Supporting Student
Advocacy
April 4, 2014
Speed-dating
• Where do you work?
• Who are your students?
• What do you do in your job?
• Why did you sign up for this workshop?
Introductions
Please share:
• your name,
• where you work,
• what issues are relevant to your SS,
• what advocacy-related activities you
currently do with your SS.
Overview
• Lesson- I am a Taxpayer
• Other classroom activities: letter writing,
calling, legislative visits
• Resources
• Wrap-up
Indicators of Civic Engagement
• Civic Indicators
• Electoral Indicators
• Indicators of Political Voice
Adapted from:
http://www.civicyouth.org/practitioners/Core
_Indicators_Page.htm
Essential Competencies and Skills
• Intellectual Skills
• Participatory Skills
• Research Skills
• Persuasion Skills
From: A Practical Guide for Integrating Civic
Responsibility into the Curriculum
http://educationprogram.duke.edu/uploads/assets/In
tegratingCivicResponsibility.pdf
I Am a Taxpayer
-please see attached
First Steps: Letter Writing and Calling
• Clarifying your
message
• Timing (city and state
budgets)
• Relevancy, Brevity
• Example (Link here.)
Further Steps
• Legislative Visits and Lobby Dayso Relevant issues from your students
o Thurs. April 10-meetings and rally
• Rallieso Participating safely
Teaching Resources
• The Change Agent, their current issue is on
Immigration
• A Practical Guide for: Integrating Civic Responsibility
into the Curriculum
o films, quotations
• CIRCLE (Center for Information and Research on Civic
Learning and Engagement)
• New York City Commission on Human Rights - ESOL
curriculum on employment rights
Prof. Dev. Resources
• NYCCAL
• NYIC
• NYATEP Advocacy Academy
Wrap-up
• Questions
• Next Steps- What activities can you take
back to your class/program?
Contact Info
• Bruce Carmel ([email protected])
• Elaine Roberts ([email protected])
• KC Williams ([email protected])
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