Lesson 8 & 9

Lesson 8 + 9: Setting Our Goal, Identifying Tactics and TargetsOVERVIEWIn this lesson, students will reflect on evidence gathered to propose and reach consensus on one goal to pursue as a class.  Students will clarify the difference between decision makers and influencers and will identify targets for their own project. They will then review the three tactic groups and select activities to engage their target list.

OBJECTIVESBy the end of this lesson, students will have...

Used the framework of the GC’s four Model Goals to define a specific project goal Distinguished between decision makers and influencers and identified targets for their

project Analyzed a target and planned tactics to engage that target in supporting their cause

AGENDA Do Now: Goal Brainstorming (10 minutes) Consensus-Building (10 minutes) Failing a Test Example (5 minutes) Identifying Targets (10 minutes) Creating an “Ask” (5 minutes) Analyzing Tactics (10 minutes) Wrapping Up (5 minutes)

MATERIALS Student handbooks Post-it notes (4-10 per group of 4)

PREPARATION BEFORE CLASS Consider how close to consensus your class appears to be on determining a project goal; if

you anticipate a brief discussion, plan to transition quickly from this lesson into the target identification outlined in Lesson 9

Draw a five-columned chart on the board Bring or ask your teacher for Post-It notes Create a visual display (poster or PPT) of all of the tactics

REFERENCES

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Lesson 8 & 9

GETTING STARTED (10 minutes)Do Now: Goal Brainstorming (10 minutes)Ask students to turn to page 30 in their handbooks and review the Model Goals listed in across the top row; ask students to explain the purpose or value of the Model Goals.

Explain that students are going to review the research they’ve done to identify potential goals for their project, grouping ideas according to the Model Goals listed or under the “?” column if the idea is not a clear fit with a Model Goal. This is okay, too.

Assign students to partners. Invite students to review the research they’ve done to identify potential goals for their project. Goals should be written as action phrases: “We will…(expand, lobby, convince, propose, etc.).” They should brainstorm with their groups and categorize the goals in the appropriate box, or in the “?” box below, if it doesn’t fit neatly. Encourage students to brainstorm potential goals beyond what they have written in their handbooks.

After five minutes, ask each group to write their goals on individual post-it notes and to post these on the board.

Review the students’ suggestions (calling on students to explain, as needed) and group similar suggestions, as appropriate.

DURING CLASS (40 minutes)Consensus-Building (10 minutes)Explain that students need to narrow this list to one goal so that they can get focused and get strategic. Emphasize that this will be something they'll be working on for the rest of the semester, so it has to be meaningful to them.

Start by taking a preliminary poll of where students stand - what goals are speaking to them? Then invite them to speak to why that goal speaks to them, to kick-start the conversation.

Invite a student facilitator or the whole class to collectively steer the discussion to reaching a class goal. Before stepping back, review key guidelines for effective civic dialogue.

Push students to defend their reasoning in the conversation: What evidence do you have to support that choice? What would someone opposed to that goal’s arguments be? Where do you think you can make the most impact?

Have students demonstrate their final attitude towards the agreed-upon decision using their fingers and the Fist-to-Five method (zero = have serious issues, three = willing to move forward, five = excited about the issue, the goal being threes or better across the board).

After students reach consensus, have them record their goal on the

Tip: If students are already close to choosing their goal or already have a clear goal in mind, consider writing out this goal to start off class, allowing students to make amendments, and having students show consensus using Fist to Five early on.

TIP: If students are having a difficult time identifying potential goals, suggest some of your own, and give students responsibility for choosing one to focus on.

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Lesson 8 & 9Advocacy Hourglass at the front of their handbooks on page 1 and consult the check-list on the right-side to make sure their goal is specific and aligns with a ‘good’ GC goal.

WRAPPING UP (3 minutes)Ask students to return to the question asked in the Do Now about what they accomplished in the act of working toward a broader goal. Challenge them to connect that question with the Model Goal discussions we led today. Why did we start with that question? (Answer: students might very well not accomplish their ultimate class goal, but there’s much to learn from the process of working to get there, and that learning will be valuable as they lead change efforts throughout their lives.)

Exit TicketOn a separate sheet of paper, students should respond to the following prompt.

Review the list of Civic Knowledge, Skills, and Motivations listed on page 4.

Which of these do you think working towards this goal will help you develop?

Failing a Test Activity (5 minutes)Imagine that you’re really sick on the day of a test and your teacher has a policy that no one can take tests late. There is no way you can go to school, but you don’t want to failthe test automatically. On page 32 in your handbook, make a list of 1) all of the people you would contact, 2) how they could help you, and 3) how you would convince them.

Invite 2-3 students to share their Do Nows and make a running list of people on the board. Explain that in strategic advocacy campaigns, it’s important to distinguish between a decision maker and influencers.

Ask students:1. To identify the main decision maker in their scenario and to explain

why. Have a student read the definition of Decision Maker in the Glossary.

2. To identify the influencers. Have a student read the definition of Influencer in the Glossary.

3. Who they think has the most power to influence the decision maker of all the influencers they named.

Explain that creating a strategy that effectively engages and utilizes all of these various partners requires examining power dynamics around their issue. Some people have more power than others.

Framing: Refer back to the Advocacy Hourglass and point out to students that they’re now in the stages of identifying targets of and tactics for their project so they can begin action next lesson.

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Lesson 8 & 9Identifying Targets (10 minutes)Ask a student to kick-off the lesson by reminding the class of their overall goal. Then invite students to work in pairs to identify potential targets for their project, taking notes in columns A-E in the chart on page 33 of their handbooks. They should refer back to individuals and organizations referenced in their research lessons to start this list and should feel free to identify groups to target for whom they don’t yet have names or information. Consider also sharing new articles or resources that provide more details on potential targets. Let students know that they will be sharing their ideas with peers in 10 minutes.

After 10 minutes, invite students to form two circles facing one another, with students evenly matched up across from each other on the inside and outside circles. Ask each partner to share one target they identified and to explain why this person or group seems important to them. After one minute for each pair, ask the outer circle to rotate to their left and to discuss their ideas with a new partner. Repeat twice more.

Alternate Format: If you classroom does not have a space or you are short on time, have students find another classmate, who they do not know well, and have the discussion with them. Repeat with one or two new pairs.

Once they’ve returned to their seats, solicit students’ suggestions and justifications to form a target list on the board. Lead a discussion to come to consensus on the target list and to identify gaps where more information is needed.

Underscore that this is a dynamic list, meaning that their decision maker might change, and that people and groups might come on and off this list as they continue to learn more about their issue.

Creating an “Ask” (5 minutes)Explain that it’s not enough to identify targets to talk to, it’s essential to have a clear request of each target, often called an “ask.”

Ask students to listen to the following two conclusions to conversations with a decision maker and to identify which conversation is more likely to result in a positive outcome for students.

1. In conclusion, student unemployment is an important challenge confronting us personally and our broader community. We would love to ask for your support on this issue.

2. In conclusion, student unemployment is an important challenge confronting us personally and our broader community. We urge you to increase funding for the Summer Youth Employment Program so that an additional 5,000 students can earn money and gain valuable work experience this summer.

After students identify the second scenario as more productive, invite them to identify its specific “ask.” Why is it important to have an “ask?”

Some examples of asks include:We ask that you agree to vote for a bill

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Lesson 8 & 9We ask that you agree to contact the decision maker to urge them to support the goalWe ask that you agree to publicly pledge supportWe ask that you agree to write a statement supporting the class’ goalWe ask that you provide additional information or materials that will strengthen the projectWe ask that you agree to exercise the power of their position to support a goal (ex: as a committee member,

Group students according to the number of targets identified, and assign one target per group. Challenge them to develop a clear “ask” for each target. After they develop their ask, each group should write it on the board next to their target.

Once each target’s “ask” is filled in, go one-by-one down the list, asking students to approve each “ask” or to suggest ways to strengthen them. Students should copy the final “asks” in column E of their tables.

Analyzing Tactics (10 minutes)Explain that after students figure out who they want to target and what they want to ask of them, they have to figure out how they’re going to do so. Just as they wouldn’t use the same line of reasoning to appeal to their teacher and their parent in the Do Now example, advocacy targets too need to be appealed to, or engaged, in different ways.

Ask students to follow along on page 34 in their handbooks as you describe the Three Tactic Types. Make the point that a strategic plan to achieve a goal rests upon three distinct types and that, like a stool must rest on three even legs, plans typically must involve all three types in order to be successful.

Lobbying a decision maker directly – presenting to the main individual or group who can help you accomplish your goal

Developing your argument – gathering and organizing evidence to strengthen the pitch you make to your decision maker and others

Rallying support from influencers – mobilizing influencers to draw attention to and demonstrate widespread support for your issue

There are various activities within each type of tactic that advocates can engage in. Explain to students that there are no right answers, and that tactic choice depends on who they are targeting and what would be most influential for them.

Invite students to read the full list of tactics on page 35 and to write down at least two questions that they have. Solicit questions and encourage students to answer them, or offer suggestions yourself. Make the clear point that regardless of which tactics they choose, respect is an important component of every activity they engage in. Respectful lobbying (of your decision maker especially) is successful lobbying.

Challenge students to think of a recent decision they made after being convinced by someone else. Were any of these tactics in involved in their decision? Which tactics might have been useful?

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Lesson 8 & 9

WRAPPING UP (5 minutes)Exit TicketInvite students to work with a partner to identify 5 tactics that they think the class should use, including at least 1 from each tactic type. Once they’ve decided, ask each group to write these down on a piece of paper and submit as their Exit Ticket for the day. You will bring all the possible ideas to start off class next time where they will get in their action groups and confirm the Target and Tactics each action group will take on.

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Lesson 8: Student Handbook Pages

Our Potential GoalsReview your research and think creatively to identify potential goals for your project. Make sure to start your suggestions with an action word, such as the following (We will…):

Convince

Lobby Expand Propose

Improve Create Develop Institute, etc.

1Lobby for or against a bill

2Introduce a new bill

3Create, improve, or expand public programs

4Strengthen youth voice in departments or

programs

?

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Lesson 8: Student Handbook Pages

Identifying Targets

Imagine that you’re really sick on the day of a test and your teacher has a policy that no one can take tests late. There is no way you can go to school, but you don’t want to fail the test automatically.

In the space below, make a list of:1) All of the people you would contact, 2) How they could help you, and 3) How you would convince them

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Lesson 9: Student Handbook Pages

Identifying Our Targets4)

APossible Target

BDecision Maker or

Influencer?

CWhy They’d Be Interested

DWhat Power or Influence

They Hold

EWhat You Would “Ask”

Them to Do(pass, approve, create, vote,

update, allocate…)

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Lesson 9: Student Handbook Pages

Balancing Your Approach: Three Tactics Types

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Lesson 9: Student Handbook Pages

Develop Your Argument!Compile research – Collect background information on your issue or evidence for your argumentCollect testimonials or interviews – Explore community members’ personal perspectives and document these perspectives to share with your targetsConduct a survey and compile results – Ask groups affected by your issue to share their opinions through taking part in a surveyMake a video – Create a video that presents research and stories related to your issueCreate a presentation – Communicate your research to persuade your target audience Write a report, memo, or executive summary – Provide a written summary of your issue and research, goals and your askCreate a data visual or infographic – Design a visually interesting display of relevant data

Lobby Your Decision Maker!Hold a meeting – Arrange a face-to-face opportunity to persuade your Decision Maker to take actionMake a call – Call your target directly to make your voice heard so that they will prioritize your issueSend an email – Send a persuasive email making your ‘ask’ to your Decision MakerWrite a letter – Send a persuasive letter making your ‘ask’ to your Decision MakerTestify at a hearing – Speak publicly at a decision-maker meeting that is relevant to your issue

Rally Support!Hold a meeting with influencers – Meet with influences to ask for their support for your issueCanvass with a petition – Collect signatures from community members who support your argumentLaunch a letter writing or email campaign – Organize groups of people to write letters or emails to your targets showing support for your issueOrganize phone-banking – Organize groups of people to make calls to your targets showing support for your issue

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Lesson 9: Student Handbook PagesWrite an editorial for a newspaper – Submit an informed article to a newspaper about your issueAttract press attention – Contact press to come to an event or draw attention to your workHost a workshop, assembly, or panel – Bring people together to learn more about your issueOrganize a lobby day – Visit your local elected officials and go from office to office meeting with them about your issueUse a social media strategy – Try reaching a target by launching a social media campaignParticipate in an outside event – Attend an event that another group has organized about your issue

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