Teacher Guide
Overview
Brainstorming
Researching Issues
Issue Convention
Suggested Lessons
Forms
Overview
For years people were eating those same cold sandwiches.
We brought them some fun, something hot and healthy, something
they were desperately hoping to have since the day that they
came here. – Leina
Toure, PA Student
In order to effectively impact important issues, teams must
be armed with as much information and understanding of the
issues as possible. Issue development takes place at all stages
and levels of the PA process. It is a way to tap into the power
of passions and interests, and direct them towards effective
public work.
Ask students to think broadly about why these issues are
important and how they affect others in and out of their community.
It is also essential to tap into individual self interest regarding
these issues. This will help motivate individuals and maintain
a healthy momentum for the future work.
Issue development is the process of brainstorming, exploring,
and researching public issues. Public Achievement stresses
the importance of issue development at all stages of the process,
from before teams are formed to the final completion of projects.
Issue development ensures the team is addressing a public problem
in a thorough, well-thought out manner. This is a prime opportunity
to reinforce the concept of public and connect the team's
self interest to that of the common good.
Brainstorming
Begin by brainstorming possible issues and discovering what the students already
know. (See Lesson Better Brainstorming)
Other resources are no doubt useful references, but students may be surprised
at what they and others around them already know. Have the students make
a list of personal, school, city, national, and world issues and problems
of which they are aware. The list should then be compiled on the board (perhaps
categorized at the same time). This list should also be maintained for future
reference, the class journal works well for this.
One of the most challenging things for students will be distinguishing
between issues, problems, and projects. Issues are matters
of public concern and debate (good and bad) that affect society
(e.g. the environment). Problems are negative consequences
or matters of uncertainty related to that issue (e.g. global
warming). Projects are planned actions designed to positively
impact identified problems (e.g. an educational program highlighting
the things citizens can do in their everyday lives to reduce
global warming).
The teacher/coach can pose follow-up questions to get students
to focus on issues:
- If they come up with projects, ask what the bigger problem
is, and then what the broader issue is.
- Are these public problems or issues? Is only a specific
group affected, or is it broader than that?
- Are there varying viewpoints to this suggestion, or is
it a narrow solution or defined problem?
From the final class list, each student should choose one or
more issue to research, one of which will be presented at the
issue convention. While researching issues students should consider
the items listed below.
Criteria for issue selection:
- Does the issue impact a greater public?
- Is there a potential for public work that will address
the issue?
- In what ways is the issue of concern to young people?
- Are there available ways and places to do research regarding
the issue?
Researching Issues
At
first I thought that PA was something that I didn't
need to take because it wouldn't be helpful for me and
my future, but I didn't realize that PA would lead
me to different spots where I found that a group of people
can
have the power to change one community. –Silvio
Guachichulca, PA student
Once an issue is identified, it must be investigated. Is
this an actual need or only a perceived problem in this community?
Are there other agencies or individuals already adequately
addressing this need? What will it take to make an impact?
Gather as much information as possible involving the targeted
need. Encourage the students keep open minds before they have
considered and researched all viewpoints.
Students can do individual research or can work as a small
group. Multiple problems or multiple aspects of the same problem
can be investigated. Research should prepare students to ask
really good questions. (See Tips
On The Art Of Questioning) Think of questions the group
and others would want to know about the issue and where the
best place is to find the answers. It is important that the
teacher guides the research in a way that is meaningful to
the students.
- Identify multiple perspectives on an issue and continue
to question throughout the PA process;
- Read about it in books, magazines, pamphlets, encyclopedias,
newspapers, etc.;
- Search the Internet and World Wide Web;
- Utilize school and county libraries;
- Talk to other kids or other PA groups;
- Think of how teachers can be a resource in thinking and
teaching about the issue;
- Examine the issue in terms of power and self interest;
who decides what and why?
- Identify the controversy and the common ground;
- Research the legislative involvement or other policy implications
regarding this topic;
- Interview people from inside and outside the school, community,
and nation on the issue;
- Understand the issue from a young person's point
of view;
Possible Supplementary Activities:
- Team Research
Students are placed in groups to investigate specific, assigned needs. This
research can include Internet research, print research, interviews, documentary
videos and media examples.
- Presentations
Students create innovative presentations of issues, including skits, videos,
multimedia and other forms of presentation. The focus is to inform and
persuade others to choose to meet the presented need.
- Campaigning
Students can campaign for a particular issue about which they have strong
feelings to encourage more people to work with them
Issues Convention
The issues convention is the culmination of the students' initial discussion
and research. During the convention students present and advocate issues before
the rest of the PA participants.
Before the convention have students, either individually
or in groups, complete an issue
proposal to present to the class. Have students look over
the issue proposal
rubrics . Discuss the convention process and what good
issue proposal should include. It is also important that the
class establish a few ground rules for the audience and presenters
such as taking turns, listening, etc.
Have each student or group of students present their issue
proposal to the rest of the participants. Write the issues
on the board as they are presented. After the final presentation,
begin a discussion by identifying and consolidating similar
issues. Once you have narrowed down the list to a feasible
number of issue groups, ask students to vote on their top three
choices by filling out an issue
ballot. Organize teams according to the number of available
teacher/coaches and student interest.
Have the students reflect on the convention in their journals.
Entries could include:
- A self-evaluation using a rubric;
- A synopsis/synthesis of all the issues;
- A discussion of what they would change next time, what
they liked; or
- Identification of a presentation you particularly liked
and explain why.
Once the issue teams are formed, the students can move to Stage
3: Identifying and Researching Problems
Suggested Lessons and Activities
Forms
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