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Understanding Advocacy
Lesson 1:
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Purpose:

In this lesson the learners will develop an understanding of advocacy for the common good, and the humane treatment of animals. They will become familiar with what motivates people to become advocates, investigate the characteristics of all good advocates as well as begin to understand and develop their own personal advocacy style.

Duration:

One 45 to 50 minute class period

Objectives:

The learner will:

  • define the terms advocacy, common good, humane treatment, and animal welfare.
  • discuss people who chose to advocate for a particular cause.
  • identify a variety of advocacy strategies.
  • name some of the characteristics of all good advocates.
  • explore his/her personal advocacy style(s).
  • articulate the role of advocacy and how private citizen voluntary action intended for the common good can impact public policy. 

Materials:

Handout 1
Jane Goodall’s Biography
Handout 2
Characteristics of Advocates
Handout 3
Personal Advocacy Styles Survey

Instructional Procedure(s):

Anticipatory Set
As the learners enter the classroom have the word advocacy written in bold letters on the display board. Once everyone is settled show the video clip entitled "Gregoire’s Story" found at
http://animal.discovery.com/fansites/
janegoodall/chimps/behaviors/behaviors.html
 
(Note: If other video clips found at this site are also shown, be sure that "Gregoire’s Story" is shown last.)

  • Distribute and have the learners take a few minutes to read Attachment One: Jane Goodall’s Biography.
  • Point to the word advocacy on the display board and have the learners define advocacy as “to write, speak, or act in favor of or support of.” Tell the learners that advocacy is the work of civil society, nonprofit, or volunteer sector.
  • Write the term common good on the display board and have the learners share what they know about its meaning.
  • Discuss and clarify the definition of common good as “individual citizens having the commitment and motivation to promote the welfare of the community (even if they must sacrifice their own time, personal preferences or money) to work together with other members for the greater benefit of all.”
  • Write the words humane treatment and animal welfare on the display board and have the learners share what they know about the meanings. If needed, define humane treatment  (fostering kindness, respect, empathy, and a sense of responsibility for both human and nonhuman animals) and animal welfare (the compassion and respect due animals as living, responsive beings that is not to be left to the compassionate impulses of humans, but is an entitlement that must be protected under the law). The humane treatment of animals and animal welfare benefit the common good by helping  to make our world a better place in which to live.
  • Lead a discussion as to how Jane Goodall’s work is an example of advocacy and encourage them to speculate on some of the reasons why she might have chosen to advocate on behalf of the humane treatment of animals.
  • Have the learners identify other individuals who have advocated or are advocating for the environment or humane animal treatment and identify possible motivations for their advocacy.
  • Have the learners identify some of the more contemporary changes that have come about as a result of groups of people advocating for a cause (i.e. banning smoking in restaurants and public buildings, leash laws for pets, laws against rooster/dog fighting, limits for hunting and fishing, pollution devices on cars, etc.) and discuss the impact of these changes in terms of their contribution to the common good.
  • Engage the learners in a discussion about techniques or strategies one might use to advocate for a cause and also personal characteristics that would be helpful for all good advocates to cultivate.
  • Distribute copies of Attachment Two: Characteristics of Advocates to learners and encourage a discussion to ensure that everyone understands each identified characteristic.
  • Distribute copies of Attachment Three: Personal Advocacy Styles Survey to learners and have each learner complete the survey.
  • Conclude this lesson with a brief sharing of what the learners might have discovered about themselves while engaged in this personal inventory of Attachment Three: Personal Advocacy Styles Survey.
  • Have the learners write and hand in a one-page response to this prompt: As I reflect on my responses to the Personal Advocacy Styles Survey I realize that I … (They should give examples and supporting evidence.)
  • Assign a “homework” project that asks the learners to interview family members and/or friends and ask them if they have ever advocated for something or if they would choose one thing to advocate for, what would it be. They are to take note of their responses and be prepared to share this information in the next class period.

Assessment:

Learner involvement in the classroom discussions will be the major portion of the assessment for this lesson. Consideration could also be given to assessing the learner’s response to the prompt “As I reflect on my responses to the Personal Advocacy Styles Survey I realize that I ...”  based on the depth of thought and completeness of the learner’s response.

School/Home Connection:

Learners are asked to interview family members and/or friends and ask if they have ever advocated for something or if they choose one thing to advocate for, what would it be and share this information in future lessons.

Bibliographical References:

  • Goodall, Jane.  The Chimpanzees of Gombe.  Boston: Houghton Mifflin Publishing, 1986.
  • Goodall, Jane.  Reason for Hope: A Spiritual Journey.  New York: Warner Books. 1999.
  • Nichols, M. Jane Goodall. National Geographic.  December, 1995. 105-131.
  • Learning to Give Briefing Paper Nonprofit Advocacy
    http://learningtogive.org/papers/
    index.asp?bpid=40

For additional related topics and materials see: 

 

Lesson Developed By:

Dennis VanHaitsma
Curriculum Consultant
Learning to Give

Barbara Dillbeck
Director
Learning to Give

Handouts:

Handout 1Print Handout 1

Jane Goodall’s Biography

Jane Goodall
 By Michael Barendse Ed.D


Biographical Highlights
Jane Goodall was the first of several people recruited by Louis Leakey to do extensive studies of primate behavior. Goodall went to Gombe, Tanzania to study the chimpanzees who lived there.  She is credited with many original observations, including tool making and use by the chimpanzees, meat eating, and warfare between chimpanzee groups.  Goodall is currently a leader in the effort to save habitats and preserve the chimpanzees in their wild state.  She established the Jane Goodall Institute for Research, Education and Conservation, and its global youth network program “Roots and Shoots.”


Historic Roots
Primatologist and ethnologist Jane Goodall was born in London, England in 1934.  Her father was an engineer, and her mother was an author.  As she grew up, Goodall exhibited a love for the outdoors and a curiosity about the animals she found around her home.  At about the age of eleven she began to be interested in Africa and expressed an interest in living there.  Goodall was a good student, but did not attend college.  She learned secretarial skills instead, believing that such skills could be put to use anywhere in the world.

Goodall went to Africa in the early 1950’s, finding work as a secretary in Nairobi, Kenya.  While she was there she went to visit Louis and Mary Leakey, who were working nearby.  Leakey, a leading paleontologist, believed that understanding primate behavior would provide important clues to the behaviors of the early humans he was studying through the fossil remains his team found in the Olduvai Gorge in Kenya. The Leakeys were evidently impressed with Goodall and hired her as their secretary.  She helped the Leakeys organize their research notes into presentations.  Eventually, Leakey developed his primate research project and thought Goodall would be a good researcher.  He wanted someone without a lot of training in anthropology or ethnology because he wanted a new, unbiased, perspective on the subject.  Leakey sent Goodall to the Gombe National Reserve in Tanzania to study the chimpanzees living there.  Her mother, Vanne, went with her since the government would not allow her into the region without a chaperone. Goodall began to observe the chimpanzees almost immediately, but found that establishing the necessary level of trust with them was a slow, difficult process.  After weeks of passively observing from a distance, Goodall was able to move closer and, eventually, the chimpanzees accepted her presence among them.

Once she was able to observe chimpanzee behavior first hand, Dr. Goodall made several remarkable observations.  Her first surprise was the discovery that the chimpanzees ate meat as well as plants and berries.  No one had seen meat eating before.  Another important observation came soon afterward.  Goodall watched one of the chimpanzees shape a piece of grass into a tool, and then use it to get food.  Over the next several years, tool use was seen numerous times.  These observations forced important changes in the way chimpanzees were perceived.  They were obviously much more like humans than had been previously thought.

The emotional and social characteristics of the chimpanzees were also revealed as a result of Goodall’s work.  She noted that they exhibited many of the same emotions that humans experience, like sadness, grief, happiness, and loneliness.  She even saw a young chimpanzee “adopted” by an older female after his mother died.  Goodall’s work showed that chimpanzees live in social groups with a defined status structure.  The groups were sometimes in conflict with each other, and in one case a group eliminated its rival group completely.  Her work proved to be centrally important in the field of primate studies.  When Dian Fossey came to Africa to study the mountain gorillas, she went to Gombe first.  Goodall taught her how to observe primates in the wild.

After several years in Gombe Goodall returned to England to pursue a doctoral degree at Cambridge University.  In 1965 she completed the degree program, becoming the first person to be awarded a doctoral degree from Cambridge without completing an undergraduate program first.

By 1967 Goodall was acting as the program director at Gombe, with much of the observation being done by students and assistants.  She began to concentrate more on her role as an advocate for the program, and for chimpanzees in general.  She has published several books about her work, appeared in films and television documentaries, and made many personal appearances to promote the work at Gombe.  Her interests have broadened to include efforts to preserve habitat and protect chimpanzees living in the wild.  Goodall is also concerned with the need for a place to provide shelter for chimpanzees who are sick, injured, or in need of a home.  These efforts are supported through the Jane Goodall International Foundation (JGI).  JGI has established a sanctuary called Chimpanzee Eden in South Africa to shelter chimpanzees in need. 


Importance
It would be difficult to overstate the importance of Jane Goodall to primate research, or to the cause of animal welfare.  As Louis Leakey’s first recruit for his primatology research project, she truly led the way. She developed techniques and made discoveries that informed the work of other primate researchers such as Dian Fossey, Birute Galdikas, and everyone who followed their lead in the field of primate studies.  The results of her work changed the perceptions of everyone about these creatures.  Goodall has also served as an effective advocate for the cause of animal welfare.  She has put forth great effort to publicize the need for action on behalf of animals world-wide.  Her foundation has provided resources to support that work, and she attracts support because she is so well known to the public.


Ties to the Philanthropic Sector
Goodall’s work has been a product of the philanthropic sector since the beginning.  The Leakey Foundation provided the initial support for her work, and continued to support her, and the Gombe Center, and its programs.  Goodall’s own organization, the Jane Goodall International Foundation, currently solicits support for several on-going programs, including research and the Chimpanzee Eden sanctuary.  Without philanthropic support, none of this work could have been done. 


Key Related Ideas
Animal Welfare:  the compassion and respect due animals as living, responsive beings.  Animals are entitled to kind and respectful treatment at the hands of humans, and this is not to be left to the compassionate impulses of humans, but is an entitlement that must be protected under the law.

Observation: Observing of developments in something: the careful watching and recording of something. (http://encarta.msn.com/dictionary_1861684331/observation.html)

Sanctuary:  Refuge, a safe place: a place where wildlife is protected. (http://encarta.msn.com/dictionary_1861701083/sanctuary.html)


Important People Related to the Topic

  • Dian Fossey:  Another researcher in the primate study project.  Fossey studied the mountain gorillas and is known for her book, Gorillas in the Mist.
  • Birute Galdikas;  Galdikas spent many years studying the orangutans of Indonesia as part of the primate research project.
  • Louis Leakey:  Leakey was a well known paleontologist who organized and funded the primate research project.   He recruited Goodall, Fossey, and Galdikas as his first three researchers.


Related Nonprofit Organizations

  • The Jane Goodall International Foundation, Center for Primate Studies  site (http://discoverchimpanzees.org)  is a good place to start for information about the chimpanzee study project and any of Goodall’s other activities.
  • The Jane Goodall International Foundation, Chimpanzee Eden organization is working to provide sanctuary to Chimpanzees who are rescued in the field or from research facilities.  http://janegoodall.org).


Related Web Sites
 
Jane Goodall Institute for Wildlife Research, Education and Conservation at
(http://janegoodall.org).

The Dian Fossey Foundation at
(http://gorillafund.org).

The International Primate Protection League at
(http://ippl.org).

The Leakey Foundation at
(http://leakeyfoundation.org).

The Primate Info Net at offers a good selection of websites on the subject of chimpanzees and primate research.
http://pin.primate.wisc.edu/fastsheets/
entry/chimpanzees/cons

Roots and Shoots, A Global Youth Network program of the Jane Goodall Institute (http://www.rootsandshoots.org/)

Bibliography and Internet Sources

  • Goodall, Jane. The Chimpanzees of Gombe. Boston: Houghton Mifflin Publishing, 1986.
  • Goodall, Jane.  Reason for Hope: A Spiritual Journey. New York: Warner Books. 1999.
  • Nichols, M. Jane Goodall. National Geographic. December, 1995. 105-131.

Handout 2Print Handout 2

Characteristics of Advocates

Advocates have many positive characteristics and actions in common. They are:

  1. Fact Finders: They thoroughly research issues and try to deal objectively with their own related prejudices and preferences.
  2. Individualists: They avoid getting caught up in group thinking and make their own decisions based on the information. They are polite but committed.
  3. Good Listeners: They hear what others are saying and communicate their understanding of what is being said and felt.
  4. People who Persevere: They are determined advocates. They are polite while remaining firmly committed to the cause.
  5. Reasonable: They understand the limitations of time, talent, and treasure and use good judgment when faced with these limitations. 
  6. Credible: They understand the need for being trustworthy, honest, and sensitive to all involved. 
  7. Passionate: They feel deeply about their cause and are willing not only speak to others about it, but they are also willing to act to promote it.
  8. Communicators: They are able to clearly and persuasively articulate their point of view.

Handout 3Print Handout 3

Personal Advocacy Styles Survey

What is Your Advocacy Style?
There are as many styles of advocacy as there are advocates. The following is a personal survey. There are no right or wrong answers to these questions, but by answering them honestly, you can come to a better understanding of your advocacy style. Respond by circling the word Yes or No
Compare your answers with Attachment Two: Characteristics of All Good Advocates

    1. I typically have a strong opinion but keep it to myself.

      Yes          No

       
    2. I am usually able to appreciate someone else’s opinion even if it differs from my own.

      Yes          No

       
    3. I am not usually patient. I like more immediate feedback and results.

      Yes          No

       
    4. I prefer to work in teams rather than alone.

      Yes          No

       
    5. My preference is to call or e-mail someone with a complaint rather than have a face-to-face discussion with that person.

      Yes          No

       
    6. I believe most important issues have two sides.

      Yes          No

       
    7. I trust people will choose to do the right thing when they hear all the information.

      Yes          No

       
    8. I consider myself to be very sensitive.

      Yes          No

       
    9. I tend to wait until all the information is in before making a decision and taking action.

      Yes          No

       
    10. I consider myself to be an organized person.

      Yes          No

       
    11. When I see a situation that I don’t think is fair, I am likely to jump right in and try to make it better.

      Yes          No

       
    12. I typically consider myself a leader more than a follower.

      Yes          No

       
    13. I usually can do my own thing and don’t necessarily have to follow the crowd.

      Yes          No

       
    14. I usually feel comfortable speaking my mind.

      Yes          No

       
    15. I usually can put myself in another person’s shoes and understand where they are coming from.

      Yes          No

       
    16. I am more likely to work behind the scenes than play a leading role.

      Yes          No

       
    17. Usually it takes a lot to convince me to change my mind.

      Yes          No

       
    18. There are not too many issues that I feel really passionate about.

      Yes          No

       
    19. I consider myself to be open-minded about most things.

      Yes          No

       
    20. I often feel that the more supporters a cause has the better chance it has of being realized.

      Yes          No

       
    21. If I make a commitment I usually stick to it until it  is completed.

      Yes          No

       
    22. I think most of my friends would say that I am a good listener.

      Yes          No
       

Philanthropy Framework:

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Unit Contents:

Overview:Advocacy-Getting the Job Done Summary

Lessons:

1.
Understanding Advocacy
2.
Understanding Effectiveness
3.
“Getting our Paws into the Cause”

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