The Advocacy Project requires a substantial amount of commitment from the teacher, students and parents involved with the project. Although the results of The Advocacy Project are stunning, being highly organized with students from the very first day is a must. This organization is achieved by implementing The Advocacy Project requirements in the syllabus at the beginning of the year and presenting the project consistently within the first month of school.
Throughout the year, I break the project into manageable steps to ensure that students have the resources they need to be successful in completing The Advocacy Project.
We start by discussing who is involved:
¿QUIÉN? PIENSA GLOBALMENTE : ACTÚA LOCALMENTE advocates in Sra. Lupton’s class
Then move on to the requirements of the project:
¿QUÉ? Advocacy Project: Quarters 1, 2, 3 and 4. Students will complete six (6) hours of a community service project per quarter to “act local” and develop leadership potential in our community.
Then we discuss the purpose of the project:
¿POR QUÉ? Students will be able to apply concepts learned in their Spanish classroom at Baltimore to their community, therefore being able to “think global and act local”. In addition, this is supported by IB principles:
Community Advocacy · Helps students to increase their awareness of the world around them with firsthand experience · Increases students’ sense of responsibility and self-esteem · Gives insight into different social patterns and ways of life · Uses talents and skills developed in school and elsewhere
Next, I introduce students to the mechanics of the project:
Advocate Proposal Qtr. 1 Due: September 26th
Advocate Service Sheet Qtr. 1 Due: October 27th
Advocate Proposal Qtr. 2 Due: November 21st
Advocate Service Sheet Qtr. 2 Due: January 6th
Advocate Reflection Qtr. 1 + 2 Due: January 8th
¿DÓNDE? Throughout our community. Service may be completed anywhere within the city limits, but is preferably completed by volunteering with the Hispanic community to further your Spanish language skills.
¿CÓMO?Students will propose and develop their own community advocacy project, to be completed by September 26th, and reflected upon by January 8th. Students will strive to be advocates for the Hispanic community as they complete the project requirements, but may also be advocates by promoting an initiative of their own design within the school, in their local community, or within a church or local organization.
Lastly I make sure that students are aware of the way that the project affects their grade in my course:
¿CUÁNTO VALE?This is a 200 point project for Quarter 1 (Formative), and a Summative Assessment for Criterion C and Criterion D for Quarter 2.
Advocate Proposal(s) Due: September 26th + November 21st
30 Points: An outline of your plan for advocacy in our community for Quarter 1.
Advocate Service Sheet(s) Due: October 27th + October 17th
20 points: This will reflect your time spent on the project, will include a signature of a supervisor, and will include at least one photo of the volunteer work completed that day.
Advocate Reflection Essay Due: January 8th
Criterion C/D Summative Assessment Essay: You will reflect on your project(s) and your impact as a leader and advocate that “thinks globally and acts locally” by writing a five paragraph essay IN SPANISH (minimum 250 word count) with a thesis, paragraph and conclusion. Your essay will be graded on an IB Criterion C/D rubric and will reflect on your advocacy and the connection of your project to our class vision.
Below I have included an example of the "Advocate Proposal" and the "Advocate Service Sheet."
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