lesson 9 developing targets and tactics -...

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Lesson 9: Developing Targets and Tactics

Lesson 9: Developing Targets and Tactics OVERVIEW In this lesson, 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. OBJECTIVES By the end of this lesson, students will have...

• 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: Failing a Test (5 minutes) • Identifying Targets (15 minutes) • Creating an “Ask” (5 minutes) • Analyzing Tactics (20 minutes) • Wrapping Up (5 minutes)

MATERIALS

• Student handbooks • Blank paper • Visual display of tactic list

PREPARATION BEFORE CLASS

Create a list (for your back pocket) of potential targets for students’ project, including a decision maker and influencers; if you feel students will need more research to better understand their targets’ power and influence, bring in new articles or resources

Create a visual display (poster or PPT) of all of the tactics REFERENCES

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GETTING STARTED (5 minutes) Do Now: Fail ing a Test 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. 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. Review the day’s agenda. DURING CLASS (40 minutes) Identifying Targets (15 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

GLOSSARY TERMS Target: Influencers and decision makers who can help accomplish a goal Sample Sentence: Last year, Laura’s class did a project on improving school lunches across Boston public schools, and the students held a meeting with their target, the superintendent. Decision Maker: The person or group with the power and responsibility to make the change you envision Sample Sentence: For issues within the school, the decision-maker will often be the principal. Influencer: A person or group who can help convince a decision maker Sample Sentence: Teachers can be be valuable influencers when trying to convince the principal to modify the curriculum in schools. Power: The ability to control our circumstances and make things happen outside of ourselves Sample Sentence: As a student, you have the power to have a positive impact on the lives of those around you. T IP: If students are having a hard time identifying a decision-maker, refer back to Lesson 8 in which they analyzed Model Goals. Does their project’s goal refer to the executive or legislative branch? Clarifying that can often help them locate the right department, committee, or other decision-making body.

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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 We ask that you agree to contact the decision maker to urge them to support the goal We ask that you agree to publicly pledge support We ask that you agree to write a statement supporting the class’ goal We ask that you provide additional information or materials that will strengthen the project We 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 (20 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

TIP: This is a really meaty concept and really important for students to understand and own in order to make decisions about what comes next in their plans. If timing takes long, consider asking students to review the tactic list in their handbooks for homework and to come prepared with questions to the next lesson. TIP: If students are struggling to come up with an ask, they can use another target to get expert advice (ex: ask an advocacy group what steps they think students could reasonably ask Person X to take to support the goal). GLOSSARY TERM: Ask: The specific action that you would like a target to take Sample Sentence: When they made the ask of their Mayor, she quickly agreed to support their proposal.

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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? Invite 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 put checkmarks on the board next the 5 tactics they prioritized. Circle the class’ top tactics. Ask students to reflect on their proposed list.

• Have they identified at least one tactic from each tactic type? • Which tactics are brand new to students and where do they have prior experience? • Are these tactics possible, in terms of time, money, and what resources are available

to them? Make the point that though tactics are separated on the page, they’re very connected with one another in actual execution. After meeting with a decision maker, you might post a short message of thanks on social media. You might prepare a presentation to be used in both an individual meeting and at a workshop or for use on a new website. Once the targets and tactics are selected, have students turn to their ‘master’ Advocacy Hourglass on page 1 in the front of their Student Handbook and record these targets and tactics. Note to them that as the process goes forward, these may change slightly. The class will make final edits later on in the process. WRAPPING UP (5 minutes) Explain that beginning in the next class, students will be shifting into action and getting their hands dirty by implementing these tactics. Remind them that the work they’ve done today offers a blueprint for their next steps, but that they’ll be reflecting on and changing this plan regularly as they advance further in their efforts. Exit Ticket On a separate sheet of paper, students should answer the following questions.

• Which 2-4 tactic(s) would you be most interested in working on, and why?

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Lesson 9: Student Handbook Pages

Do Now: 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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Identify ing Our Targets

Work in pairs. Go back to your research and identify individuals or groups who might be able to make change in your issue area. Fill out the chart below for the targets you pick.

A Possible Target

B Decision Maker or Influencer?

C Why They’d Be Interested

D What Power or Influence

They Hold

E What You Would “Ask”

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

allocate…)

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Balancing Your Approach: Three Tactics Types !

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Develop Your Argument!

Compile research – Collect background information on your issue or evidence for your argument

Col lect test imonials or interviews – Explore community members’ personal perspectives and document

these perspectives to share with your targets

Conduct a survey and compile results – Ask groups affected by your issue to share their opinions

through taking part in a survey

Make a video – Create a video that presents research and stories related to your issue

Create 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 ask

Create 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 action

Make a cal l – Call your target directly to make your voice heard so that they will prioritize your issue

Send an email – Send a persuasive email making your ‘ask’ to your Decision Maker

Write a letter – Send a persuasive letter making your ‘ask’ to your Decision Maker

Testify at a hearing – Speak publicly at a decision-maker meeting that is relevant to your issue

Ral ly Support!

Hold a meeting with inf luencers – Meet with influences to ask for their support for your issue

Canvass with a petit ion – Collect signatures from community members who support your argument

Launch a letter writ ing or email campaign – Organize groups of people to write letters or emails to your

targets showing support for your issue

Organize phone-banking – Organize groups of people to make calls to your targets showing support for

your issue

Write an editor ial for a newspaper – Submit an informed article to a newspaper about your issue

Attract press attention – Contact press to come to an event or draw attention to your work

Host a workshop, assembly, or panel – Bring people together to learn more about your issue

Organize a lobby day – Visit your local elected officials and go from office to office meeting with them about

your issue

Use a social media strategy – Try reaching a target by launching a social media campaign

Part ic ipate in an outside event – Attend an event that another group has organized about your issue

lesson 9 developing targets and tactics -...

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