Advocacy Training

1. Advocacy Training

2. PRE-READING • Project Examples DO NOW • Take out your pre-reading (we have extra copies if you need) • In GC 101, we talked about civics vs. service. Which of these most represents the ideal of accomplishing civics not service? Jot down and then share out. 2

3. Agenda (2 parts) PART 1: • Introduction: Advocacy in the Curriculum (20 mins) • Civics 101 (20 mins) • Project Archetypes (20 mins) PART 2: • Archetypes in the Curriculum (50 mins) • Wrap Up and Next Steps (10 mins) 3

4. Generation Citizen Advocacy in the Curriculum

5. Spend 5 minutes at your tables filling in the blanks on your Hourglass and Curriculum Framework. 5

7. Bonus Questions • In Lesson 5, students learn about three types of Root Causes, which are… • In Lesson 6, students learn about two types of Targets, which are… • Policies, Groups/Services, Individual • Decision Makers, Influencers 7

8. It is your job to think backwards while your students work forwards!

9. WHAT DID YOU NOTICE ABOUT THE TARGETS AND TACTICS IN THE PRE-READING EXAMPLES? 9

10. I AM GOING TO TELL A STORY ABOUT ANOTHER GC PROJECT. WHAT DO YOU THINK ABOUT IT? 10

11. To ensure you get to civics related tactics and targets, your ROOT CAUSE AND GOAL should fall into a few key “archetypes”

12. Generation Citizen Civics 101

13. Civics 001 Each table should take out a piece of paper and assign a scribe. First table that can come up with the correct answer to all of the below questions wins a prize! • Executive, Legislative, Judicial • Federal, State, Local • Legislative • Executive • Name the 3 Branches of Government • Name the 3 Levels of Government • Which branch introduces, amends, and passes legislation? • Which branch carries out legislation? 13

14. Levels and Branches 14

15. The Executive Branch • NOT just executive head, but includes bureaucratic departments (ie Department of Agriculture, Water & Sewer Commission, schools, school districts) • Carries out services within constraints of legislation and federal/city/state budget • Solicits community input • Make recommendations to legislators 15

16. The Legislative Branch • US Congress, State Congress, and City Council (or Board of Supervisors in SF) • Introduces, amends, and pass legislation • Amends and passes the budget (budget is usually introduced by Governor/Mayor first) 16

17. If Government Is Not Serving Your Needs, Who Do You Talk to? You have options: Branches 17

18. If Government Is Not Serving Your Needs, Who Do You Talk to? You have options: Branches 18

19. If Government Is Not Serving Your Needs, Who Do You Talk to? You have options: Branches 19

20. If Government Is Not Serving Your Needs, Who Do You Talk to? You have options: Branches 20

21. If Government Is Not Serving Your Needs, Who Do You Talk to? What about the Judicial Branch? 21

22. If Government Is Not Serving Your Needs, Who Do You Talk to? GC: Executive/Legislative Only 22

23. If Government Is Not Serving Your Needs, Who Do You Talk to? You have Options: Levels 23

24. Coming in Part 2: An Advocacy Guide 24

25. Civics 101 Each table should take out a piece of paper and assign a scribe. First table that can come up with the correct answer to all of the below questions wins a prize! • Legislative • Executive • Legislative • Legislative • Executive • Which branch amends and approves the budget? • The Department of Education is part of which branch? • The City Council is part of which branch? • If you think gang violence would be improved by a law specifying harsher penalties for offenders, you would work with which branch? • If you think gang violence would be improved by greater police presence in key neighborhoods, you would work with which branch? 25

26. Generation Citizen Project Archetypes

27. GOAL “ARCHETYPES” 27

28. Remember to think backwards as your students work forwards to get your students to these Goal archetypes!

29. Policy Archetypes GC has advocated for a bill that would make civics education a graduation requirement in Massachusetts. Tennessee recently passed a law that mandated project-based assessments for civics. We could advocate to introduce that law into our own state legislator. 29

30. Groups/Services Archetypes GC has worked with school district administrators and school administrators to allocate funding for our action civics program. GC is supporting a campaign in NYC to allow youth as young as 16 to serve on neighborhood Community Boards. Note: Governor/Mayor may be Influencers, but they are NOT the main Decision-Makers! 30

31. Are you up to the challenge of NOT doing school-based projects? 31

32. Individual Archetype • Root Cause: Individual choices or motivations (ie smoking occurs because people like cigarettes and are addicted) • Goal: Educate individuals or make individuals aware • Will NOT create long-term systemic impact. • Will NOT involve youth interacting with government. • Main Decision Maker: “youth, smokers, the general public” • Your students will naturally gravitate in this direction because education is familiar to them but civics is new to them. STEER THEM AWAY! 32

33. In Groups, Sort Pre-Reading Examples into Archetypes 33

34. END OF PART 1 34

35. Generation Citizen Project Archetypes and the Curriculum

36. DO NOW • Read about three different GC classes going from Lesson 3 to Lesson 6 • Discuss with your group: • Which of the classes has a project that aligns with one of the Archetypes? • For the ones that don’t align, at what point did the project go wrong? 36

37. How do we get from Issues to these? 37

38. Between Lesson 3 and Lesson 4 - outside prep to set students up for archetypes Between 5 and 6: Students read about targets

39. Lesson 4 and 5: Choosing An Archetype ***Between Lesson 3 and 4: You prep research that helps guide students to archetypes.*** Lesson 4: Analyzing Evidence Lesson 5: From Root Cause to Goal 39

40. Lesson 6: Targets ***Between Lessons 5 and 6: Additional outside preparation*** Lesson 6: Targets (Decision Makers and Influencers) 40

41. WHICH GROUP CAN SOLVE THEIR JUMBLE FIRST? 41

42. The Advocacy GuideTake 2 mins to skim the section I give you! People born: Jan - Feb Mar- Apr May – Jun Jul – Aug Sep – Oct Nov-Dec • Pg. 2-3 Local Overview • Pg. 4 Research Links • Pg. 5 Google + Advocacy Groups • Pg. 6 Research preparation • Pg. 7-8 Influencing Legislation • Pg. 9 Pre-Lesson 6 Research 42

43. Research Process: Let’s work through some examples. The Advocacy Guidecan be a key reference. Our Sample Focus Issue is___ 43

44. I DO: ARCHETYPE 1Can my students Influence Any In-Process Legislation or the Budget on this issue? • What’s a root cause I want to point them to? • What branch does this involve? • Where can I find out what legislation is in process or what is happening with the budget? (AG Pg. 5 Column 2) • What other research could I do? (AG Pg. 6) • I can’t just tell students, I need to show them, so I would bring in what? (AG Pg.5 Column 3) • And it needs to be digestible for them! (AG Pg. 7) • What do I need to bring in for Lesson 6? 44

45. WE DO: ARCHETYPE 4Can my students change how department/school solicits youth input? • What’s a root cause I want to point them to? • What branch does this involve? • Where can I find out what departments might be involved? (AG Pg. 5 Column 2) • Where can I get ideas about how they can better solicit youth input? (AG Pg. 6) • I can’t just tell students, I need to show them, so I would bring in what? (AG Pg.5 Column 3) • And it needs to be digestible for them! (AG Pg. 7) • What do I need to bring in for Lesson 6? 45

46. YOU DO: ARCHETYPES 2 AND 3 • Archetype 2: Introducing Analogous Legislation • What is the root cause behind this? • Where can I find research and what would I bring in? • Archetype 3: Influencing How a Department or School Uses Resources • What is the root cause behind this? • Where can I find research and what would I bring in? 46

47. SHARE OUT 47

48. DEBRIEF: WHAT DO WE THINK ABOUT THIS PROCESS? WHAT WILL BE CHALLENGING? 48

49. Wrap Up And Next Steps

50. Between Lesson 3 and Lesson 4 - outside prep to set students up for archetypes CHAPTER MEETING: RESEARCH JAM STOP AND LOOK AT YOUR CALENDARS! Between 5 and 6: Additional outside preparation CHAPTER MEETING: POWER ANALYSIS