Define the processes for participating in rallies; voting; and writing, calling, and visiting state legislators.
Given graphics of advocacy techniques, students will choose one method and identify its process.
Tell students: We talked about ways people can try to help keep money for classes or for other services. Now we will talk more about how to do these things. After this, you can choose one way (or more) and you will know what to do.
1. Have students review the ways of advocating, and put the Set of large pictures of advocacy methods on the board.
2. Discuss with the class:
3. Tell students: In this lesson you will pick one way people can support money for classes or other services and explain how to do it. You will also talk about what can happen if you do it.
1. Put each picture from the Set of large pictures of advocacy methods in a different area of the classroom. Have each student choose one, and stand near that picture to form groups. Give each group the set of pictures on index cards representing the steps for their chosen advocacy method. Tell students that these are only examples of the steps, and that there are other ways possible. Have them work together to order the steps. Have students use the answer sheets to check their work. Afterwards, have groups look at each other's ordered cards. If you will be assessing students, you can have them repeat the activity, or have them write out the steps.
Note: For those who choose to vote, tell them they can get information by reading brochures, newspapers, watching television coverage, going to a rally, or going to a community meeting that legislators often hold.
2. Remove the large pictures of Vote and Go to a rally, telling students that you're focusing on the other methods for the next activity.
Tell students: Ok, now that you've had a chance to look at the steps to practice some advocacy methods, now we will have a chance to do it here in class. Soon we will know the names and contact information of the people we will contact, but for now we will practice what to say and write if we choose to contact them. We're going to stay in the same "advocacy method " groups that we are in now, but those of you who chose vote or go to a rally need to switch to another group. Choose one: call your legislator, visit your legislator, or write your legislator.
Pass out the student handout, Suggestions for Speaking To, Calling and Visiting the Governor and Legislators. Tell students that in a later lesson you will complete the first section. Model the processes for students (group by group) according to the following:
3. After, discuss with students the positive and negative things that can happen if people use these methods of advocacy. For example: feeling good about working together with others for something important, feeling part of their community, feeling shy about their English skills, feeling nervous about identifying themselves.
Beginning ESOL/Literacy students:
Intermediate/higher ESOL, ASE/high ABE/GED students: