Lesson 7: Learning From Others

1. Lesson 7: Learning From Others

2. NOTE TO TEACHERS • If you have a guest speaker coming to class, keep slides 3-7 • If you do not have a guest speaker coming, begin at slide 8.

3. DO NOW Student Handbook: Page 25 • Option A: describe the last time you were a guest in someone else’s house or class, club or space. Did you feel welcome? Why or why not? • Thumbs up or down? Why? End 3 Lesson 7

4. PREPARING FOR A GUEST Student Handbook: Page 26 • Volunteer to read aloud a biography of your visitor, (jot notes on page 26 of your handbooks) • Read the “Tips for Learning from an Expert” • Come up with two questions you’d like to ask the guest. • Consider what more you’d like to learn from the Advocacy Hourglass. Return to your My Research pages in the student handbook (pages 22, 23, 24) to review research you’ve done so far that you’d like to further explore 4 Lesson 7

5. PREPARING FOR A GUEST Student Handbook: Page 26 • Add one question to the master list with your name written next to it as the “asker;” • If your questions are already listed, make a checkmark next to your favorite question • One student to welcome the guest to the classroom and explain what the class is working on and why they’re excited to meet the guest 5 Lesson 7

6. GUEST SPEAKER • ADD NAME OF GUEST AND ANY IMPORTANT BIO INFO HERE!!! 6 Lesson 7

7. EXIT TICKET • Review the notes you recorded during the visit, and identify: • 3 things that you learned today about your focus issue • 2 questions that you have about the conversation today • 1 emotion this period prompted for you 7 Lesson 7

8. DO NOW Student Handbook: Page 25 • Option B: Describe the last time someone asked you for help. • Did your help them? • Why or why not? • What was the experience of being asked like for you? End 8 Lesson 7

9. PREPARATION Student Handbook: Page 27 • Two student volunteers to role play calls between a student and a community leader. • Students should be watching and listening to the role plays and recording notes about good and bad behaviors they observe in their handbooks. 9 Lesson 7

10. PREPARATION Student Handbook: Page 27 • “Tips for Learning from an Expert” • What was already on your list? • What was new? • Why is it important? 10 Lesson 7

11. PREPARATION • Groups of 2-5 students • Each group has a different organization or individual to call. • Each group needs: • Caller (who will make the call) • Writer (who will write down the group’s planning of the script) • Editor (who will lead group edits on the script and must sign off on the edits before the group is approved to call) • Actor (who will play the target in the group’s role play)) 11 Lesson 7

12. NOTE TO TEACHERS • Option 1: Give students a pre-prepared list of government leaders (i.e. heads of committees, department directors) as well as directors of advocacy organization that would be good to call for them to choose from when making their call scripts. (Consult the Making Calls Research Toolkit section for how to prepare this list before class). Create brief target profiles for the individuals or organizations each of your groups will be calling, including the target’s name, role or mission, relevance to your work, and office phone number • Option 2: If there is time or you can do this lesson over 2 days, consider having your students do the Making Calls Research Toolkit lesson themselves (See Research Toolkit for details).

13. MAKING CALLS • With your group and your assigned target in mind, write your own script for calling your target. (Template on page 27) • After drafting: • Edit your script, • Role play to practice various reactions to their phone call (including leaving a voicemail), • Re-edit your script after reflecting on the role play. • Check in with your teacher/DC to get approval before making the call • Call your target! 13 Lesson 7

14. NOTE TO TEACHERS (To give more students a chance to be involved in the role play, you might consider passing out slips of paper with roles to non-callers, specifying what role that person should play in each round of calls - goes straight to voicemail, staff person picks up and gives the phone to the target, target picks up, staff member picks up and has the conversation, staff member picks up and asks caller to leave a message…) Review each script, and confirm that it has been edited, before granting groups permission to make their calls. Make sure they’ve planned if they’ll be note taking during the call, repeating the target’s information so that others can record it, or jotting down notes immediately after.

15. NOTE TO TEACHERS • Back-up plan: Finally, before they call make a plan for if the person is not there and they are going to leave a message. Consider advising students to do one of the following: • Asking if there is anyone else they can speak with who could give information on the issue • Leave their cell phone number if they feel comfortable taking the call at a later date • Ask for a better time to call and set up a time for that to take place • Ask for an email address and follow-up with an email requesting a time to speak more (Give this group the ‘Sending an Email’ tactic in the Tactic Toolkit to see a sample email)

16. EXIT TICKET • 1 thing you learned from your expert (if you were able to connect) that can help inform your project • 1 thing you learned about the experience of preparing for or making the call 16 Lesson 7

17. www.generationcitizen.org Follow @gencitizen on Twitter