Advocacy: Building an Advocacy Plan – Complete
“Building an Advocacy Plan” is a step-by-step National FFA Organization guide that teaches students to create an advocacy plan, presented in three distinct phases. It contains three short lesson plans (Getting Started, Outlining the Details, and Execute and Evaluate) with accompanying worksheets based on the National Association of Agricultural Educators’ “Ten Steps to Developing an Advocacy Plan,” guiding students through identifying advocacy opportunities, determining audiences and messages, executing the plan, and evaluating outcomes.
At a glance
- Learning objectives
-
- Identify opportunities to advocate in their community.
- Determine the audience for their advocacy message.
- Assess what information they need to share with their audience.
- Identify ways to communicate a message to a specific audience.
- Identify resources needed to manage and execute a plan.
- Create a project timeline.
- Determine how to evaluate the outcomes of a project.
- Time required
- 30 minutes per lesson (three lessons)
- Materials
-
- A copy of the "Advocacy Plan: How to Get Started" worksheet for each student
- A copy of the "Advocacy Plan: Get Specific" worksheet for each student
- A copy of the "Advocacy Plan: Execute and Evaluate" worksheet for each student
- Internet access to play the videos in real time or embed them in a PowerPoint ahead of time
- Internet access to display the speech evaluation checklist or to print it ahead of time
- Resources
- FFA.org; Speech Evaluation Checklist (http://www.virtualspeechcoach.com/2012/04/18/how-to-self-evaluate-your-speech/)
- This Quick Lesson Plan Would Work Well As
- Part of an advocacy unit; an activity in a marketing unit; a precursor to a public speaking project.
- Partnership for 21st Century Skills
- Civic Literacy; Communication; Information, Communication, and Technology Literacy; Initiative and Self-direction; Leadership and Responsibility; Social and Cross-cultural Skills; Collaboration; Critical Thinking and Problem Solving; Flexibility and Adaptability; Productivity and Accountability
- Created
- 06/2015 (Lesson 1), 08/2015 (Lesson 2), 09/2015 (Lesson 3) by the National FFA Organization
Downloads & Links
Aligned Standards
AFNR Career Ready Practices
- CRP.01Act as a responsible and contributing citizen and employee.
- CRP.05Consider the environmental, social and economic impact of decisions.
- CRP.06Demonstrate creativity and innovation.
- CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
- CRP.09Model integrity, ethical leadership and effective management.
AFNR Cluster Skills
- CS.02Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy.
- CS.06Analyze the interaction among AFNR systems in the production, processing and management of food, fiber and fuel and the sustainable use of natural resources.
AFNR Performance Element
Common Career Technical Core
- AG1Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food & Natural Resources Career Cluster.
- AG2Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food, and natural resources (AFNR) in society and the economy.
Common Core – Language
- CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Common Core – Literacy in Science & Technical Subjects: Writing
- WHST.9.10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- WHST.9.10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Common Core – Math Practices
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.SL.9-10.1.CPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- CCSS.ELA-Literacy.SL.9-10.1.DRespond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
- CCSS.ELA-Literacy.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
- CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Common Core – Writing
- CCSS.ELA-Literacy.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CCSS.ELA-LITERACY.W.9-10.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibility and dynamically.
- CCSS.ELA-LITERACY.W.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
FFA Precept
NASDCTEc
- AGC02.01Use oral and written communication skills in creating, expressing and interpreting information and ideas including technical terminology to communicate technical information within AFNR.
- AGC10.03Compare and contrast issues affecting the AFNR industry including biotechnology, employment, safety, environmental and animal welfare to demonstrate an understanding of the trends and issues important to careers in this industry.