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Modern Advocates for Change
Lesson 4:
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Lesson
Handouts
Academic Standards
Philanthropy Framework
9th-12th Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ELA: Group Discussions; Letter Writing; Point of View
PHIL: Activism; Advocacy; Social Action
SOC: 1 genOn; Advocacy; Justice; Social Action; Values

Purpose:

Learners will recognize persons who might be considered modern day prophets or advocates for social justice and explain how they have made considerable contributions toward the common good.

Duration:

Two To Five Forty-Five Minute Class Periods

Objectives:

The learner will:

  • generate a list of modern day prophets and evaluate them as true or false prophets.
  • describe why some humans will sacrifice for the benefit of others.
  • advocate a solution for a societal problem.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Learners will write an advocacy letter urging support for solving a specific problem in the community.

Materials:

  • Videotape of Romero (see Bibliographical References)
  • VCR
  • Handouts or notes on social justice from Lesson One: What Is Your Gripe, and A True Prophet Versus A False Prophet from Lesson Two: Being A Prophet: Traits of the Trade
  • Completed Family Survey from Lesson Two: Being A Prophet: Traits of the Trade
  • Advocacy Letter Rubric (see Attachment One)
Handout 1
Advocacy Letter Rubric

Instructional Procedure(s):

Anticipatory Set:

Review the definition of a prophet (a person who has taken a stand to speak out against social injustice; a person who has been recognized as an advocate for specific justice causes).
  • Show a clip of Romero, an El Salvadoran bishop who becomes a champion of the poor and oppressed when he sees the brutality of his country's repressive government. (Teacher’s Note: The following movies would also set a tone: The Ghost of Medgar Evers; A Long Walk Home about the bus boycott; With Honors about a homeless person befriended by Harvard learners; Dead Man Walking about the death penalty.) Try to choose a clip that shows the character speaking out against injustice. Following the video, ask for learners’ opinion about whether or not the person portrayed was acting as a prophet or advocate. Allow five to ten minutes for comments. Review the notes on true/false prophets.

  • Organize the class into groups of three or four learners. Ask learners to refer to the homework, Family Survey, from Lesson Two: Being a Prophet: Traits of the Trade. Ask each group to name at least five people they would consider to be modern day prophets. They should be prepared to present any one of their choices with at least three reasons that validate their selection, based on definitions of social justice and the prophets who were introduced in previous lessons.

  • Ask for a reporter from each group to share one of their group’s responses with the class. Listeners are free to ask clarifying questions, but should not initiate a debate. Subsequent groups may not use any person already mentioned by another group. If time permits, you may choose to allow a second round of responses.

  • Assign an advocacy letter. Learners should write a letter to a local, municipal, county or state leader or agency in which they advocate the solution of a problem or issue in the community. To assist in locating an agency or leader, check your local government Web site. The letter should include the following:

    • Describe the problem, need or issue.

    • Explain why you are interested in the issue.

    • Suggest a change or a way to solve the problem.

    • Offer volunteer service as part of the solution, if possible.

    • Send a copy to the "Letters to The Editor" of your local newspaper.

    • Use proper grammar and a business letter format.

    • Go over Advocacy Letter Rubric (Attachment One) with the learners to use as a guide when composing the letter.

Assessment:

Rubric for Group Presentation on Modern-Day Prophets

 

4 points

3 Points

2 Points

1 Point

Group discussion

Each group member actively contributes to discussion; members stay on task

Each group member actively contributes to discussion; most members stay on task

Each group member is attentive to the discussion; most contribute and stay on task

Group members do not complete the task or stay on topic for discussion.

Group responses

Generates five modern day prophets and supporting data.

Generates four modern day prophets and supporting data.

Generates three modern day prophets and some supporting data.

Generates two modern day prophets with or without supporting data.

Presentation to class

Names a modern day prophet and offers three solid reasons for the selection; refers to notes on true prophets.

Names a modern day prophet and offers at least two reasons for the selection; refers to notes on true prophets.

Names a modern day prophet and offers supporting reasons for the selection; refers to notes on true prophets.

Names a modern day prophet and offers inadequate support for the selection; does not refer to notes on true prophets.

 

Bibliographical References:

  • Dead Man Walking. Produced and directed by Tim Robbins. USA Films, 1999. Videocassette. ASIN: 6304068441

  • Ghosts of Mississippi. Produced and directed by Rob Reiner. Castle Rock Films, 2002. Videocassette. ASIN: B0000214G0

  • Long Walk Home. Produced and directed by Richard Pearce. Artisan Entertainment, 2002. Videocassette. ASIN: 6301960130

  • Romero. Produced and directed by John Duigan. Vidmark/Trimark, 1994. Videocassette. ASIN: 6301589068

  • With Honors. Produced and Directed by Alek Keshishian. Warner Studios, 1998. Videocassette. ASIN: 630516410X

Lesson Developed By:

Susan Lindstrom
Indianapolis North Deanery
Bishop Chatard High School
Indianapolis, IN 46220

Handouts:

Handout 1Print Handout 1

Advocacy Letter Rubric

CATEGORY

EXCELLENT

4

GOOD

3

AVERAGE

2

NEEDS

IMPROVEMENT

1

Description of the Problem

Writer describes the problem effectively in an original and interesting manner.

Writer describes the problem effectively.

Writer describes the problem incompletely.

The problem is not described.

Your Interest in the Issue

Writer shows interest enthusiastically and clearly; makes offer to volunteer in solution.

Writer states interest clearly.

Writer states interest in an unclear manner.

Interest is not indicated.

Grammar and Spelling

Writer makes less than two errors in grammar and spelling.

Writer makes three to five errors in grammar or spelling.

Writer makes six to nine errors in grammar or spelling.

Writer makes ten or more errors in grammar or spelling.

Sent to Agency or Leader

Met requirement.

Met requirement.

Met requirement.

Did not meet requirement.

 

Philanthropy Framework:

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Unit Contents:

Overview:How Prophet-able Are You? Summary

Lessons:

1.
What Is Your Gripe?
2.
Being a Prophet—Traits of the Trade
3.
Ancient Advocates for Change
4.
Modern Advocates for Change

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