Advocacy: Building an Advocacy Plan – Getting Started
This is a quick FFA lesson plan that introduces students to the process of building an advocacy plan for agriculture. Using a “How to Get Started” worksheet and a video on knowing your audience, students identify advocacy opportunities in their community, determine target audiences, and assess what information they need to share. It works well as part of an advocacy unit, a marketing activity, or a precursor to a public speaking project.
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.
- Time required
- 30 minutes
- Grade level
- 9-10
- Materials
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- A copy of the "Advocacy Plan: How to Get Started" worksheet for each student.
- Internet access to play the video in real time or embed it in a PowerPoint ahead of time.
- Resources
- FFA.org
- This Quick Lesson Plan Would Work Well As
- 1. Part of an advocacy unit. 2. An activity in a marketing unit. 3. 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
Downloads & Links
Aligned Standards
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 – 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.9-10.1.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.9-10.4Present 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.
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.