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 (bcarmel@fegs.org)

• Elaine Roberts (elaine.roberts@archny.org)

• KC Williams (kwilliams@queenscommunityhouse.org)