Research+and+Advocacy


 * Week 12: ** Governance


 * Class Time: ** 1 hour 15 minutes

a) (10 - 15 minutes) Opening Discussion/Lecture use PowerPoint b) (20 minutes) Activity – Taking an active role in governance c) (20 minutes) Wrap-up conversation d) ** (5 minutes) Important Reminders: ** For next class, bring to class your submitted draft of the final project materials to review with a peer in class. The peer review will be started in class and finished at home. Bring your laptop. Agenda to write on board:
 * __ Tentative Outline: __**
 * Discuss final projects
 * Compare and contrast governance and government
 * Reflect on governance for schools
 * Consider your role as a citizen in governance


 * In-class Activity **


 * Title of Lesson: ** Your role in governance

Students will be able to research and understand a policy, write an informed opinion, and communicate their beliefs to a person with decision making authority.
 * Outcomes: **

Students will be use values thinking to reflect on key issues of governance that matter to them, and use futures thinking to communicate to others why the issues should matter to others.

Presentation Slides and Notes Projector and Screen
 * Materials: **

a. No special table arrangement is needed for this activity. b. Start up computer and projector for opening lecture and supporting slides for game c. Write the day’s agenda on the whiteboard d. a) Review outline of day’s activities  b) Explicitly state the learning objectives or goals for today’s class See slides and modify however you’d like. Make a connection back to the ecosystems services debate, and the various stakeholders involved with the Dakota Access Pipeline.
 * Procedure: **
 * Room Preparation **
 * 1) Opening Discussion (5 minutes).
 * 1) Opening Lecture (10 – 15 minutes)

a) Ask students to consider these 2 questions (on slides): b) What is your role as a citizen in governance? c) How can you use your skills and voice to make a positive impact? d) Tell students they will: Choose a sustainability or education issue you care about, and brainstorm how you could make positive changes in governance and government for that issue. They will work in groups to identify:
 * 1) Activity: Engaged citizenship (20 - 30 minutes)
 * a policy you are endorsing or would like to see change (and time line of decision making if available)
 * a credible source for facts and information
 * evidence to back your claim
 * person with power to influence a policy or practice
 * a connection to the person you are addressing

Allow students to pick one of these (or another suggested topic) and arrange themselves in small groups by interest: health care, immigration, students with disabilities, English language learners, energy sources, poverty, climate change, etc. Point out that you are differentiating and providing choice by letting students work on something they are interested in. The slides that I have included have narrowed down to 2 educational and 2 environmental topics. But you could easily modify the topic and choose other topics for students to research and discuss.

Provide them with time to identify policies and conduct research (in school districts, municipalities, states, federal government, etc.)

Consider having groups write their information on a course wiki page through blackboard, so that they all have the info needed for the assignment this week.

Here is one group’s notes from last semester: Policy Endorsed: The Cooperative Water Conservation Partnership Evidence: it will continue efforts to conserve water, serving as a foundation for a flexible and resilient water supply for many of Arizona’s 6 million residents, and shows the willingness of diverse water stakeholders to come together in order to help solve Arizona’s pressing water issues, starting with the health of the Colorado River system. Targeted audience member: Doug Ducey Connection: He's the governor of AZ, so he kind of has to care about Arizona residents, like himself, his 3 kids, and wife, having clean water

Have groups present. Ask them to consider:
 * 1) Group presentations and wrap up (20 minutes)
 * How persuasive was their evidence?
 * How credible were their sources and information?
 * Did they shift your thinking at all on the issue?


 * 1) Remind students that the assignment this week is to follow through with one advocacy action – a phone call, email, or letter to a person they’d like to share their ideas with.


 * Supplemental Resources: **

// Here are 2 videos related to governance for your use either to prep for class or during class as needed: //


 * // Ted Talk on good governance: //[|//https:////][|//www.youtube.com/watch?v=E6hWPDUUQ1w//]

More background on conceptualization of good governance

http://www.goodgovernance.org.au/about-good-governance/what-is-good-governance/