you? Conclusion: Restate your position and thank the decision maker for his/her time. > By restating the important part of your message, you will remind the decisionmaker what you are asking. > Request a response. It lets your decision-maker know that you are serious about your request and require an answer. Ask for an email address with which you can follow up if you dont hear back. Prepare for and make the phone call.
Step 3:
Before the Phone Call: ! Practice your call script with a friend or teacher. Use their feedback to make edits. ! Prepare responses to questions or points your decision-maker is likely to raise: > How would I (the decision-maker) accomplish your ask? > How many people does this issue bother? > Has anyone tried to fix it before? > Im not sure I can do anything about this issue, try talking to someone else. During the Phone Call: When speaking, speak clearly, slowly, and loud enough that they can hear you. After a brief introduction, make it immediately clear what you are calling about. Decisionmakers are often busy people and they might not be able to speak for long. Be polite, but let your decision maker know youre serious about the issue. If you cannot reach your targeted decision-maker, do not give up. > If you must leave a voicemail, make sure you include a specific response request (how and when they can get in touch with you, what information you are seeking). > If you leave a message with a colleague, explain who you are, ask when a good time to call back would be or if there is someone else you could speak with. Try calling back at different times and always send a follow-up email to your message. After the Phone Call: Record the decision-makers response so you wont forget. Discuss how the call went with your project group and identify follow-up work.
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Step 4: Follow up.
Send the person with whom you spoke a follow-up thank you email. Follow-up on any next steps you expressed in your call (for example, checking back in a week).
Sample Call Script

Getting in Touch Hello, I am Jameela Matheson, a constituent in Representative Roberts district. I was calling to discuss House Bill 383 with the Representative. Could you connect me to Representative Roberts?
The purpose for calling is clearly and immediately stated.
Greeting & Hello Representative Roberts. I am Jameela Matheson, a constituent Introduction in your district. Issue Position I am calling to speak about early childhood programs in our district. I am calling to ask you to support House Bill 383 to create the Mississippi Foundation for Early Childhood Development to deliver quality early care and education experiences and parent education for families whose children are at risk of being unprepared for school. The birth-to-five years are the most important of a childs development. Economists, business leaders, and researchers agree that high-quality early childhood services are among the smartest public investments we can make. Early childhood programs provide the best and most cost-effective way to give at-risk children the chance to succeed in school and become more productive adults. I grew up in a neighborhood where many of my peers would drop out of high school. I do not want this to continue. By having a program like this, we can prepare kids to feel ready to go to school. They will actually be excited to attend and less likely to drop out. Conclusion I ask that you vote in support of legislation that establishes the Mississippi Foundation for Early Childhood Development which would lead the way in creating and supporting methods to increase students preparedness for kindergarten. This foundation will greatly affect the lives of young children and families in our community. Thank you for taking the time to speak to me today. What would be the best email address to reach you at? I look forward to following up with you about your decision.
The ask is specific.
Points
The caller presented a key point and shared her personal connection to the issue.
The ask is repeated. The caller clearly states her follow-up plans.
Adapted from Early Childhood Advocacy Toolkit, Ounce of Prevention, accessedThe August caller1, is polite 2012, http://www.ounceofprevention.org/advocacy/advocacy-tools.php throughout the call.
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Tactic Toolkit: M aking Calls to a Decisio n-Maker Draft Your Own Call Script
Greeting & Introduction Issue
Position: Your Ask
Points
Conclusion
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Tactic Toolkit: Sending Emails to a Decision-Maker

Hearing from constituents, or the people for whom they are responsible, helps decisionmakers take a position on an issue and prioritize which issues they will spend their time and energy on. An effective way for you and your allies or coalition members to make your voices heard is to directly send emails to decision-makers. Use this Tactic if: You are asking the decision-maker for something clear and simple (their support for a bill, attendance at an event) You are requesting nonpublic information that the decision-maker has access to (data, records, etc.) Do Not Use this Tactic if: Your ask is complex and needs a lot of explanation or persuasion or you need to start a dialogue around a complicated change (funding, policy implementation, policy adoption, new organization, etc.) those conversations should place in person or over the phone (see pages 28 or 42 in your handbook)
Steps for Sending Emails to a Decision-Maker

Step 1: Review your overall project goal(s) to adjust your ask to your target. Keep in mind your targets level of authority (state, city, local, school). Class Goal: Target for this Tactic: Ask: Develop your email script. An effective and professional script will include: Greeting: Address your decision-maker with Dear Mr./Ms./Dr./Councilman, Issue: Explain the topic to be discussed. Position: Take a stand and make your ask what you want your decision-maker to do and how they can do that. > Make sure your ask is specific, like: Would you meet with us on one of these dates? or Will you please attend this event? Points: Present your key points, based on evidence. > Dont argue every point that comes to mind. Instead identify two to three key arguments and discuss those. > Make sure your claims are supported by honest and accurate evidence. Your decision maker will find it difficult to support you if your claims seem exaggerated or false.
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Step 2:

Conclusion: Restate your position and thank the decision maker for his/her time. > By restating the important part of your message, you will remind the decisionmaker to remember what you are asking. > Request a response. It lets your decision-maker know that you are serious about your request and require an answer. Go through the checklist to make sure you havent forgotten anything.
Step 3:
! Did you use a strong subject line in your email? Remember to reference the issue or legislation and point you are making (Ex: Support is less meaningful than Support for Anti-Bullying Bill) ! Did you personalize your email? If it reads like a SPAM message, it is not likely to be taken seriously. ! Are you brief and clear? Remember a short email is more likely to be read than a long one. ! Are you specific about what youre concerned about and what you want done? ! After sincerely, have you included the following information? Your Name Your Street Address Your City/State/Zip Code Your Phone Number * If you did not check all of the boxes, make edits and go through the checklist again. Step 4: Send your email to your decision-maker OR If you are mobilizing others to contact your decision-maker, launch a campaign!
Determine where and when you can get access to your target audience (school lunch, community event, sports game, outside of a grocery store, coalition meeting, etc.). Set up the location, date and time you will be holding your letter-writing or email campaign. Recruit a small team of your supporters to join you. Bring (laptop) computers and your email template. Consider bringing signs to attract the attention of potential supporters walking by. Recruit others to send their own emails to the decision-maker, utilizing your template as a guide. However, all writers should personalize their emails slightly so that they have an individual voice. Your decision-maker will not be impressed by spam that others simply copied and sent. A personalized letter or email conveys that the writer put effort into it and cares about the issue.
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Thank all writers for their support. If possible, give them information about your action plan and collect their contact information in order to get in touch with them about future efforts. Follow up.
Step 5:
If you received a response, answer the email with a professional email (no one-line or one-word responses) or follow up with a handwritten thank you note. If you have not heard from your decision-maker within a week of your communication, send them another email, checking in and restating your ask in a simple way.
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Tactic Toolkit: Sending Emails to a Decision-Maker Sample Email Script

Subject Greeting Issue Background Checks for Private Gun Dealers Dear Senator Burks, I am a constituent and a student at J.J. Williams High School in Lexington, Illinois. Though only 15 years old, Ive already seen two friends die from senseless gun violence, and my classmates and I want more protection from our government. We need to take a harder look at our gun laws to effectively protect our citizens. I am writing to urge you to support background checks for guns purchased at a private dealer. The 1993 Brady Handgun Violence Prevention Act requires background checks for all guns purchased from federal gun dealers and Illinois law also requires background checks for all firearm sales at gun shows. While these background checks are an important tool in helping protect the public, loopholes in the law allow criminals to access guns from private dealers. By not requiring background checks for the private sale of guns, we allow criminals and other prohibited purchasers to access guns with no questions asked. A statewide poll found that 80 percent of Illinois voters are in favor of background checks for private gun sales, including a majority support of Republicans, gun owners, and even NRA members. Conclusion I hope that you understand the seriousness of this issue in communities like mine, and support background checks for private dealers. Please support common sense gun policies. Sincerely, Brandon Ambrose 151 Prospect Ave. Lexington, IL 07381 (731) 456-8920
Adapted from Sample Letter to State Legislatures, Illinois Campaign to Prevent Gun Violence, accessed August 10, 2012, www.icpgv.org/toolkit.html#state_letter.
There is a strong and clear subject line. The writer makes the email personal by sharing his connection to the issue. A clear ask is presented.
Position: Your Ask Points
The writer provides key points to support his position. He backs them up with research and evidence.
The ask is repeated.
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Tactic Toolkit: Sending Emails to a Decision-Maker Draft Your Own Email Script
(Subject) Greeting Issue
Position: Your Ask
Points
Conclusion
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Tactic Toolkit: Holding a M eeting with Influencers

Coalitions, or groups and individuals working together towards the same goal, can be a key element to successful action. Building a coalition of influencers demonstrates to decisionmakers that there is widespread support for your issue from key individuals and groups. To build this coalition, convince like-minded influencers to join the cause. The best way to do this is through research and face-to-face meetings. Use this Tactic if: Your decision maker needs to see a widespread base of support before they will take action You have a number of obvious supporters who need to be organized You have a big or difficult issue that needs a lot of people to work on it Do Not Use this Tactic if: You cannot find good coalition members (you want to recruit people who bring something to the table, not just any person) Time is an issue
Steps for Holding a Meeting with Influencers

Step 1: Review your overall project goal(s) to adjust your ask to your target.
Class Goal: Target for this Tactic: Ask: Identify potential influencers to join your coalition.
Step 2:
A good coalition partner is one whose goals align with yours. (Think about individuals, groups or organizations in school and/or in your community.) > For example, if you are working on creating a health class in your school to educate students about teen pregnancy, you want to align yourself with an organization that supports sex education, or is working on teen pregnancy. Who is able to influence your decision-maker? > Not all potential coalition partners will be able to influence your decision maker. You want to make sure that your coalition partner will have an impact on your decision-maker.
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Step 3: Research your influencer(s).
Before you can develop your presentation, you must first analyze your potential coalition partner. This will help you tailor your argument. Consider the following: What is their relationship to the decision-maker? What are their priorities? What is their history on this or related issues? What are they responsible for? How will their involvement in the coalition benefit them? Why might they hesitate to join? Based on your research, develop an argument to convince influencers to support your cause. In order to create a persuasive argument, use the following structure: Issue: Introduce the topic to be discussed, describing common ground between your interest and their organization. Position: Take a stand and make your ask --- what you want your influencer to do and how they can do that. Points: Present your key points or messages to convince your influencer. You must emphasize how your goal aligns with your coalition partners goals. Counter-Points: Address potential objections the influencer might have. Conclusion: Restate your position and points. . Step 4: Step 5: Schedule and plan the meeting. Use the following checklist to make sure you dont forget anything.
Scheduling the Meeting: ! Contact your potential coalition partner with a professional call or email (see pages 42 or 46 in your handbook), briefly stating who you are, what you would like to discuss, how much time it will take, and times and locations at which you are available. ! One to two days before the scheduled meeting, call and confirm the time and place. Planning the Meeting: ! Make sure you have a written plan for the meeting. Make sure you have a clear goal. A goal identifies what you want from your audience by the end of the meeting (may or may not be your entire ask). Write notes or an outline of your argument that will keep you on track during the meeting and make sure you cover all of your points. Identify your plan for follow up. For example: Let your decision-makers know you intend to check back with them within a week.
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! Prepare responses to questions or points your influencer is likely to raise: How would I (coalition partner) accomplish your ask? What other action have you taken or do you plan to take to address this issue? Who else is involved? Im not sure I can do anything about this issue, try talking to someone else. ! Determine who will present which parts. Assign one person to begin the meeting and one person to end it. ! Practice delivering your argument and make edits as needed. When practicing, make sure to factor in timing. ! If you are using visual aids or handouts for your presentation, make sure they are ready 24 hours in advance of your presentation. Step 6: Meet!
Before the Meeting: Remember to dress professionally. (Find other tips on professionalism on page 113 of your handbook.) Arrive 10 to 15 minutes before your scheduled meeting and gather with your group. Review your talking points and request again before you present to your influencers. During the Meeting: Everyone should briefly introduce themselves at the start of the meeting. Shake hands and make eye-contact when introducing yourself. Distribute any handouts before beginning your presentation. You may want to share a few unique personal details about yourselves to show that your group represents a variety of voices. This can include your school, age, neighborhood, or why you have chosen to work on this issue. Present your argument. Provide real-life examples wherever possible. Make a clear ask of your influencers. Ask for a commitment, and listen carefully to the response. > Influencers often need some time to consider supporting or opposing a cause. They will however share important insight into their decision-making process. > Dont take their hesitancy as rejection. They may need proof that you are committed to the issue before they agree to take action. Remember to thank them before you leave. Get business cards from anyone you met during the meeting. After the Meeting: Meet with your group outside the meeting location to compare your reactions and identify any follow-up work that needs to be done.
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Step 7:
Follow up.
Send an email to the meetings participants thanking them for their time, restating your key messages, and reviewing identified next steps. These thank you notes help you build long-term relationships with these influencers.
Sample Influencer Analysis

Class Goal Potential Partner What is their relationship to the decision-maker? What are their priorities? What is their history on this or related issues? What are they responsible for? How will their involvement in the coalition benefit them? Why might they hold back or hesitate from joining? Extend the citywide curfew to encourage teen employment Business Owner Businesses owners drive the local economy, which the council members are interested in and are responsible for promoting Business owners care about having affordable and available labor, low taxes, safe neighborhoods, and a steady customer base (From research) In 2008, business owners lobbied the city council to lower fines for working with undocumented workers; they care about cheap labor Selling their products Supporting our cause will help them access a broader pool of available labor They might be nervous about other young people staying out late and loitering outside of their stores, thus scaring other potential customers away
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Tactic Toolkit: Holding a M eeting with Influencers Sample Meeting Script

(Welcome) Issue Thank you so much for meeting with us. We know you are busy and appreciate you fitting us into your schedule. Our 9th grade history class, through a program called Generation Citizen, is working to create and identify more jobs for teens in our community. We think that one way to accomplish this would be to extend the citywide curfew on weeknights. This would benefit students by giving them access to more work opportunities and would benefit employers like yourself by expanding your labor pool. We would like your help in passing a city ordinance extending the curfew from 10 pm to 11 pm. We would like for you to help us put pressure on the city council to pass this ordinance. We are scheduled to speak before the city council at their next meeting, November 14th, at 7pm. If you could join us there and say a few words, we know it would strengthen our case before the council. After conducting a school-wide survey, we found that 70% of our peers work or have worked part-time. In addition, 60% say that they would like to work more if given the option. The current curfew keeps students from working a range of jobs, as after-school shifts often require helping to close stores and restaurants late at night, after the current curfew.
Position
The students position is clear.
The students ask is specific.
Points
If students can stay out later, they will be able to work more shifts. Businesses would benefit from having more applicants for their positions wages can be competitive, given a bigger pool of applicants. Also, as young people stay out later, they will go frequent local shops and restaurants more, which will mean more business for you. CounterSome opponents warn that a later curfew will promote Points delinquency among Baytowns youth. However, if the curfew were extended, our research leads us to believe that more teens would be employed, and thus off the streets causing trouble. More jobs and more wages would also allow consumers, including students, to spend more money at local businesses. Conclusion We believe this ordinance will help to create jobs. Your support on November 14 would be hugely helpful in passing this ordinance. We know your support will go a long way with the city council. Will you be able to join us? Thank you for your time.
The students forge a common bond with their audience by addressing how both groups would benefit from extending the curfew.
The students address the business owners potential hesitation.
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Tactic Toolkit: Holding a M eeting with Influencers Analyze your Influencer(s)

Potential Partner What is their relationship to the decision-maker? What are their priorities?
What is their history on this or related issues? What are they responsible for?
How will their involvement in the coalition benefit them? Why might they hold back or hesitate from joining?
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Tactic Toolkit: Holding a M eeting with Influencers Draft Your Own Meeting Script
(Welcome)
Issue
Position
Points
CounterPoints
Conclusion
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Tactic Toolkit: Working with a Coalition

Working with a coalition is a great opportunity to build and solidify support for your issue, in solidarity with other groups of influencers. A coalition is a group of people who agree to work together for a common goal or cause. If you are working with a coalition, you are joining an already established group of people or organizations who share similar views as you. In working with a coalition, you can either join in with and add support to the coalitions events and initiatives, or you can persuade the coalition to lend support to your specific project goals and actions. Use this Tactic if: Youre working on a broad issue You have identified an established coalition of people or groups working on your issue You want this coalition to do something WITH (not for) your class You want to convince the coalition to start actions that are aligned with your goals (to fight for legislation or to start trying to pass an ordinance etc.) You already know someone in the coalition Do Not Use this Tactic if: You dont know what the coalition does You are just trying to recruit members of that group for your cause and dont actually support the work of the coalition Your action or goals dont align with the coalition You dont want to be publically aligned with the coalition
Steps for Working with a Coalition

Step 1: Review your overall project goal(s) to adjust your ask to your target.
Class Goal: Target(s) for this Tactic: Ask: Identify potential coalitions and the heads of those groups. When identifying these influencers, think about: A good coalition partner is one whose goals align with yours, but whose actions you might not be capable of accomplishing on your own.
Step 2:
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> For example, if you are working cleaning a local river or stream, a coalition working on water quality and water pollution is aligned with your goal, but not focused on your local issue. Convincing that coalition to work on your specific river would bring a larger group of people to the table then just your class picking up litter. Who is able to influence your decision-maker? > Not all coalitions will be able to influence your decision maker. Make sure that your coalition partner is large, respected and relevant enough to have an effect on your decision-maker. Analyze your potential coalition. This will help you tailor your argument. Consider the following: What are their priorities? What is their history on this or related issues? What are they responsible for? How will working with your class help them achieve their goals? Get invited to the coalition meeting.
Step 3:
Step 4:
Before you can attend and be given the opportunity to speak at a coalition meeting, you must first be invited to it. To do this, you must develop a persuasive pitch to present to the individual or group holding the meeting and then present the pitch through either a face-toface meeting (see page 50 in your handbook), email (see page 46 in your handbook), or call (see page 42 in your handbook) When developing your pitch, you must include the following. An Introduction: > Who are you? > What are you doing? > Why are you working on this issue? Why is it important to you? You must focus on explaining how your goal aligns with the organizations goal. Remind yourself why you reached out to this group in the first place. Finally, you must convince this person or group why you are the best representative to talk about this cause. Specifically why are you the right group of students to be representing this cause or how can you show youre serious about this issue? Your pitch should be brief and clear. Highlight how your goals align. This is critical in gaining their partnership.
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Step 5:
If invited to join, determine your participation in the coalition.
If you are simply lending support to the coalitions work, ask the coalition organizers if you will be asked to speak and present yourself to the group. If not, prepare to attend and participate in the meeting as needed. If you will be lobbying the coalition to support your individual class efforts, prepare a presentation in advance. > Your presentation will be a more thorough version of your pitch. It should include the following: " An introduction that answers the following questions: Who are you? What are you doing? Why are you working on this? Why is it important to you? " Key points which explain to the coalition: Your goals and proposed actions; your ask of the coalition How your goal(s) aligns with the coalition members goals Why this partnership would be beneficial for both you and them A description of why you are the best representative to talk about this cause. > It might be useful to develop visual aids, such as a Power-Point presentation, handouts, or video clips. However, before you work on those materials, check with your coalition partner that you will have a way to present those visuals. > Practice your presentation in front of peers. Use their feedback to make edits. Participate in the meeting.
Step 6:
Before the Meeting: Confirm time and place of the meeting one to two days in advance. Remember to dress professionally. Check page 113 of this handbook for more tips on professionalism. Arrive 10 to 15 minutes before your scheduled meeting and gather with your group. Review your talking points and request once more before you present to the coalition. Make sure to have all visual aids and handouts ready. During the Meeting: Everyone should briefly introduce themselves at the start of the meeting. Make eyecontact when introducing yourself. You may want to share a few unique personal details about yourselves to show that your group represents a variety of voices. If applicable, present your argument. Provide real-life examples wherever possible.
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Take notes on issues discussed to ensure that the coalition stays aligned with your personal goals. Collect business cards of people whom you meet so that you can follow up with them if useful. Remember to thank the organizers before you leave.
After the Meeting: Meet with your group outside the meeting location to compare your reactions and identify any follow-up work that needs to be done. Step 7: Follow up
Send the organizers of the coalition meeting an email thanking them for their time and reviewing identified next steps. Send emails to other people whom you met, thanking them for any information they provided. Participate in ongoing coalition-organized events and communication as needed.
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Tactic Toolkit: Working with a Coalition Sample Coalition Analysis

Class Goal Potential Partner What are their priorities? What is their history on this or related issues? What are they responsible for? How will working with your class help them achieve their goals? Extend the citywide curfew to encourage teen employment Oakville Business Owners Association Having an affordable and available labor force, low taxes, safe neighborhoods to encourage customers, steady customer base (From research) In 2008, the Oakville Business Owners Association lobbied the city council to lower fines for working with undocumented workers; they care about cheap labor Selling their products and protecting businesses in Oakville. Supporting our cause will help them access a broader pool of available labor and help economic growth in Providence.
Sample Pitch
Hi, I am Jared Wright from Spring High School. My classmates and I are working to create and identify more jobs for teens in our community. We believe that one way to accomplish this would be to extend the citywide curfew on weeknights. We know that members of the Oakville Business Owners Association are looking for an affordable and available labor force. One of your goals is to have access to a broader pool of available labor. By extending the citywide curfew on weeknights, you will be able to do just that. If the curfew is extended, we will see more jobs for teens and you will be able to benefit from a larger and more competitive labor force. When discussing employment and job creation, youth are not normally considered. We are often unnoticed, but we think young people can provide business owners with strategic support and insight. We are your clients and your labor. Our partnership can benefit you in both regards. We hope that you will allow us to speak at your next Oakville Business Owners Association meeting to convince other business owners to join our efforts. Thank you for taking the time to listen and speak to us. We really appreciate it.
There is a clear introduction.
The speaker explains how both groups goals align. The speaker explains why students are good representatives to have at this meeting. Their request is clear. They remain polite throughout their pitch.
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Tactic Toolkit: Working with a Coalition Coalition Partner Analysis

Potential Partner What are their priorities? What is their history on this or related issues? What are they responsible for? How will working with your class help them achieve their goals?
Draft Your Own Pitch
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Tactic Toolkit: Participating in an Outside Eve nt

Participating at an outside event can be a great way to connect with likeminded individuals and groups working toward a common goal and to generate attention for your issue. Protests and rallies are two common outside events hosted by groups or coalitions. A protest is an event where an organization vocalizes that they are against an issue, policy, system, or organization. A rally is an event where a group expresses their support for an issue, policy, system, or organization. Use this Tactic if: A coalition partner is planning to host a rally or protest Do Not Use this Tactic if: Extra publicity may damage or negatively impact a relationship with targets
Steps for Participating in an Outside Event

Step 1: Review your overall project goal(s) so that you keep in mind what youre working toward. Class Goal: Target of this Tactic: Ask: Identify an event.
Step 2:
Find a relevant event by researching organizations whose goals are similar to your own or by staying on top of current events related to your issue. Discover what events other groups are organizing. Determine if your class and your action plan would benefit from participating in the event. Ask yourself these questions: > What are the goals of the event? Do these align with our own goals? > Who is the organization or coalition hosting the event? What it their reputation on this or other issues? Would we benefit from identifying with this group? > Who else is participating in the event? What are their reputations on this or other issues? Would we benefit from identifying with these groups? > When and where is the event? Is it possible for us to attend? If you find an event that supports your goals, strengthens or doesnt damage your reputation, and is logistically possible for you to attend, move forward.
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Tactic Toolkit: Participating in an Outside Eve nt
Step 3:
Confirm your participation in the event.
Communicate with the organization(s) planning the event to verify that your goals are aligned and to figure out how you and your supporters can and should be involved. Make any logistical arrangements necessary for you and your supporters to attend the event. For example, you might need to secure permission from parents or school administrators. Gather your supporters. Raise awareness about the event!
Step 4:
Set up a Facebook page and invite targets to join you at the event. Post flyers in your school or around your community. Make announcements at meetings and wherever your supporters congregate. Use phone-banking, email campaigns (see pages 80 and 72 of your handbook) and other communication to get your own supporters to the event. Make sure to include the purpose, time, date, and location of the event in all communication. Attend the event.
Step 5:
Stay on message! Make sure youre there to represent your position and do not get distracted by other issues. Collect the business cards of representatives of other organizations whose work supports your goals. You will be at the event as a representative of your school and of your cause make sure you act respectfully and responsibly. You can still make your voices heard while adhering to peaceful protesting laws and regulations. Follow up.
Step 6:
Send a letter or email to thank the organizers of the event. Send an email to any potential coalition partners whose information you collected at the event. Determine if you could work together on a future event or if you are looking for additional information about your issue. Share pictures, videos, and stories with supporters to sustain enthusiasm for your cause.
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Tactic Toolkit: Hosting an Assem bly/Workshop Panel

Hosting an Assembly or Workshop or Panel is one way to advertise a project or initiative you are working on, to educate others about your issue, and to mobilize a large audience to support your cause. An assembly is an event where a person or a group of people gives an informational presentation to an audience about a specific topic. A workshop is an event where people learn about an issue in an interactive way and are typically given the opportunity to practice new skills or share information themselves. For example, the people in attendance may be divided up into groups so that they can further discuss the topic. A panel is a discussion or debate between multiple experts on a specific issue, taking place in front of an audience. Use this Tactic if: You need to inform a large group of potential supporters about your cause You have access to a group of people interested in learning more about the cause Your issue is already popular in or clearly relevant for your community and people would be interested in being engaged (for example: vandalism cleanup workshops) You have a clear ask or purpose for getting others involved Do Not Use this Tactic if: Your potential supporters are already informed about your cause Your potential supporters are not likely to attend an event just to gather information (for example, if they do not already consider it a problem, they might not seek out more information)
Steps for Hosting an Assembly/Workshop/Panel

Step 1: Review your overall project goal(s) so that you keep in mind what youre working toward. Class Goal: Target of this Tactic: Ask: Determine and plan your desired event.
Step 2:
Set a vision for the event. > What is the goal of your event? > Which type of event (assembly, workshop, or panel) would best help you accomplish this goal? > Who is your target audience? What is the size of your target audience?
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> What guest speakers will help you accomplish this goal? Plan a general outline of the event. Your outline should include the following parts as well as approximate timings for how long youll spend on each section: > Introduction: Who are you? Why are you hosting this event? Why should people care about this issue? Who else is present at the event? > Content: " For an assembly, you will need to create an educational presentation. " For a panel, you will need to prepare the panelists biographies to introduce them to the audience and develop questions to ask of the panelists. " For a workshop, you will need to create activities to engage the audience in learning about your issue. > Question & Answer time > Closing: thank your audience for coming and any guests who participated in leading the event. Reiterate what you hoped the audience learned and any next steps they may take to stay engaged in your work and/or the issue. Arrange the event logistics.
Step 3:
Identify places where you could potentially hold the event and determine dates and times when your target audience would be able to attend. Reserve a location. > Possible sites include your school auditorium, cafeteria, or local community center. > Make sure that the event space is big enough to accommodate the number of people your are expecting. > Consult your teacher and school or site administrators to get permission to hold the event. If requesting space from someone with whom you are not familiar, be sure to introduce yourself, explain your issue and your proposed event, and give specific information about what you are asking. (See pages 42 and 46 in your handbook for information about making this call or sending this email.) Identify event leaders/participants. > If holding an assembly or workshop, you need a presenter/facilitator or a group of presenters/facilitators who is comfortable speaking in front of an audience. Consult with your class to decide if a group or group member will give lead the event, or reach out to influencers or coalition partners to see if would be interested and available. Utilize presenters/facilitators with varying backgrounds so that your audience will learn about the issue from multiple viewpoints. > If holding a panel, talk with your group to determine who should be a part of the panel. Conduct research or speak with your Democracy Coach or teacher to find possible guest speakers who would offer differing perspectives on your issue or have engaged with the topic in different ways. Also determine who will moderate or host the panel (making introductions, asking questions, etc.).
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Invite event leaders/participants, if they are not your classmates or peers, by email, via a phone call, or in-person. In your invitation, be sure to include: > An introduction: State who you are, what issue you are working on and why, and what your class goal is. > An explanation of the event: What is the purpose of the event? What is the agenda? When and where will the event be held? Who is the audience? > A clear ask: How do you want this person/group to be involved? Why? What will they need to do? > Next steps: Share your contact information. When do you need a response by? What additional planning is needed? Thank them for their consideration. Once you have confirmed who will speak at the event, invite your audience. Audience members can include classmates or other community members who can engage in a dialogue with your presenter(s). Utilize tools such as phone-banking (on page 80 of your handbook) and email campaigns (on page 72 of your handbook) to invite people to the event. Raise awareness about the event by posting flyers around your school, neighborhood, and/or city and by utilizing social media (see page 98 of your handbook). Make a Facebook page for the event and invite friends, classmates, and coalition partners. Make sure to reference the topic, time, date, and location of the event on all publicity materials. Prepare for the assembly/workshop/panel.
Step 4:
Step 5:
Go through checklist to make sure you havent forgotten anything: ! Add details to your original event outline so that all timings are planned, needed materials are listed, and tasks assigned. ! One to two days before the event, call to confirm that the location is still available and reserved. ! One to two days before the event, confirm with your guest speakers to make sure that they will be able to attend, know the timing and place details, are aware of how they will participate, and are prepared. Make sure that your goals for the event and clear and that your guests speakers understand and share this vision for what the audience will learn. Create and share an event agenda for the speaker(s) which clearly communicates in what order participants will speak and what each will be talking about. ! Create pamphlets for the audience so that they have something to walk away from the event with. This pamphlet should include your contact information, relevant online or local resources to learn more, and ways for people to get/stay involved with your issue.
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! Create a sign-in sheet so that people in the audience can write down their information if they want to be contacted in the future about your cause. ! Make an exit survey to poll the audience on their reaction to the event. Ask what people learning during the event, what questions they still have, and for feedback on if the event was well advertised and well organized. *If you did not check all of the boxes, go through the checklist again and make sure you have completed everything. Step 6: Host the event.
Arrive early so that you can set up the event before the audience arrives. Greet audience members at the door, pass out any materials, direct them to your signin sheet, and tell guests where to go/what to do. Lead the event according to the outline you created. > Get the audiences attention before beginning. Welcome them again and give a brief introduction to the event, stating its purpose and what you hope the audience will learn. > Be sure to introduce all guest speakers. > Have a timekeeper to make sure that all sections of the event are running according to plan. > At the end of the event, thank the audience for attending. Make sure you thank the speakers for coming and sharing their expertise. Share any next steps that were determined during the course of the event and reiterate resources available to the audience. > Distribute, administer, and collect exit surveys.
Step 7:
Follow up.
Send thank you notes to each of your speakers and presenters and to people who helped who reserve the space for the event. Follow up with people who wrote their information on the sign in sheet with any additional information and resources or upcoming events.
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Tactic Toolkit: Hosting an Assem bly/Workshop Panel Sample Guest Speaker Invitation
Introduction Dear Captain Russell, My name is Robert, and Im a junior at East Village High School. This semester, one of my classes has been working on a project to foster positive relationships between local community members and the police in the area. Over the past year, weve seen a series of unfortunate incidents damage the relationship between the two groups to the point where people dont feel safe and police arent able to effectively do their jobs. Event Details We are planning to host a community forum to begin a productive dialogue between community members and police, as a first step in building trust and bolstering reputations. The forum will be held on Wednesday, October 23rd from 6-7pm at our school. We expect between 60 and 75 community members to attend, including prominent clergy, school administrators, and city councilmen. My class would like to invite you or a colleague from the police department to participate in the forum by presenting current initiatives designed to strengthen relationships with the community, including the Police Athletic League. We think your participation would send a strong message to the community of mutual commitment and dedication to repairing relations. Please feel free to reach out to me at (555) 5555555 or robert@eastside.org with questions or thoughts. We are hoping to confirm our speakers participation by Friday, October 4th. Thank you for your consideration. Sincerely, Robert and Ms. Kurzys 8th period Civics Class
Contact information and a date for RSVP is included.
He introduces what the class is working on and why it is important.
All event logistics are shared to the guest can plan accordingly.
Ask
The ask is specific, and Robert suggests how the guest would benefit from participating.
Next Steps
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Tactic Toolkit: Hosting an Assem bly/Workshop Panel Sample Event Outline

Logistics (Materials Needed) Introduction 6:00-6:15 Content 6:15-6:35 Q&A, 6:35-6:50 Closing 6:50-7:00 Community Police Relations Forum East Village High School Wednesday, October 23rd, 6-7pm Sign-in sheets, pamphlets, surveys, pens, microphone, podium (Marian and Jonathen pass out pamphlets at door.) Welcome, Robert Discussing the Problem, Shayna and Liza Police Initiatives, Captain William Russell Moderated by Jessica Thank you and upcoming events, Omar (Luke and Michelle pass out and collect surveys.)
All event details are clear.!
Timings planned and roles assigned.!
Draft Your Own Invitation

Introduction
Event Details
Ask
Next Steps
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Tactic Toolkit: Hosting an Assem bly/Workshop Panel Draft Your Own Event Outline
Logistics
(Materials Needed)
Introduction
Content
Q&A
Closing
Stu de nt handbook p a ge 73
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Tactic Toolkit: U sing a Letter-Writing o r Email Campaign

A letter-writing or email campaign gives you the opportunity to engage a large number of supporters in your work. There are two options for how to involve a letter-writing or email campaign in your efforts, depending upon your purpose. You can either use a campaign to mobilize influencers to contact your decision-maker, reiterating your specific ask, or you can use a campaign to inform community members about an event, policy, or service to build attendance at, support for, or use of those resources. For information on how to enlist others to write letters or send emails to your decision-maker, see your pages 38 and 47 of your student handbook. To share information with a mass audience, create a letter or email template that states the needed information and send this out to your targets. Use this Tactic if: Youre inviting people to attend an event You want to share information about an issue You want people (not decision-makers) to take action Do Not Use this Tactic if: You only want to reach a small number of people You dont have contact information for people to reach out to
Steps for Using a Letter-Writing or Email Campaign

Step 1: Review your overall project goal(s) to adjust your ask to your target. Class Goal: Target for this Tactic: Ask: Draft a letter/email template, for others to personalize. An effective script will include: Greeting: Address your contact with Dear Mr./Ms./Dr./Councilman, or Dear Neighbor/Fellow Student, (depending on purpose of campaign). Issue: Explain the topic to be discussed. Position: Make your ask. > If the template is directed toward a decision-maker, your ask is what specific action you want your decision-maker to take.
Step 2:
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> If the template is directed toward community members, your ask is what action you want them to do (ex: attend an event, be aware of this policy, utilize this system). Points: Present your key points. > Dont argue every point that comes to mind. Instead identify two to three key arguments and discuss those. > Make sure your claims are supported by honest and accurate evidence. Your audience will find it difficult to support you if your arguments seem exaggerated or fabricated. > If sending a letter or email to community members, include details of the event/policy/system here. Conclusion: Restate your position and thank the person for his/her time. > By restating the important part of your message, it ensures your reader will remember what you are asking.
Go through the following checklists to ensure you havent forgotten anything. Checklist for Letter Templates : ! If writing to a decision-maker, did you include space for a full heading at the top of your letter? Your heading should include: Your Name Your Street Address Your City/State/Zip Code Your Email Address Your Phone Number Date ! Are you clearly stating your points? ! Are you specific about why your issue is important and what you want done? ! Are you polite? You want your reader to be on your side, so be respectful. Step 3: Checklist for Emails : ! Did you suggest a strong subject line for the email? Remember to reference the issue or legislation and point you are making (Ex: Support is less meaningful than Support for Anti-Bullying Bill). ! Are you brief and clear? A short email is more likely to be read than a long one. ! Are you specific about why your issue is important and what you want done? ! After Sincerely, have you included the following information? Your Name Your Street Address Your City/State/Zip Code
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Your Phone Number * If you did not check all of the boxes, make edits and go through the checklist again. Step 4: Launch your campaign.
Set up the location, date and time you will be holding your letter-writing or email campaign. Recruit a team of supporters to join you. Bring blank paper, pens, and your letter template, or (laptop) computers and your email template. Provide each helper with a contact list of the people to whom they are going to be reaching out. Assist as helpers write letters or send emails to every person on their lists. Thank all writers for their support. Arrange appropriate postage and mail letters, if applicable.
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Tactic Toolkit: U sing a Letter-Writing o r Email Campaign Sample Script to a Community Member
May 5, 2013 Greeting Issue Position: Your Ask Dear Neighbor, I am writing you in regards to the vandalism problem that has recently received attention in our community. Though committed by a very small number of people, vandalism is ruining the image of our community and the hard work of so many homeowners, landlords, and business owners who attempt to take care of their property so that we have a clean, safe space to call home. There is, however, something that we can all do to help reduce the negative effects of vandalism we can use a new app put out by the Department of Parks and Recreation called Clean It Up. Clean It Up allows everyday people to report incidents of vandalism in their neighborhoods. By inputting the address and type of vandalism, watchful community members can alert the police to specific problems which otherwise might go unnoticed. The police will then supervise the repair of the vandalized materials and show greater attention to the specific area. To start using Clean It Up, simply download the app for free from the App Store on your iPhone or Android. Conclusion We should not stop taking pride in our neighborhood. Clean It Up can allow us to reclaim what is rightfully ours a safe, clean community. Together, we can send a message that vandalism is noticed and is not tolerated. Thank you for your support. Sincerely, Kyle Heller
The ask is repeated. The topic is clearly and immediately presented.
The ask is specific.
Points
Additional information is presented about the event/ policy/service.
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Tactic Toolkit: U sing a Letter-Writing o r Email Campaign Draft Your Own Template
Greeting
Issue
Position: Your Ask
Points
Conclusion
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Tactic Toolkit: Organizing Phone-Banking

Hearing from community members helps potential supporters take a position on an issue and decide which issues are most important to them. An effective way for you and your coalition members to make your voices heard by potential supporters is to organize phone- banking. Phone-banking is a good way to educate and engage with your target because you make a verbal connection between your potential supporter and your campaign. Use this Tactic if: You want to mobilize large amounts of people to make a specific ask (vote for this bill, come to this event) You are volunteering to help a coalition member who already has a call list of people and their information Do Not Use this Tactic if: You only want to reach a few people You do not have an ask for the people to do You do not have contact information to create a call list
Steps for Phone-Banking

Step 1: Review your overall project goal(s) so that you keep in mind what youre working toward. Class Goal: Target of this Tactic: Ask: Develop your call list. This is the list of people whom youll be calling. An effective call list depends on your ask. It can include classmates, community members, or legislators who are relevant to your cause. Hold a brainstorming session to figure out who you and your supporters will be calling. Why? What specifically will you ask these targets to do? Compile the names, phone numbers, and ideally the email addresses of your targets so that you can follow up with them after the call. > If you are reaching out to fellow students at your school, teachers or administrators can be a valuable resource, as they may have access to contact information for the student body. If your school is not able to release the information to you, request that they provide the information would be covering on the call to your call list on your behalf.
Step 2:
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Step 3: Develop your call script. An effective script will include: Introduction: Briefly explain who you are. Issue: Explain why you are calling. Position: Make your ask what you want the potential influencer to do - and provide educational information on how to get involved with the issue. . Points: Present your key points, based on evidence. Conclusion: Restate your position and thank the target for his/her time.
Tips for developing your script: Having the right information about whom you are calling is key. Develop your ask based on the information that you have about the target in order to increase the chances that you will get a positive response. > For example, if you know this supporter is a member of an organization with a similar focus, reference that in your ask. Sample Ask: I saw that you are a member of Students Against Destructive Decisions (SADD), since this drug abuse mentoring program has goals similar to SADDs, I thought that you might be interested in supporting our cause. Have alternative scripts in place in case the person your calling is not available (see sample scripts below). Plan the phone-banking event. Step 4: Go through the following checklist to make sure you have completed all of 5>55:: the necessary preparations: ! Find a location to host your phone bank. This location should have multiple phone lines and/or good cell phone reception. Consult your DC and teacher for suggestions. ! Recruit volunteers to phone bank with you. Reach out to your network of friends, family, and classmates. (Create an event page on Facebook; push it on social media, make announcements in classes or at meetings.) ! Prepare the necessary supplies, such as a sign-in sheet, call lists, and scripts. ! Have three scripts in place: one for if you are able to directly speak to the person you are calling, another to leave a message if someone else picks up and your target is not there, and a third script to leave a message on an answering machine. ! Prepare a list of Frequently Asked Questions and responses to each, so that callers can have answers to likely questions on-hand. ! Plan who will be responsible for greeting phone-bankers, who will give directions and explain procedures, who will be responsible for bringing snacks (if anyone).
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! Plan the event so that it ends before 6:30 PM on a weekday because people generally dont like to receive calls after that time during the week. If you are reaching out to legislative offices, call them before 5 PM on a weekday, as that is when a legislators office usually closes. ! Practice! Role-playing will help the phone bankers be more comfortable over the phone. * If you did not check all of the boxes, go through the checklist again and make sure you have completed everything. Step 5:
Phone bank!
Be polite, yet let target know youre serious about the issue. Listen carefully to and record peoples responses (support, RSVP, etc.) If the person is not willing to follow through with your ask, be gracious and thank them for their time. Let them know that they can follow up with you at any time if they have questions or change their mind.
Step 6:
Follow up.
Send the people whom you spoke with follow-up thank you emails if its possible to get their emails through publically available information or if they provided it during the call. If you have emails for the people whom you didnt connect with, send them follow-up emails reiterating the information that you would have shared during the call.
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Tactic Toolkit: Organizing Phone-Banking Sample Call Script

Finding the Target Greeting and Intro. Issue Hi, is this John Smith? (Yes, it is.) Great, my name is Mike, and I am a fellow student at Hope High School. I am calling to speak about the peer-mentoring program that my classmates and I are hoping to launch. Do you have any time available to talk? I would love to discuss this program with you. (Sure!) Great, my classmates and I want to establish a mentoring program at school, and I am looking for students in other classes to offer their support in getting this program off the ground. All that we ask is that you attend a meeting next Wednesday at 3:15, where we will present the program to Principal Jones. If enough students attend the meeting, then we will have a better chance of getting approval for the program. This mentoring program would be really helpful for several reasons. The program would focus on educating students about prescription drug abuse. Prescription drug abuse is an issue that many of the students in my grade have identified as a problem in our community. Through this program, students would teach each other about the dangers of drug abuse and what they can do if a friend or family member is doing drugs. Will you be able to attend the presentation next week? (Yes, Ill be there!) Great, it will be held in the auditorium. If you have any questions or want more ways to get involved, please email me at mike@me.com. Thank you so much for taking the time to speak with me! Looking forward to seeing you on Wednesday!
The topic is clearly stated.!
Position
There is a specific ask.
Points
The caller presents the reasons for the ask and includes a personal connection.
Conclusion
The caller repeats the ask, gives more details, and thanks the potential supporter for his or her time.
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Tactic Toolkit: Organizing Phone-Banking Sample Voicemail Script

Greeting and Intro. Issue Hi, my name is Mike, and I am calling for John Smith. My classmates and I in the Junior class are hoping to launch a peermentoring program at the high school that will address drug abuse problems in our community. I am calling because I wanted to discuss this program with you in further detail, and I am also looking for students in other classes to offer their support in getting this program off the ground. All that we ask is that you attend a meeting next Wednesday at 3:15, where we will present the program to Principal Jones. If enough students attend the meeting, then we will have a better chance of getting approval for the program. This program would be a really great way to teach students about the dangers of drug abuse.
Position
Points
Conclusion Hoping to see you at the presentation next week! I will follow up with an email later today giving you more details about the meeting, which will be held in the auditorium. If you have any questions or are looking for more ways to get involved, please email me at mike@me.com. Thanks!
Sample Message to Leave if Your Target Is Not Available

Finding the Target Greeting and Intro. Issue Hi, is John available? (Sorry, hes not here right now.) Okay, could I leave a message with you? (Sure.) Great, my name is Mike and Im a student at Hope High School. I was calling because I wanted to speak with John about a mentoring program that my classmates and I are hoping to start at school. I was hoping to get Johns support for the program and also invite him to a meeting next Wednesday at 3:15 in the auditorium, where my group and I will present the idea to Principal Jones. If enough students attend the meeting, we will have a better chance of getting approval for the program. This program would be a really great way to teach students about the perils of drug abuse.
Position
Points
Conclusion Thank you so much for taking my message! I will also email John with more details about the meeting. Have a nice day!
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Tactic Toolkit: Organizing Phone-Banking Sample Follow Up Email, after Talking

Issue Hi John, Thank you for taking the time to speak with me on the phone earlier about the peer-mentoring program at school. Here are the details about the meeting next week: it will take place in the auditorium at 3:15 on Wednesday afternoon. My group and I will be presenting the program to Principal Jones, and all we need you to do is show up! As I mentioned on the phone, this program would be a great way to help students learn about the dangers of drug abuse.
Position
Points
Conclusion Thanks again for your support. Looking forward to seeing you next Wednesday, Mike
Sample Follow Up Email, after Leaving a Message

Issue Hi John, I left a message (on your phone/at your house) earlier. My name is Mike, and Im a student at Hope High School. I wanted to talk to you about a peer-mentoring program were hoping to develop at school. We are hosting a meeting next week at 3:15 on Wednesday afternoon in the auditorium. My group and I will be presenting the program to Principal Jones, and all we need you to do is show up! This program would be a great way to help students learn about the dangers of drug abuse.
Position
Points
Conclusion I hope to see you next Wednesday. If you have any questions in the meantime, feel free to reach out to me at mike@me.com or (555) 555-5555. Thanks for your support, Mike
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Tactic Toolkit: Organizing Phone-Banking Draft Your Call Script

Finding the Contact Greeting and Intro.
Issue
Position
Points
Conclusion
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Tactic Toolkit: Writing an Editorial

Writing an editorial allows you to publish your opinions about your issue and to share these opinions with a broad audience. Getting your thoughts in print also strengthens your reputation you can share the published article with other influencers and decision-makers to demonstrate support for your cause. There are several different formats for editorials. Two are outlined below: op-eds and letters to the editor. Each serves a different purpose but both can, if used wisely, help further your efforts and bring attention to your action. # # #
Writing an Op-Ed
Op-ed stands for opposite the editorial page. Newspaper editors share their opinions on the editorial page of the newspaper. On the opposite page, other readers are given space to submit their thoughts. Op-eds are opinion articles (editorials) written by members of the public. Newspapers often publish op-eds whose authors are experts in their field or authorities on their writing subject. Use this Tactic if: Your cause is timely (interesting to others at the moment) Support from a general audience would help you efforts Do Not Use this Tactic if: You want to respond to an article that was previously published in the publication Your target influencers are not likely to read the newspaper (ex. students in your school, students in another school)
Steps for Writing an Op-Ed

Step 1: Review your overall project goal(s) so that you keep in mind what youre working toward. Class Goal: Target of this Tactic: Ask: Identify press in which you would like to publish your op-ed. Identify your audience before writing your op-ed so that you can tailor your arguments with these readers in mind. Focus on local newspapers or magazines whose readers would be interested in your specific issue.
Step 2:
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Collect the contact information of reporters at these press outlets to whom you can submit your op-ed or other directions for submission. Draft your op-ed. A strong op-ed will include a: Lead: Draw the reader into caring about the issue with an interesting hook. Hooks can vary widely but common prompts are: > A human interest story > Shocking or powerful numbers/statistics > A focus on local and/or timely issues (how the problem affects your and the readers community) > Controversy > A situation which most readers can immediately relate to Problem: Explain the issue and why it is a problem; include statistics and other relevant evidence and research Solution: Describe what you feel should be done about the issue Counter-Point(s): Predict possible arguments that opponents of your issue might raise and explain and provide reasoning for your disagreement Conclusion/Call to Action: Reiterate how and why the reader should get involved Edit your op-ed.
Step 3:
Step 4:
Ask peers to edit and give you feedback on your op-ed for: > Clarity: Is your argument clear? Does it make sense? Do you use any vocabulary that your audience might not know? > Brevity: Is it too long? Can you say something in a simpler way? > Grammatical or spelling mistakes Go through the checklist to make sure you havent forgotten anything: ! Did you check the press outlets op-ed guidelines? Most op-eds are between 500 and 800 words. ! Did you include a name, address, and daytime and evening phone number with your submission so that you can be contacted if it is chosen for publication? ! Did you time the submission of your op-ed to coincide or directly follow with relevant news or events that touch on your message? By timing your submission with a current event or hot topic, youll have a better chance of getting published. ! Are you submitting your op-ed to several news outlets? *If you answered no to any of these questions, go back and make sure to make the necessary adjustments. Step 5: Submit your op-ed.
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Step 6:
Follow up.
Reach out to the outlet within a week after submitting your op-ed to confirm that they received it and to check its progress. Once you confirm that it will be published, reach out to other press outlets where you submitted the op-ed and let them know that it will be published elsewhere. Thank the person your contact at the press outlet where your op-ed was published. Share the published op-ed via other media (blog, Facebook, Twitter). Collect hard copies, if possible, to share with your decision-maker and influencers.
Sample Op-Ed
Lead Problem If murder is wrong, why did 9 states execute 43 inmates in 2012? Aside from the obvious ethical issues surrounding the death penalty, there are also commonsense issues. As humans, all of our actions are prone to error. Therefore, government and the judicial system are also capable of error. When a persons life is at stake, error becomes deadly. A person could be killed for a crime that he or she was incorrectly found guilty of committing. There are 36 states with the death penalty. These states need to abolish it on the grounds that it carries a dangerous risk of punishing the innocent. The U.S. must join its political allies including Europe, Scandinavia, Russia, South Africa, and most of Latin America that have abolished the death penalty. Some favor the death penalty as an effective deterrent of crime; however, it is proven that states with the death penalty actually have higher murder rates than those without. In 2006, the FBI Uniform Crime Report revealed that the area of the U.S. that was responsible for the most executions, the South, also had the highest murder rate, whereas the Northern areas that had the fewest executions had the lowest murder rates.
The lead includes a strong statistic. The issue is clearly explained.
Solution
A possible answer to the problem is offered..
CounterPoint(s)
It addresses a possible argument.
Conclusion/ The capital punishment system is capable of error and is Call to Action ineffective. We need to replace the death penalty with a life sentence without parole a safer and less expensive option. The death penalty does not guarantee safety for innocent victims; it does not follow the goals and promises of our nation; and it does not effectively deter crime. It cannot continue to be accepted by a nation that claims to have liberty and justice for all. The death penalty is murder and its dead wrong.
Main points are repeated.
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Adapted from Capital Punishment is Dead Wrong, Teen Ink, accessed July 1, 2012, http://www.teenink.com/opinion/all/article/49841/Capital-Punishment-Is-Dead-Wrong/.
Draft Your Own Op-Ed

Lead
Problem
Solution
Counterpoint
Conclusion/ Call to Action
# # #
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Tactic Toolkit: Writing an Editorial Writing a Letter to the Editor

Letters to the editor give ordinary citizens the opportunity to publish personal responses to articles in newspapers and magazines. These are literal, although brief, letters that state the authors reaction a specific piece or article. Use this Tactic if: You want to respond to and provide your unique point of view on an article that was previously published You want to connect a recently published article to your issue through a common point or influencer mentioned in the article Do Not Use this Tactic if: You want to address a thought that is unrelated to an article already published (refer to page 87 to write an opinion editorial)
Steps for Writing a Letter to the Editor

Step 1: Review your overall project goal(s) so that you keep in mind what youre working toward. Class Goal: Target of this Tactic: Ask: Identify the article to which you would like to respond. Analyze it in order to write a strong response. What was the authors main point, and what evidence and research did they use in their argument? Are any facts or statistics incorrect? How do you know? Who was the author? Do you know how their group or organization is connected to the issue? Determine the requirements of letters-to-the-editor for that publication. What is the word limit? What is the writing style of other letters to the editor that have already been published? To whom should your letter be sent? What is his or her contact information? Are there other directions for submission?
Step 2:
Step 3:
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Step 4:
Draft your letter to the editor. An effective letter will: Make a comment on a recent article in the selected newspaper. Provide clear reasons to support its position, including your unique point of view as a youth member of the community this issue effects. Conclude with a summary and/or recommendation. Include a signature (first and last name (or group name), job title, city, and date of response). Edit your letter. Go through the checklist to make sure you havent forgotten anything:
Step 5:
Are you brief and clear? Remember, a concise letter is more likely to be printed than a long one. Are you specific about the article you are referencing? Reference the article in the first sentence. Put the title in quotations and include the date that it was published. Did you include a name, address, and daytime and evening phone number with your submission so that you can be contacted if it is chosen for publication? *If you answered no to any of these questions, go back and make sure to make the necessary adjustments.
! ! ! !
Did you include all the components of an effective script?
Step 6:
Submit your letter to the editor.
Step 7:
Follow up .
Reach out to the outlet within a week after submitting your letter to the editor to confirm that they received it and to check the progress. Thank the person your contact at the press outlet where your letter was published. Share the published letter via other media (blog, Facebook, Twitter). Collect hard copies, if possible, to share with your decision-maker and influencers.
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Tactic Toolkit: Writing an Editorial Sample Letter to the Editor

Greeting To the Editor,
Clearly comments on the original article.
Comment on Fridays article, Sex Encouraged with Comprehensive Article Education, (April 14) questioned the effect of comprehensive sex education on sexual activity. Many people worry that giving youth accurate information about sexual health will encourage them to have sex, but this isnt so. Reasons Studies have proven that those of us who receive comprehensive sex education are more likely to delay sexual activity and to use contraceptives when we do become sexually active. Even the Surgeon General has declared that it is imperative and clear that [youth need] accurate information about contraceptives. Yet, the current administration chooses ideology over science and spends millions of dollars on ineffective and inaccurate abstinenceonly programs. The Responsible Education about Life (REAL) Act would provide states with funding to implement school-based sex education that includes information about both abstinence and also contraception. It is imperative that we urge Congress to support the REAL Act. Sincerely, Shanice Manning 11th grade honors student at West Elm High School Baltimore, MD, April 16
Use evidence to support its comment on the article.
Conclusion
Includes a summary and a recommendation.
Signature
Adapted from Writing a Letter to the Editor, Advocates for Youth, accessed July 1, 2012, http://www.advocatesforyouth.org/sercadv/245?task=view
Stu de nt handbook p a ge 92
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Draft Your Own Letter to the Editor

Greeting Comment on Article
Reasons
Conclusion
Signature
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Tactic Toolkit: Circulating a Petition

Circulating a petition is a good way to educate, gather, and demonstrate the support of community members. It is also an opportunity to collect contact information from supporters for outreach later in your campaign. After a petition is circulated and has enough signatures, it can be presented to a decision-maker in order to persuade them that your issue is important and your approach has support. Use this Tactic if: Your decision-maker underestimates or is unaware of the number of people who support your plan Do Not Use this Tactic if: You cannot reach a large number of people You do not have the time or mobility to circulate a petition
Steps to Circulate a Petition

Step 1: Review your overall project goal(s) so that you keep in mind what youre working toward. Class Goal: Target of this Tactic: Ask: Draft your petition.
Step 2:
Go through the following checklist to make sure it includes all of the necessary elements: ! A simple title referring to what you want the petition to accomplish ! A statement explaining the problem that the petition is addressing ! Your request. This should clearly state what you want the decision-maker to do when he or she receives the petition (your ask of the decision-maker) ! Your groups name and contact information, so that your supporters will know how to reach you with any questions that they may have ! A place for supporters to leave their contact information. city and state issues, make sure to include space for your supporters addresses (this information is used to confirm your supporters by officials!) ! Numbered lines this will make it easy for you to count how many signatures you have collected ! Repeat the title, statement, request, and contact information on each new page *If you did not check all of the boxes, go through the checklist again and make sure you have completed everything.
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Tactic Toolkit: Circulating a Petition

Step 3: Circulate your petition.
Tips for Circulating a Petition: Think about where your target audience spends time, and circulate the petition at these places during busy hours. > For example, if your target audience is made up of your fellow classmates, you can circulate the petition in the cafeteria during lunch. > Other possible sites include grocery stores, community events, and churches, mosques, or synagogues. Bring pens and clipboards so that it will be easier for people to sign your petition. Tell possible supporters about the petition quickly and clearly. Remember to be polite people will be more receptive if you ask them to sign your petition with a smile.
Sample Petition
Help Us Improve Public Lighting in Our Neighborhood!

We, the undersigned, are concerned about the lack of streetlights in Oleton. We call upon our city councilmember to install more streetlights in Oleton Park and near bus stops. Name Address Email/Telephone Signature 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Students for Safe Streets Contact: Joe Knight at (555) 555-5555 or jknight@studentsforsafestreets.org
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Tactic Toolkit: Circulating a Petition Draft Your Own Petition
Title:
We, the undersigned, are concerned about _________________________________________. We call upon _________________________ to ______________________________________. Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. (Group Name) (Group Contact Information) Address Email/Telephone Signature
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Tactic Toolkit: Raising Awareness
At certain points in your action, you might need to raise awareness about your plan (an event, a vote, an initiative, an ask) to build support for your cause among a broad range of people. There are many different ways to do this. Several suggestions are included below, including utilizing social media, making a documentary or short film, and launching a poster campaign. These may each be used independently or at the same time, to complement one another. Before launching any tactic to raise awareness, make sure to clearly define what it is you are raising awareness about. Are you advertising an event (workshop, assembly, panel, vote, meeting)? Are you educating others about a new or existing system or policy? Awareness campaigns are also good to share information and build support for your cause, in general, but it is not enough to have people know about your issue. You muse also identify what specifically you want them to do with that knowledge. # # #
Utilizing Social Media

Social media is one way to raise awareness about your cause. Social media includes webbased and mobile technologies such as Facebook, Twitter, YouTube, Instagram, Vine, blogs, and others that turn communication into an interactive experience between users. You can use social media to generate publicity for an event, to interact with supporters, and to keep them informed about your group and your issue. Use this Tactic if: You want to actively engage with a broad group of potential supporters You want to create a space for public information or public dialogue about your issue You want to gather public opinion about your issue (note: this is not a petition!) You have compelling video, photos, or other media to share Do Not Use this Tactic if: The target audience of influencers does not regularly use social media (i.e. the elderly, teachers and school administrators, many unofficial community leaders)
An effective social media campaign will: Stay on point: Identify a message to focus on through your social media use. What are you trying to do or say? All posts should relate to that goal. Create a dialogue by asking questions related to your issue or commenting on the conversations and actions of others talking about your issue. Provide links to related resources and information. Use multimedia (videos, photos) to keep readers engaged. Connect people with each other through references and links.
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Go viral generate buzz around your campaign by posting an occasional clever meme or video clip related to your issue. Be careful to always remain appropriate and professional. Publicize any updates or upcoming events via your other social media platforms so that you have a consistent campaign.
Tips: Have a plan that involves specific goals for your social media campaign. For example, goals could include a 10% increase in the number of Facebook likes by a specific date or a minimum of five retweets that you want to get for each new tweet. Identify and utilize platforms that your targeted audiences already use. Develop a foundation of followers or likes by reaching out to supporters and inviting them to follow or like your group on various social media platforms. Update content regularly with a variety of posts, media, and authors, including news from your campaign and relevant articles/information. # # #
Making a Documentary or a Short Film

Making a documentary or a short film can be an effective way to raise awareness about your issue. A documentary is a nonfiction film that takes a position on a specific issue and uses scenes involving very specific factual events or interviews with experts in order to support the position. A short film can involve other scenes of your choosing. By making a film, you can educate your audience and marshal their support in a compelling way. Use this Tactic if: You want to engage your target audience through a creative and powerful medium Do Not Use this Tactic if: You do not have access to a film-recording device or other necessary materials There is not respected factual evidence already published about your issue or you do not have new evidence to add You do not have enough time to shoot and edit your film and plan and host a screening event
A successful documentary or short film will: Clearly and fully explain the issue that you are addressing. Engage the audience with a compelling story and powerful evidence to support your position. Include interviews with various influencers or experts on the issue. Be viewed by a broad, yet relevant audience through a screening event.
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Tips: Making a documentary or a short film can require expensive materials such as a camera and editing software. You can also use less expensive video recording devices such as a cell phone to create a short film that still has an impact. Enlist a friend who is good with cameras or who has experience with film to help when it comes to the filming and editing stages Create a plan for how your documentary will get your message across. It should include details on what each scene will involve, a list of who you want to interview, and a script for what the narrator will say. Once you have a finished filming, plan an event for the premiere of your documentary or short film. Make sure that you invite influencers and your target audience to come see your documentary. You can also post your video online in order to reach a larger audience.
# # #
Launching a Poster Campaign

Launching a poster campaign is also a great way to raise awareness about your cause. You can use a poster campaign to advertise your project, event, or issue in a creative way. Use this Tactic if: You want to quickly and creatively get your targets attention Do Not Use this Tactic if: You do not have access to the materials needed to make posters You do not have access to space where your target audience would see the posters
A strong poster campaign will: Stay on the point: Identify a message to focus on through your poster campaign. What are you trying to communicate to others? All posters should relate to that goal. Be seen by the target audience! Your poster campaign will be ineffective if no one you are targeting sees the posters. Grab the attention of the target audience to get your message across. Convey clear and accurate information. Tips: Before making your posters, identify where you could display your posters. Consider places where your target audience frequently goes. For example, if your target audience is the student body at your school, consider hanging posters in the busiest hallways or in the cafeteria.
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Get permission to display your posters. This will ensure that the posters will not be removed immediately after you put them up. > If you want to hang posters in your school, you should get initial approval from your teacher or the appropriate faculty member. You may have to get it approved again after you have drafts of the posters themselves. > If you want to hang posters in your community, make sure to follow local policies around when you can and cannot post things. > If you want to hang posters in local businesses, make sure to get approval from the business owners or managers before posting or leaving information behind. Use catchy slogans, bright colors, and interesting graphics to grab attention. Plan and create several different designs to reinforce your message. Make sure you are always sharing all needed and accurate information that will allow your audience to take action as you want them to (event information, product description, etc.). Consider the timing of when you display your posters. For example, if you are raising awareness about an event, do not hang the poster publicizing the event months before the event; instead, display the poster in the weeks leading up to the event. Follow up! Revisit all of your posters a few days after their placement to rehang any that have been covered, taken down, etc.
Draft Your Own Awareness Campaign

What is the goal of your campaign (to advertise an event or educate about a system or policy)?
What action do you want your audience to take after witnessing your campaign?
Who is your target audience?
How will you reach this audience? Which type(s) of campaign(s) will you use?
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About Unit 4: Taking the Next Step

Preparing to Present Civics Day Reflection and Next Steps
Components:

Main Goals:
At the end of Unit 4, students will be able to: create and deliver a brief presentation on their action project demonstrate characteristics of effective public speaking explain their action plan and describe the effect it has had on them throughout the course identify strengths and challenges of working as a team on the action plan analyze both their plan and action to evaluate the successes and/or challenges of each identify ways to continue the work beyond the Generation Citizen class Students will have: prepared, practiced, and carried out a brief oral presentation for Civics Day explained and analyzed their action plan and project, their impact throughout the course, and the strengths and challenges of working as a group identified ways to continue their work beyond the Generation Citizen class
Unit Summary:
Students prepare for and then present on their work at Civics Day, an event where Generation Citizen students from across the city share their projects with other students, community members, and public officials, who serve as judges and provide feedback to classes so that students can continue their efforts. The final lesson of the curriculum gives students an opportunity to critically reflect upon their work and discuss avenues for continued active civic engagement. To have adequate time to prepare for Civics Day, classes should begin this unit during the ninth or tenth week of the program. If your class is unable to participate in Civics Day or would otherwise be interested in hosting an internal showcase for students to present their work to their peers, contact GC staff for guidance and logistical support.
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NOTES: Students will need to create a visual display of their project to take to Civics Day. Use the Civics Day Judging Rubric (found on page 104 of the student handbook or 177 of this curriculum) as a guide. If they have not done so already, this should be constructed today. TO SHORTEN THIS LESSON: Skip the video or role-play example of public speaking. Have students complete portions of the visual presentation for homework or practice presentations outside of GC class time. Have teacher convey logistics of travel, permissions, etc. at another time outside of GC class time.
OVERVIEW
Students will consolidate the work they have done in project groups to prepare and practice a presentation of their portion of the project to the rest of their class. This day contextualizes Civics Day as part (not the conclusion) of the action plan and aims to engage all students, whether or not they will attend the event.
OBJECTIVES
By the end of this lesson, students will be able to: describe the purpose and process of Civics Day create and deliver a brief presentation on their action project demonstrate characteristics of effective public speaking
MATERIALS
Poster board, PowerPoint, photos, or other visual presentation materials Rubric for judging at Civics Day (or other presentation venue) Looks Like/Sounds Like chart Advocacy Hourglass visual

Invite any guest audience members from the school or outside community to attend and give feedback to students on their presentations. If you have not already, discuss with your teacher how students will be selected for attending Civics Day and what other students will do in the meantime. o Consider whether it is possible to give students a voice in choosing their representatives. o Make sure that all selected representatives have permission slips on file, and plan follow-up if they do not. Have several alternates return permission slips in case there are absences the day of the event. Ensure that you and your teacher are clear on expectations of chaperoning, travel, location, timing, etc. Carefully review the Judging Rubric elements (found in in this curriculum on page 177 and on page 104 of the student handbook) Write the Do Now prompt on the board.
Do-Now (page 102 of handbook): What do you consider this projects greatest accomplishment so far? What has been the greatest failure so far? What have you learned from this experience? Lesson overview and framing: Ask a student to quickly explain where you are in the Advocacy Hourglass. Transition to todays lesson by clarifying that a part of advocacy not included on the Hourglass but vital nonetheless is the ability to present your ideas and work to a variety of audiences (including peers, decision-makers, and community members). Today is an opportunity for all students to get a chance to do this for the benefit of our classmates, and it is also to make sure we are 171
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each ready to speak to external audiences both now and in the future about all the work that we have done. Ask 3-4 students to share their Do Now. Let them know that others are interested in hearing both sides of their story. It is one thing to build from success, but it is also important to recognize and learn from challenges. This demonstrates true growth and commitment. Students should keep this in mind as they construct their speeches throughout the period.
MASTERING PUBLIC SPEAKING (5 minutes)

Explain that presentation is an important part of any project. You need to make people, who have no familiarity with your work, understand and become motivated about what you were doing and are advocating. This skill is important in class and at Civics Day, but effective communication is also a vital skill for the workplace and in life in general. Give an example of a time when public speaking or effective communication helped you, as a DC or teacher. Ask students for their own examples. Consider showing a short video of an effective/ineffective public speaker, modeling giving a simple speech yourself, or giving two students the same script and asking one strong orator to read it with passion and the other to present it poorly. o You could use President Franklin Delano Roosevelts 1941 State of the Union speech (excerpt below) or another speech relevant to the course or what students have been studying o "In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression everywhere in the world. The second is freedom of every person to worship God in his own wayeverywhere in the world. The third is freedom from wantwhich, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitantseverywhere in the world. The fourth is freedom from fearwhich, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighboranywhere in the world. That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb. Ask students to propose ideas for what they have noticed about the qualities and actions of good and bad public speakers and write their answers in a T-Chart (Strong Behaviors vs. Poor Behaviors) on the board in a class brainstorm. Have students refer to their student handbook on page 103 for tips on effective public speaking. Alert them also to the professionalism tips on page 116 of their handbooks. 172
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REVIEWING PRESENTATIONS (4 minutes)

Explain that wherever they are presenting the work they have done, there are certain criteria that help an audience understand what they did and why it is important. Some students will be attending Civics Day but everyone is going to have a chance today to practice presenting because they should all be prepared to talk about the project and there may be other forums in the future where they will need to do so. Remind students that to help ensure that any presentation has the most important and convincing elements, Generation Citizen has created a rubric that outlines the various things that they should cover in their presentation. (The rubric is based on the characteristics of successful action projects.) Have students refer to page 104 of their student handbooks to see the rubric. If students have seen this rubric previously, briefly discuss the different elements. If they have not, ask student volunteers to read the different categories in the handbook out loud to the group. Explain that this rubric has many of the same elements they have already seen, talked about, and reflected on. Today should be a time to review and synthesize the way they will present all these elements.
If you have guest audience members, have him or her work with individual groups to help them prepare. If you have outside guest judges, have them sit in an audience format along with other class members. If any students in your class have been selected as student speakers for the event, ensure that they individually practice their speech and then practice presenting either to you or to the class.
PREPARING TO PRESENT (18 minutes)

Explain that each team (sorted according to tactic or according to rows of the rubric) is going to create a 3-4 minute presentation for the class. Explain that every group member must say something during the presentation. The other students in the class will act as engaged audience members who will ask questions to help improve the presentation. Remind students of the resources available to them to prepare: o The tactic materials or products they made o Their student handbooks and the work they did during Units 1 and 2 o Any work they have done for the portfolio o The presentation rubric (on page 104 of their student handbooks) o The section in their handbook on good public speaking skills (on page 103 of their student handbooks) Have students get into their project teams and work together to develop this short presentation using the above materials and the talking points in the Civics Day Rubric.
PRESENTING OUR PROCESS & PROJECT (18 minutes)

Right before each groups presentation, assign two audience members to ask specific questions from the rubrics key questions or additional questions. Ask two others to give specific feedback on the presentation based on the student handbook criteria for effective public speaking. Have other students write one plus and one delta (i.e., way to improve) for each presentation using the public speaking criteria. They can use 173
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the blank pages beginning at page 114 of their student handbook to record these notes. Have each project team present their work to the whole class for 3 minutes. After each presentation, have assigned audience members give feedback or ask questions.
Explain to students that they will be representatives of their class and school at Civics Day and should either wear their school uniforms or dress nicely, in business casual attire. There are tips on what this looks like as well as other professionalism expectations on page 115 in their student handbooks. Review logistics for meeting for travel, and behavioral expectations. Remind students that their final class will be a reflection day which is an opportunity to think about how to continue this project or do similar ones in the future. Call on a student to read the exit ticket prompt out loud or do this yourself. Have students complete exit ticket and submit it to you. If there is time, ask two students to present their responses to the class, just as they would if responding to a judges question at Civics Day.

Exit Ticket Reflect on your class implementation of your plan, so far. In what ways have you carried out the Class Action Plan you created? Where has reality gone differently from what you intended? !

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REFERENCES
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STUDENT HANDBOOK PAGES Preparing to Present
OVERVIEW AND OBJECTIVES: You will consolidate the work you have done in project teams to prepare and practice a presentation of your project to the rest of your class. This day frames Civics Day as part of the process, not the conclusion of efforts on the action plan and gets all students engaged, whether or not you will attend the event. By the end of this lesson, you will be able to: describe the purpose and process of Civics Day create and deliver a brief presentation on your action project demonstrate characteristics of effective public speaking Notes for our presentation:
EXIT TICKET: Write your name and your response on a separate sheet of paper. Hand this in to your teacher or Democracy Coach at the end of class. Reflect on your class implementation of your plan, so far. In what ways have you carried out the Class Action Plan you created? Where has reality gone differently from what you intended?
Do Now
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STUDENT HANDBOOK PAGES Preparing to Present Effective Public Speaking Tips
Knowing how to speak well in public is absolutely critical to making your case to other people. When you present your project on Civics Day, you will use the same techniques that effective public speakers and politicians use all the time. If you get comfortable with these techniques, youll be well on your way to having strangers listen and moving crowds. Before speaking in front of an individual or group, it is essential that you know your m aterial and your audience so that you can adjust what you are saying to match their interests and needs. Finally, it is important to practice, practice, practice! GET ATTENTION Begin with something that will grab the attention of your audience. This may be a startling statement, statistic, or personal story. You want to make sure that your audience is engaged from the start. BODY LANGUAGE More important than even the text of what youre going to say is that you need to project confidence to your audience. First impressions are extremely important, and even before you open your mouth, your audience will decide whether they should listen to you or not. SPEAKING CLEARLY and maintaining GOOD POSTURE and EYE CONTACT are the two most important things that will make sure youll have an attentive audience. CHANGE YOUR TONE Inject energy into your speech. You may be talking about what you think is the most interesting and important thing in the world, but others may not agree, and those who dont will be looking for excuses to zone out. Reading in a monotone is the definition of boring, and youll give your audience a reason to stop listening. VARY THE TONE AND PITCH of your speech every now and then. If you feel confident and passionate about the issue youre talking about, it will come through in your tone and hopefully persuade others to feel just as passionately about the topic. KEEP IT SIM PLE When you are in front of a group of people, you PRESENT NO MORE THAN A HANDFUL of the most important points (maybe 4 or 5) from your work. A speech is like a verbal summary of what youve done. Do not read from notes for an extended period of time, though it is quite acceptable to glance at your notes from time to time. PERSONALIZE If youre making a point that is particularly meaningful or is key to convincing people, hammer it home by TELLING A SHORT, CONCISE STORY that illustrates what youre saying. It helps make your speech more memorable and gives the listeners a context for why they should care. The story should have a clear, immediately understandable connection to what youre saying it should obvious why youre talking about this moment in your life. PAUSE Make sure that you are not racing through your presentation. Give your audience a little time to reflect on what you are saying. Listen to their questions and respond. SOM ETHING TO THINK ABOUT/CALL TO ACTION Finally, leave your audience with something to think about. People remember best what you say last. You might want to summarize your main points, but make sure that your last words have an effect on your audience.
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! ! Award Category Grassroots Change: Students can clearly and compellingly articulate why their focus issue matters to them and matters to their community. Systemic Impact: Students can provide logical and evidencebased reasoning to explain how their project goal addresses the systemic root cause(s) of their issue. Collaboration and Diversity: Students have engaged a variety of local community members in their work and can clearly explain why each has a stake in the issue. Key Question How does your project address the root cause of the issue? Additional Questions
Civics Day Judging Rubric

Coaching Tips for Teachers and DCs Remind students of Story of Me, Story of Us, Story of Now. Have students practice talking about their issue, working in some of their personal stories.
Why does this issue matter?
Who did you target and why?
Action: Students have utilized a variety of tactics to engage their targets and have shown considerable thoughtfulness and attention to quality in completing their tactics. Open-M indedness: Students can thoughtfully reflect on the GC process and connect their GC experiences with future implications and possibilities. What tactics did you use? What advice would you give me if I wanted to do a GC action project?
How did you choose your issue? Why is this issue important? How does this issue affect young people? How does this issue affect others in the community? Why should I care about this issue? How did you research your issue to understand its root causes? (What did you read? Who did you talk to?) What were some of the other root causes you came up with? Why did you choose this specific goal for your project? How will your project create longterm change? What decision-makers did you identify that have the power to make your goal happen? What influencers did you identify that have direct ties to your decision-maker? How do you know these people have power or influence over your issue? How do you know these people care about your issue? Can you show me or describe to me examples of your work? What tactics did you use to reach out to your main decision-maker? What tactics did you use to get others involved? Which tactics were most effective and why? Which tactics were least effective and why? What lessons did you learn that you can use in the future? What do you think you did well? What would you have done differently? How can your efforts be built upon or continued in the future?
Take a moment to jot down the names of guest speakers or the titles of articles that they read that taught students what root causes were. Have students describe their goal and practice referencing that evidence.
As a refresher, talk through all the decision-makers and influencers you identified and their titles and job descriptions. Redraw the bubble maps you made in Lesson 6 if needed.
Spend some time arranging your board, materials, and space so that students can easily point out the work that they did. If appropriate, arrange how you would stand so that students who worked on a particular tactic are near that tactic and so can speak to the work they put into it. Give students some time to think through and come up with answers to the additional questions, perhaps silently or in pairs. Then see if you can combine reflections to come up with a good answer to the key question.
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Civics Day
IMPORTANT NOTE: You are expected to attend Civics Day along with your students unless extenuating circumstances prevent you from doing so. If this is the case, you should report this to GC staff at least three weeks in advance and plan accordingly with your class. If attending, make sure to coordinate travel arrangements with your teacher. You are not required to travel with your class, but teachers need to know your plans in advance. At Civics Day, unless otherwise specified, your role is to support your students by: Listening to them practice presenting and giving them feedback Encouraging and praising them Supervising them Connecting them to other classes, projects, and judges
OVERVIEW
Student representatives will take part in Civics Day, where they will present their work to other students, community members, and public officials to get feedback and celebrate their progress so far. This should be emphasized as another step in the process rather than a culminating end to their efforts.
OBJECTIVES
By the end of this lesson, students will be able to: explain their action plan and project and the effect they have had on them throughout the course confidently present and answer judges questions on their project identify strengths and challenges of working as a team and on the plan
MATERIALS
Visual presentation materials (posters, photos, PowerPoint, portfolios) Student permission slips
PREPARATION BEFORE EVENT

Ensure that you and your teacher know when and where to arrive. Ensure that you know who is bringing visual presentation materials. If your class has any student speakers who will be presenting in front of the entire audience, confirm that they are prepared with notes.
INTRODUCTION
While the exact agenda of Civics Day will be determined nearer to the date of the event, students will take part in a number of activities: o The event will begin with opening remarks from elected officials and a few pre-selected student speakers. o Students will have a chance to meet with various adult judges (community leaders from across disciplines) and present the work they have done. The judges will refer to the Civics Day Rubric provided on page 104 in the student handbook. o Judges will have several minutes to ask questions, give feedback, and talk further with students about their experience. o Students may have an opportunity to look at presentations from other schools and interact with these other students. They can ask questions and give feedback. Consider filming your students presentation to share with the class.

Civics Day Rubric

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OVERVIEW
Students will reflect upon their semester, gaining context for their work during the term and a chance to connect their Generation Citizen experience with relevant ways to continue being civically engaged after the end of the program. Explain that the work they have done and their reflections will help future Generation Citizen classes across the country do even more effective advocacy.
TO SHORTEN THIS LESSON: Have students complete portfolio gathering and final reflection on a day after this step.
OBJECTIVES
By the end of this lesson, students will be able to: describe the action process and the effect it has had on them throughout the course analyze both their plan and action to evaluate the successes and/or challenges of each identify ways to continue the work and their civic engagement beyond the Generation Citizen class
MATERIALS
Student handbooks Pre-numbered post-surveys, if applicable Any photos/videos from Civics Day to show other students Any relevant Pipeline informational materials Looks Like/Sounds Like chart Advocacy Hourglass visual

Gather any photos/videos from Civics Day to show the class. Gather a summary of feedback from the judges to use in reflection. Consider writing your students notes or planning a mini-celebration; discuss expectations with your teacher. Write the Do Now prompt on the board.
Do-Now (page 105 of handbook): How can others carry on the work that youve started this semester? What advice would you give them? Lesson overview and fram ing: Explain that today is a chance both to celebrate and to look back on the work that we did this term, including both the successes and challenges we experienced because the point of Generation Citizen is not just to address issues this semester, it is to gain tools that will help you address community issues wherever and whenever you find them in the future. Also, although this is the final day of the Generation Citizen program with your Democracy Coaches, we will talk about how you can continue this project or others in the future. Additionally, the lessons we have all learned (and we are now all Generation Citizen alumni) and the reflections well do will help future Generation Citizen classes across the country plan and implement even more effective advocacy. 179
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ALTERNATIVE ACTIVITY FORMATS: Gallery Walk: Post each question on a separate sheet of paper around the room. Have students walk around and add their thoughts each sheet while you play music. Letter-Writing: Ask students to write a letter to either a future GC student or to GC program staff, answering these same questions and sharing their thoughts about the experience.
REPORTING BACK ABOUT CIVICS DAY (10 minutes)

Ask student representatives who attended Civics Day to report about the experience. Encourage other students to ask questions. Share any photos or videos you took at the event. Have students describe the following elements of the experience: o What was the event like? o Who did students meet? What other projects did they see? o What suggestions did they hear about the project? How can they act upon these to make their continuing efforts more effective? o Did they keep any judging rubrics from Civics Day? How would students have rated themselves on the different categories?
LOOKING BACK (15 minutes)

Explain that you also are very interested to hear about the students experiences this semester, what they learned, and what suggestions they would make for the GC program in the future. Explain that you will take notes which get passed to GC staff and students in the future to directly improve the program through student suggestions. Lead students in a discussion about the following questions. Take notes as you see fit to share student input with your Chapter Director and GC program staff. o What did you learn? o How did you change over the course of the semester? o What do you know now that you wish youd known earlier in the course? o What did you like about Generation Citizen? o What could be improved? o What suggestions would you give the next group of students who start doing Generation Citizen? If students are completing the full portfolio assignment, you may want to have students work on the portfolio final self-reflection if they have time.
ALTERNATIVE ACTIVITY FORMATS: 4 Corners: Return to the 4 Corners activity used at the beginning of the term to visualize changes in students responses.
LOOKING FORWARD (15 minutes)

Lead students in a discussion about the following questions. o What are some things you think you could do next with the things you learned in class? o Do you believe that young people can affect change in your community? In what way? Use examples to explain. Do you believe that you can affect change? o What would you tell students about to embark on a semester of Generation Citizen that you wished you had known before you began? Brainstorm opportunities for students to stay engaged in advocating for their focus issue (community organizations, initiatives, etc.). Share Pipeline opportunities. Explain that students should keep their student handbooks in order to 180
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refer back to all the ideas and descriptions included there. This is meant to be a tool not just for this class but for you any time you want to make a change on any issue. Explain that what we learned about the advocacy hourglass isnt just something you do in a Generation Citizen course its a way to use our democracy to make change on any issue in our communities. If applicable, have students complete post-surveys.
Say goodbye and thank you to your students! Pass out notes if relevant.

Overall Portfolio Portfolio Final Assessment Portfolio Final Reflection

SL.9-10.6

SL.6-8.6 SL.6-8.1
REFERENCES
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STUDENT HANDBOOK PAGES Reflection and Next Steps
Do Now OVERVIEW AND OBJECTIVES: You will reflect upon your semester, talking about the bigger picture surrounding your work during the term and giving you a chance to connect your GC experience with relevant ways to continue being civically engaged after the end of the program. The work you have done and your reflections will help future Generation Citizen classes across the country do even more effective advocacy. By the end of this lesson, you will be able to: describe the action process and the effect it has had on you throughout the course analyze both their plan and action to evaluate the successes and/or challenges of each identify ways to continue the work beyond the GC class
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Appendix: Learning fro m a Guest Speaker
LEARNING FROM A GUEST SPEAKER

It is highly recommended to bring in a guest speaker at some point throughout the semester. Regardless of when they are scheduled to visit, it is necessary to prepare both yourself and your students for the occasion so that the visit is as productive as possible.
RECOMMENDED TIMES TO BRING IN A GUEST SPEAKER

*Around Lesson 4 or 5: At this point in the semester, students are learning more about their issue to identify a root cause and set a goal. A guest speaker can add value by sharing their knowledge of root causes contributing to the problem and by explaining what they or others in the community are doing to address the issue. Around Lesson 6: After students have selected a focus issue and goal, the speaker can add value by sharing their knowledge of local decision-makers and influencers and how, why, and when different people and groups are collaborating, including the best ways to enlist each group for support (sharing what the targets care about and possible tactics for each). After Lesson 8: Once students have set their plan, a speaker can add value by sharing their feedback on the plan and offering additional ideas and insight for what students can be doing moving forward, especially sharing insider knowledge about the issue that students otherwise might not know (upcoming events or meetings, other initiatives or groups, etc.) During Unit 3: Speakers can add value by supporting students in individual tactic implementation. These speakers might be experts on the students topics or might be experts on an individual tactic (a journalist for writing editorials, an organizer for meeting with a decision-maker). Guests could also include decision-makers or other targets, coming to class for a meeting. Before Civics Day: A guest would add value here by giving an audience in front of which students can practice aspects of their Civics Day presentation and from whom they can get important feedback before the main event. *Highly recommended time for visit

Speak with your teacher about any school regulations or processes for classroom guests. Utilize your research, the Generation Citizen internal site, and your Advocacy Director to identify a potential guest. Invite your guest speaker using the email template provided on the next page. Once a visit is confirmed, notify your teacher immediately. Suggest that they notify the administration that a guest will be visiting. Then, share more information with your speaker from the Guest Speaker Briefing Guide below and available on the Generation Citizen internal site. Be sure to explain the class focus issue and any progress made and to clarify what topics you would most like the speaker to address (see suggestions in Recommended Times above). Let your Chapter Directors and Generation Citizen staff know who is coming to visit your class and when. The period before the visit, if possible, prepare your students for the guests visit. Give them information about 1) who the speaker is (name, title, role), 2) what his or her organization does, and 3) what you have asked them to speak about, and 4) expectations for professional behavior. (See Briefing Guide on the next page.) Have students prepare questions in advance to ask of the guest speaker. If possible, take these questions with you to review and sort. Confirm the date, time, and arrival logistics with the guest speaker at least 24 hours before their visit. Make sure you know how long they can stay in the period to plan your lesson accordingly. Plan to meet or speak with them in advance to review what information they will be presenting. Prepare a list of questions to ask of the speaker in case your students get nervous or shy. Consider assigning a student escort to meet the guest at the front desk and guide him or her to class.
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DURING CLASS
Write a Do Now prompt on the board (if students do not have time to prepare questions in advance, this is a great activity for the Do Now), Write the speakers name and organization on the board. Introduce the speaker to the class and thank them for coming. Before inviting him or her to the floor, ask one student to summarize what the class focus issue is and what their goals and progress are, if available at that point in the semester. Clarify if students should raise their hands to ask questions during the presentation or if they should jot notes and hold their questions until the end. Instruct students to take notes on what they learn from the speaker on page 108 of their handbooks. As the speaker is presenting, model attentiveness and note-taking for your students. Take pictures to share at Civics Day and with Generation Citizen staff. Prompt students to ask questions or ask questions yourself if the conversation is halting. Thank the guest speaker with a round of applause. Thank the guest speaker again as they leave.
AFTER CLASS
If possible, have your students write the guest speaker thank-you notes. At a minimum, send a followup thank-you note yourself, using the template provided and accessible from the Generation Citizen internal site. CC Generation Citizen staff on your note. Include any flattering photos taken. Share stories, photos, and the contact information of your guest speaker with Generation Citizen staff. We would love to highlight his or her support and to invite him or her to Civics Day to catch up with your kids once their semester is complete! Debrief with your students. o What did they learn about their focus issue or project? o What did they find most interesting? o What do they still have questions about? o Can they analyze the speakers own action? What was their root cause/goal/targets/tactics? o What advice did the guest speaker share? o Does this change the action plan moving forward?
Invitation Email Template

Dear Mr. or Ms. ___________________, I volunteer for a program called Generation Citizen (www.GenerationCitizen.org) that teaches young people grassroots advocacy skills so that they can become engaged and effective members of their communities. For the past semester, I have been working with a class of #th grade students at SCHOOL in NEIGHBORHOOD. They are working to address the issue of FOCUS ISSUE in their community by GOAL (IF POSSIBLE). I think that my students would greatly benefit from learning about your and your organizations work on this topic. Would you or a colleague be able to visit our class as a guest speaker? The class meets at DAYS AND TIMES, and the school is located at ADDRESS. Please let me know if you are available. I can be reached by email or at PHONE NUMBER. I look forward to hearing from you soon. Best, NAME
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Guest Speaker Briefing Guide

Thank you for serving as an expert guest speaker for Generation Citizen and sharing your knowledge with our students. The information you provide will help make their action projects m ore effective. Your presence also shows students that the com m unity cares about the work we are doing. This briefing will provide you with details about the classroom and your role.
Date and Time: Location: xxx High School, xxx Street, City, Zip.
Please be sure follow all school sign-in procedures. You should start by checking in at the front office as a visitor and await instructions on going to the classroom. Please be sure to bring a photo ID and know the name of the school youre visiting (SCHOOL NAME). Democracy Coach Contact inform ation: Background You are a guest to a class participating in the Generation Citizen program (www.generationcitizen.org). Generation Citizen is a national nonprofit civics education organization. Generation Citizen strengthens our nation's democracy by empowering young people to become engaged and effective citizens, starting now. To fulfill our mission, we partner college students with classroom teachers to teach an action civics course in which teens solve problems they face in their own communities. Class: Grade: Brief description of class: (English proficiency, etc. What do you students respond to?) Our class has chosen to focus on the issue of FOCUS ISSUE in the community of COMMUNITY. THIS IS THE PROGRESS WE HAVE MADE SO FAR. Outcom es After your visit, we would like our students to come away with: Agenda Introductions Presentation: In your visit it would be especially valuable if you could speak to the following general questions: o Your personal and/or organization's experience with this issue in this particular community o OTHER QUESTIONS THAT ARE RELEVANT TO YOUR CLASS, SUCH AS: 1. Why do you think this problem exists in this community? 2. What do other people think causes this problem, that you agree/disagree with? 3. What is making the problem worse? 4. What is making the problem better? 5. What could make the problem worse? 6. What could make the problem better? 7. What evidence do you have for your answers above? 8. What have you or others tried in the past to solve the problem that has not worked? 9. What have you or others done in the past to solve the problem that has/is working? 10. Who are the important players in the community that are working on or thinking about this issue? How are they working on this (funding/legislation/education)? 11. Who is the overall decision-maker youre targeting? 12. Do you have any recommendations for the class as it moves forward? Question and Answer
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Directions Getting there by car: (include parking directions) Getting there by public transportation
Thank You Email Template

Dear Mr. or Ms. NAME, On behalf of my students, I want to thank you for joining our class last DAY. It was so interesting to learn more about the great work you and ORGANIZATION are doing, and I know the students were motivated by your insight and support. They were particularly fascinated to learn that FACT FROM PRESENTATION. Im looking forward to seeing what they do with this knowledge as they move forward in their action. Generation Citizen staff will be in touch with you soon to invite you to our students end-of-semester Civics Day showcase. I hope you will be able to join us and to see the class progress for yourself. Thank you again for your time and your help. Best, NAME and CLASS NUMBER OR IDENTIFIER at SCHOOL
STUDENT HANDBOOK PAGE: Learning from a Guest Speaker

Name of Guest Speaker: ________________________________________________________ Organization: __________________________________________________________________ Email or Website: ______________________________________________________________ Notes
Questions I Have:
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Appendix: Conducting a Surv ey
CONDUCTING A SURVEY
Conducting a survey is a way to help your students gather more, local, and specific information and data about their focus issue. This activity can be used at multiple points in the semester and in many different formats (as a whole class, group-led, mini-lesson, etc.). Suggestions to consider are included below.
RECOMMENDED TIMES TO CONDUCT A SURVEY

Before Lesson 5: Students can survey the population impacted by their focus issue to learn more about which root causes are most present and important, before setting a specific goal. This data can be used to reinforce students description of why their project is necessary. Anytim e After Lesson 6: After setting a goal, students can ask more pointed questions around populations experience with their identified focus issue and root cause. With a specific decisionmaker in mind, they can collect information that the decision-maker (or other targets) would find interesting and compelling.

Speak with your teacher about suggested processes and protocol for surveying the student body or community members. Touch base with administration to get approval for the topic of your survey.
BEFORE SURVEY DISTRIBUTION

Give students a check-list of important guidelines for surveys. Consider using the sample survey below to have students analyze the effectiveness of the example before drafting their own survey. Before letting students begin survey creation, make sure that they set clear goals around how the survey will be used. (Who is the audience for the compiled survey data? What information are you trying to collect? What population should be surveyed? How many surveys do they hope to gather?) Have students draft questions (created by individual students, by groups, or as a whole class). Compile the survey questions. Edit. If necessary, share final survey with the administration for approval. Make a plan for distribution and collection. (Any approval needed? Who will distribute? When? How? Set a timeframe.)
AFTER SURVEY COLLECTION

Synthesize the data. This is a great activity for a small group of students. Present the findings to the class so that all groups can utilize the results in the individual tactic work. Create a summary, visualization, or representation of the survey and survey process to be shared at Civics Day.
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Appendix: Conducting a Surv ey STUDENT HANDBOOK PAGES: Conducting a Survey
Conducting a survey is a great way to gather more information about your focus issue or to gather details about your specific issue for which you dont already have data. Guidelines for Using a Survey ! My survey has a clear objective. (I know how I am going to use my information.) ! I know what information I need. ! All of my questions are aligned with my objective. ! My survey is relevant. The people I am surveying will have answers to my questions. ! My questions are clear and concise. ! I ask one question at a time. ! My questions are easy to answer and unbiased. ! I have an appropriate amount of questions. ! My language is clear. I have defined all vocabulary and avoided slang. ! My survey contains a variety of question types (open-ended, multiple-choice, etc.) Practice! Sample Student Survey 1. What do you define as bullying? 2. Have you ever been bullied? (circle one) Yes No Decline to answer 3. Have you ever witnessed bullying? (circle one) Frequently Often Rarely Never
4. Have you ever bullied someone else? (circle one) Frequently Often Rarely Never 5. Do you talk or text to other students in class? Frequently Often Rarely Never
6. How often do you witness bullying at school? (circle one) More than 1 time a day 1 time a day 1-2 times per week 3-4 times per week never 7. Teachers dont do anything to help with bullying. Strong agree Agree I dont know Disagree Strongly disagree
8. Why do you agree or disagree with this statement? (circle all that apply) They dont have the authority to stop bullying They dont know that bullying is occurring They dont care Bullying is not a problem in the school Teachers do help with bullying
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9. If the school had harsher consequences for bullies, then the amount of bullying in school would decrease. (circle one) Strongly agree Agree I dont know Disagree Strongly disagree 10. Bullying is a problem at our school (circle one) Strongly agree Agree I dont know Disagree Strongly disagree
11. Why is bullying a problem at our school? What can we do to help it? 12. If I were a teacher I would stop jerks from bullying (circle one) Yes No Decline to answer 1. What might be the purpose or objective of this survey? 2. Are there any questions that do not align with that objective? Which ones?
3. Are there any questions that are unclear? Which ones?
4. Are there any questions that are biased (or direct you to choose a specific answer)? Which ones?
5. Which questions do you find to be the most effective, and why?
6. Is there any difficult vocabulary or slang?
7. Does the survey use a variety of different questions?
8. On scale of 1 (very ineffective) to 10 (very effective), how would you rate this survey, and why?
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DRAFT OF SURVEY:
Plan for Survey Distribution: Who will be surveyed? How many surveys do we aim to collect? How will the surveys be distributed? Who is in charge of making this happen? When is our deadline to collect the surveys?
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Appendix: Pr ofessio nalism STUDENT HANDBOOK PAGES: Professionalism For Meetings + Civics Day
When meeting with decision makers, influencers, or presenting your class project at Civics Day, it is important to present yourself, your project, and your school professionally. It helps to convince people you are taking your project seriously and that you want to see real change. Dont worry! It is easier than it sounds to present yourself professionally. Dressing Professionally Youre probably already dressing professionally in many ways and didnt even know it. Follow these guidelines for your next meeting or Civics Day presentation. If youre wearing your school uniform Tuck in your school shirt and wear a belt, if possible Khaki/dark pants (no jeans please!) If you dont have a school uniform Button down/blouse/sweater/polo Khaki/dark pants (no jeans please!) Dress or skirt/nice blouse > The bottom of your skirt should extend beyond your fingertips when your arms are straight > Neckline should be no lower than one hand width below your collarbone NOTE: For Civics Day participants, you will be standing for an extended period of time to present your projects. Wear comfortable shoes! Handshakes + M aking The Introduction Youll have the opportunity to meet new people through your Generation Citizen experience. Remember these tips when youre meeting them and youll make a great impression!
HANDSHAKES
GOOD!
NOT SO GOOD!
Make sure to put your thumb NEXT to their thumb, not around the back of their hand. This way, you can squeeze firmly without worrying about crushing their hand.
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Appendix: Pr ofessio nalism
MAKING THE INTRODUCTION Look them in the eyes and smile while you say your name. Try and stand up straight when meeting someone new. Hello! Im John, an 8th grader from PS 206. How are you today? Speaking And Presenting When you present your idea, think of your audience who is listening to you? Follow these tips when you present at your next meeting or at Civics Day: Make eye contact while you are speaking. It is okay to look away to gesture at your visual, but make eye contact regularly. Be sure to speak loudly and clearly. Use a happy tone. You are excited to change your community/school! Responding To Questions Presenting your idea means people will probably have some questions about it. This is a good sign it means people want to know more about your ideas and experiences. Sometimes people will ask questions you dont know how to answer. This is okay! Just make sure to follow up. Check out the examples below. I dont know but I can find out for you. I dont know but my teacher can help answer that question. I dont know but my Democracy Coach can help me find out.
Say Thank You Make sure to thank your guest, your meeting participants, or your judge at Civics Day. They have listened thoughtfully, asked questions, and want to see you succeed! Try to shake hands with someone while you thank them (it helps them remember you).
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Appendix: Standards Alignment
Alignment with Standards
Because Generation Citizen is an in-class experience, the curriculum is aligned with district, state and national standards for each site location. These include Common Core standards in English language arts and (for some focus issues) mathematics. Please see the relevant standards at the bottom of each lesson plan. Generation Citizen complements existing classroom material, while demonstrating the viability of civics as an effective interdisciplinary pursuit. Aligned state standards can be found on a supplementary document. Please consult the Generation Citizen internal site or program staff for details.
English Language Arts Common Core High School Standards

Speaking and Listening
http://www.corestandards.org/the-standards/english-language-arts-standards/speaking-andlistening-6-12/grade-9-10/ Com prehension and Collaboration SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. ! Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. ! Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. ! Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ! Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Presentation of Knowledge and Ideas SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10-.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Reading History and Social Studies http://www.corestandards.org/the-standards/englishlanguage-arts-standards/history-social-studies/grades-9-10/ Key Ideas and Details RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
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Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Culture RH.9-10.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.5 RH.9-10.6
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas RH.9-10.7

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Writing in History, Social Studies, Science and Technical Subjects

http://www.corestandards.org/the-standards/english-language-arts-standards/writing-hst/grades-910/ Text Types and Purposes W HST.9-10.1
Write arguments focused on discipline-specific content. ! Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. ! Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns. ! Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ! Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ! Provide a concluding statement or section that follows from or supports the argument presented.
W HST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. ! Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
Product and Distribution of W riting W HST.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W HST.9-10.6
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Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge W HST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W HST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W HST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research
Range of W riting W HST.9-10.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Writing http://www.corestandards.org/the-standards/english-language-arts-standards/writing-612/grade-9-10/ Text Types and Purposes W .9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ! ! ! ! ! Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented.
W .9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ! Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ! Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. ! Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. ! Use precise language and domain-specific vocabulary to manage the complexity of the topic. ! Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
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! ! Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). or section that follows from and supports the information or explanation presented.
English Language Arts Common Core Middle School Standards

Speaking and Listening
http://www.corestandards.org/the-standards/english-language-arts-standards/speaking-andlistening-6-12/grade-8/ SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Presentation of Knowledge and Ideas SL.8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 SL.8.6
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Reading History and Social Studies

http://www.corestandards.org/the-standards/english-language-arts-standards/history-socialstudies/grades-9-10/ Key Ideas and Detail RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources
RH.6-8.2 RH.6-8.3
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure RH.6-8.4
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Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5 RH.6-8.6
Describe how a text presents information (e.g., sequentially, comparatively, causally). Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Writing in History, Social Studies, Science and Technical Subjects

http://www.corestandards.org/the-standards/english-language-arts-standards/writing-hst/grades-68/ Text Types and Purposes W HST.6-8.1
Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.
W HST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Use precise language and domain-specific vocabulary to inform about or explain the topic.
Production and Distribution of Writing W HST.6-8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W HST.6-8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W HST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge W HST.6-8.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W HST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W HST.6-8.9
197
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Draw evidence from informational texts to support analysis reflection, and research.
Range of W riting W HST.6-8.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Writing
http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-12/grade8/ Text Types and Purposes W .8.1

Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.
W .8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement
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Generation Citizen Curriculum

2013 Generation Citizen, Inc

The Generation Citizen Philosophy

Generation Citizens Core Values

Generation Citizens Program Goals

Curriculum Scope & Sequence

IDENTIFYING OUR ISSUE

Democracy Coach Classroom Observation and Introduction

Introduction to Action Civics

Choosing Our Focus Issue

From Root Causes to Goal

Learning from a Guest Speaker

PLANNING OUR ACTION

Structuring our Action Conducting a Survey

Lobbying 101 Mobilizing Influencers

TAKING THE NEXT STEP

Reflection and Next Steps

Grade Level Adaptations

Using the Generation Citizen Curriculum

About Unit 1: Identifying our Issue

Lesson 0: Democracy Coach Classro om Ob servation and GC Intro

PREPARATION and MATERIALS Teacher

PREPARATION and MATERIALS Democracy Coach(es)

CONTENT Democracy Coach(es)

Lesson 0: Democracy Coach Classro om Ob servation and GC Intro

Lesson 0: Democracy Coach Classro om Ob servation and GC Intro

Lesson 0: Democracy Coach Classro om Ob servation and GC Intro

FOLLOW-UP CONVERSATION: Democracy Coach(es) and Teachers

Lesson 0 Materials Lesson 0 - Observation Notes

Seating Arrangement: Classroom Environm ent Routines/Structures:

Relationship with Students: Teacher Behavior Management System/Strategies:

Interactions with Each Other:

Interactions with Teacher: Students Interests/Participation:

Lesson 0 Materials Democracy Coach/Teacher Introductory Conversation Template

Share motivations for working with the program

Share backgrounds (student: hometown/college/study, teacher: hometown/years at school/subjects taught/family)

Has anyone worked with GC before? If so, in what capacity?

Verify e-mail addresses and phone numbers

What are each persons preferred methods of communication?

When is the teachers planning period?

Verify exact bell schedule

DEMOCRACY COACH responsibilities

Action Plan Coach Collaborator

DURING A GIVEN CLASS

AFTER A GIVEN CLASS

DC uses reflection and teacher feedback to improve performance

LOGISTICS THROUGHOUT THE SEMESTER

Lesson 0 Materials Ideas to Review with Your Classroom Partner

Potential times and ways to communicate

GC-Course content connections

Classroom structures or systems

Important classroom/school rules

Class-specific information or advice

Choosing representatives from Civics Day (Merit, self-selection, competition, etc.)

Lesson 1: Intro duction to Civic Action

PREPARATION BEFORE CLASS

Lesson 1: Intro duction to Civic Action

EXPLORING CIVIC IDENTITIES (10 minutes)

LEARNING TO WORK IN SMALL GROUPS (6 minutes)

Lesson 1: Intro duction to Civic Action

THE ROLE & SCOPE OF GOVERNMENT (14 minutes)

! top, the least impacted at the bottom.)

Lesson 1: Intro duction to Civic Action