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This lesson is written as an interdisciplinary unit for both the Health and Language Arts classrooms. It can however, be taught in just one of the classes.
Main Curriculum Tie:
Background For Teachers:
Student Prior Knowledge:
Intended Learning Outcomes:
Examples of Advocacy
Option B: Use the following information and web sites listed in Background for Teachers to describe the 1965 California farm workers' strike.
Distribute a copy of "Sun Maid or Sun Mad?" to each student or show the class the overhead transparency. Use the questions provided along with the pictures:
Look at both pictures, studying them for detail.
Explain the California Farm Workers' Strike and the ensuing consumer boycott. Describe some of the reasons the farmers were striking; e.g., low wages, toxic pesticides, horrible working conditions, etc. Go on to relate some of the successful strategies used by Cesar Chavez and the farm workers:
And The Results?
Brainstorming For Change
Distribute a copy of the Advocacy Plan to each student for completion. At this time, go over any unfamiliar terms; e.g., petition, hand bills/literature, lobbying, press release, etc.
Ask students to identify a person, in authority, to whom they can write a letter which addresses the selected health problem (students may need to use phone books, make phone calls or use the internet to determine this information along with a mailing or email address.)
Over the next few days, students will continue to work on their advocacy plan* in Health class while they focus on the letter writing component in the Language Arts classroom. Students may wish to work on the plan outside of class, collecting signatures, searching for information online, etc.
DAYS 2 - 4 (Language Arts Class)
Instruct students to complete a rough draft of their letter (use computers if available). When the draft is completed, ask class members to trade letters with another student and complete a Peer Editing Sheet for that student's letter.
Based on feedback from the peer edit, students make necessary changes in their final copy.
*Students are not required to follow through with their action plan (this includes the mailing of the letter). Ask students to predict the outcome of their advocacy plan. Students wishing to follow through with their plans are encouraged to do so.
Strategies For Diverse Learners:
Show a film clip which illustrates someone in an advocacy role; e.g., Ghandi, Erin Brockovich, etc.
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