Make A Difference Challenge by Teacher Superstore

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About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

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Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum. Make A Difference © 2008 Ready-Ed Publications Printed in Australia Author: David Holmsen Typesetting and Cover Design: Shay Howard

Acknowledgements:

Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

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ISBN: 978 1 86397 754 8 COPYRIGHT NOTICE

Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

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Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

Contents Teachers’ Notes

Step Two: Research and Plan

The Make a Difference Challenge ......... 4

Research and Plan ........................... 24-25

Frequently Asked Questions .............. 5-9

Accessing Information .......................... 26

Curriculum Links.................................. 10

Acknowledging Your Resources ........... 27

r o e t s Bo r e p ok u SChallenge Make A Difference

Consider Your Options for Actions ..... 29

Which Issue? ........................................ 19

Reflect on Your MDC ..................... 35-36

Further Research ................................. 20

Sharing Your MDC Experience ............ 37

Ready to put your idea down on paper? ..... 21

Review and Reflect .............................. 38

Three Simpler Goals............................ 22

Going Beyond MDC ............................ 39

Strength and Weakness ....................... 23

Next ..................................................... 40

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Building a Team and Leadership .......... 28

Introduction ........................................ 12

Ensuring Your MDC Success ................ 30

Step One: Select an Issue

Step Three: Take Action

Select an Issue .................................13-14

Take Action .....................................31-32

Band 1: My School Community ........... 15

Action Plan ......................................33-34

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© ReadyEdPubl i cat i ons Band 3: My Country Community ........ 17 •f orr evi ew pu r pFour: ose son l y • Step Reflect and Share Band 4: My Global Community ........... 18 Band 2: My Local Community ............. 16

o c . che e r Petition ........................................... 42 o t r s interview ..................... 43 supe r One-on-one Collecting Primary Information:

Survey ............................................. 41

Make a Difference Challenge Teachers’ Notes

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The Make a Difference Challenge (MDC) is the opportunity given to students to select an issue they feel particularly passionate about and wish to do something about to improve the current situation. The book is written in a simple, step-by-step format that will show students how to access organisations, resources and the people necessary to make change. In the process, your students will develop communication skills, gain confidence and the appreciation of new-found responsibilities in learning how to make a positive impact in their community. The MDC fits perfectly as part of any humanities unit or can be programmed as a stand alone activity. It’s the ideal vehicle to motivate students of all ages to be involved in issues that affect them, their family, their class or school, their country or even the world. The scope of MDC encourages flexibility in determining what the students would like to undertake. The entry level can be guided by the curriculum, or the school-based needs of the students as determined by the teacher and community.

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You will find the MDC one of the most interesting, rewarding and personally satisfying projects you can undertake with your students. This challenge is not your average school project. Please enjoy – and be prepared to be inspired!

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Frequently Asked Questions Teachers’ Notes

What exactly is the Make a Difference Challenge (MDC)?

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Do students have to be successful in making a change in the community? No, and this point should be stressed upon the students as well. As adults we know how difficult it can be to always make the sorts of changes we want in our communities. These things take time, patience and determination. For example, issues like global warming, nuclear disarmament and saving the whales are complex, political problems. The real point of the MDC is to empower students to find ways they can peacefully effect change. The outcome may not always be what they want and this is, in itself, a valuable lesson in life. It would be hoped that the students’ MDC campaign was effective enough to have instigated some change or community debate. Final success may even come some time later, after the challenge is officially over.

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The MDC encourages students to provide solutions for a particular issue that will impact positively on the lives of themselves and others. The application and appreciation of knowledge is often wasted unless students are presented with opportunities to act on their issue and put their actions to good use in their community. The MDC is that opportunity.

place in society. Initially, younger students in particular may question their own abilities to influence outcomes. At this point the teacher can offer reassurance and provide the material support needed for the student to get started. Soon, the students will realise that if they go about their task in the right way, people will listen and take notice. Influencing enough people can shift the balance of power in their favour. Students should realise they don’t have to be elected representatives to have influence, nor do they necessarily need to make representation to elected officials to get what they want. Civil action like striking, boycotting and protesting are examples in history that supports this point.

Should students make a difference? © ReadyEdP ubl i cat i ons This question recognises a level of innocence in children and the importance •f orr evi ew pu po ses on l y ofr being allowed to grow up, free • from

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the worries of the adult world. There are two points that should be understood in relation to this. Firstly, there is a time restraint on the MDC. They are not asked to continue on with it indefinitely or until all their objectives are achieved. The second point is that students should be guided in their selection, to pursue topics that have emerged from the needs of their community. It could, for example, be something simple at the class or school level. This makes the MDC meaningful and personal. Properly managed, the MDC can be one of the most rewarding endeavours for the student and teacher.

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Can students pull out or change their mind about their challenge mid way through?

The world really is a different place from what it was a generation ago. Students are more worldly, generally more empowered and collectively more confident about their

Teachers' Notes

How does the MDC work? In its simplest form, the MDC can be broken down into four steps: 1. Select an Issue The student selects an issue belonging to one of the four community bands (see below).

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2. Research and Plan The student finds out more about their selected issue to determine the best course of action to make a difference. 3. Act The student puts his/her research and planning into action.

4. Share and Reflect Afterwards, the student shares and reflects on his/her work and successes.

Community Bands

Issues suitable for the MDC selection can be thought of as belonging to one of four groups or bands. In each case, students need to identify something they feel they can make a difference about. Some issues are more ‘adult’ and are suitable for older students. The teacher may guide the students towards one or more particular band.

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individual capabilities and the inevitable time constraints in completing the project. To further assist with the selection process, issues are categorised into one of four different groups called community bBands, as discussed below.

Band One – My School Community

My School Community involves the issues concerned directly with what takes place at school. This might include improved shaded eating areas, better road safety to and from school, a healthier canteen menu list and the installation of more drink fountains.

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freedom to select their own challenges. To select an issue for the MDC, students should think about what they feel passionate about. Their age and interest will also determine the direction of this pursuit. The teacher may wish to steer the class in a particular direction. Generally, issues that the students are personally connected with work best. There is also an advantage in selecting issues that allow them to become physically involved (such as attending meetings or meeting people) and not simply writing letters or sending emails to people in different countries. Some students will need further assistance in the selection process to ensure it is both appropriate and suitable, given their

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Band Two – My Local Community

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How do students select an MDC issue?

My Local Community is the social and physical network that a student is directly associated with. For example, a student may be involved with a soccer club outside of school or be a member of a dog or pet association. They might be involved with a tennis club or attend Saturday cultural schools. This band also includes the local park, shops and the neighbourhood in which the student lives.

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Band Three – My Country Community My Country Community includes the issues that affect a nation. Examples

Teachers' Notes

in this category include pollution, the national anthem, censorship, public art and multiculturalism. Band Four – My Global Community

Can students team up with others and form a group?

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How can I encourage students to localise global issues like “Save the Whale” or global warming? Many people feel strongly about issues like saving the whales and global warming. However, these are politically complex and often distant issues. The teacher could instead, localise these issues. For example, since the Save the Whale cause indicates an interest in animal welfare, students could instead, initiate a campaign to save a local frog species from their area that is under threat. If students are concerned about the threat of global warming they could persuade the school to expand their recycling program, start a worm farm or run a campaign to turn off lights in the classroom. Poverty solutions, like child sponsorship, are considered a worthy endeavour, but can be localised by examining indigenous issues. Local issues allow for closer contacts and direct connections.

The MDC is principally designed as an individually inspired activity. If two students by coincidence have taken on similar issues, there is some scope for limited co-operation and sharing of resources. For example, the students may join together to collect signatures for a petition and present it simultaneously to the local council. The students will need to keep in mind that they will be marked individually on their work, and will subsequently, need to conduct their own MDC campaign. If teachers want students to form groups, it is recommended that clear guidelines be set to ensure the work is equally proportioned to each member and that effective working relationships are established and cultivated. Maintaining morale and motivation is paramount to completing a quality MDC project.

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My Global Community refers to issues not confined to cultural or political groups or boundaries. They are problems shared by all people of the planet. Examples in this band include global warming, ivory trade, refugees, access to safe drinking water and deforestation.

undertake. Chopping and changing midstream will create time pressures on a student’s campaign. Changing issues should be discouraged and would be done only in exceptional circumstances.

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What about fundraising?

Fundraising for the MDC is not, generally, recommended for school age students. Fundraising can become a complicated and politicised event to organise. Such events require adult approval and intervention. Many of the principles required to fundraise distract from the altruistic nature of MDC.

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Can schallenge mid way through? It’s important that adequate lead time and forethought be given to the challenge each student would like to

As a suitable alternative, students could seek donations of goods or services.

Teachers' Notes

Primary and secondary information

The role of the parent is like that of the teacher – to act as a mentor. The parent can correct and edit work. They can offer suggestions about strategy and provide encouragement to keep going. The MDC is a fantastic opportunity to build greater independence and confidence in each student. The students are encouraged to rise to the challenge they have chosen and make it their own.

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What are the safety issues for students? Collecting primary sources of information requires students to make contact with members of the public. A commonsense approach is recommended when dealing with student safety. A parent or guardian should accompany the students if they are surveying, door knocking or collecting signatures for petitions. Random doorknocking should be discouraged. The adults should, of course, take a back-seat as the students engage in conversations, but remain in sight and be there for support. All emails sent and received should be vetted. Students should not use chatrooms for surveys or solicit for supporters. Students should not give out their own private mobile phone numbers and instead, use home numbers or parent contact details.

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A common complaint from teachers today is the overuse of Internet search engines to locate and cut and paste information. Students need to learn the importance of going beyond secondary sources and generating their own data from primary sources. This might entail surveying people, interviewing experts and gathering signatures for a petition. Ideally, students should be gathering information from both primary and secondary sources. For the MDC, it is part of the teacher’s role to develop the students’ skills in gathering information and acknowledging their source.

What is the role of the parent in the MDC?

How long is the MDC expected to go for?

There are a number of considerations that will help determine an appropriate timeframe. It is important to carefully guide students so that they don’t feel overwhelmed. One way to ensure this does not happen is to set relatively short deadlines for the challenge to be completed.

Student Age

Suggested Duration of MDC

>11

Up to 3 or 4 weeks

11/12

Up to 4 or 5 weeks

13+

Up to 5 to 10 weeks

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For example:

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Remember, an issue does not have to be resolved by the completion date. If the student remains interested in the MDC after, they can continue on with it. There are suggestions for the students on how they might do this on page 39.

Teachers' Notes

How will students record and demonstrate what they did?

• Letters and emails not checked and edited before being sent. • Students wanting to change their issue after the commencement of the project.

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How often should students report back on their progress? Students can report back on their progress through their action plan(see pages 31-32) and in regular conferences. The conferences are the one-on-one meetings they have with their class teacher, or mentor. These meetings should be at least once a week over the duration of the project and can take anywhere from 5 or 10 minutes up to 20 minutes. At these conferences, the teacher can offer solutions, vet students’ work and act as a sounding board. The student should bring what they are working on to these conferences including: their journal, relevant articles they have found, letters they have received and any proposed correspondence they are sending out.

• Students not prepared to collect information using primary sources. Instead, there is an over reliance on secondary sources from Google or Wikipedia searches.

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Inside this book you will find an action plan (see pages 31-32) for students to record their work. You may wish to photocopy these pages and others in this book to make a portfolio for the students. Alternatively, you may wish to adapt or construct your own format. Students may also blog their experience on a suitable website. After the completion of the MDC, the teacher may wish to hold a presentation event in which the students can talk to their peers, teachers and/or parents about their work.

• Students not starting their project promptly. This creates time pressures as the end of the MDC nears.

• Students not recording their progress as it happens. • Students not regularly conferencing with the teacher or mentor on their progress.

• The parents becoming over-involved and doing too much of their child’s work for them.

• Students becoming overwhelmed with the apparent enormity of their project. This can result in students starting too late or not at all.

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involved with.

What are the key words?

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What are things that can go wrong during the MDC?

Here is a list of common problems you may experience during the MDC. They are all surmountable with proper planning and awareness about each.

•action •challenge •conferencing •difference •issue •localise •mentor •passionate •power •primary •research •responsibility •share •solutions •step

•community •global •networks •plan •reflection •secondary •sources

Curriculum Links The activities contained in this book address the following strands and outcomes in the curriculum documents for Australian states and territories: ACT/NT/TAS CONT.

NEW SOUTH WALES

Human Society and Its Environment

Studies of Society and Environment

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Strand: Social Systems and Structures Roles, Rights and Responsibilities

SSS2.8 - Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life. SSS3.8 - Explains the structures, roles, responsibilities and decision-making processes of State and federal governments and explains why Australians value fairness and socially just principles.

Stage 1

Stage 2

3.17 - Presents information to explore a key idea.

Level 3

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SSS1.8 - Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others.

Strand: Investigation, Communication and Participation Communication

SOUTH AUSTRALIA

Society and Environment

Strand: Societies and Cultures Stage 3

2.9 - Participates in and shares cultural experiences and events in the wider community, and analyses values embedded in them.

Standard 2

Standard 3

Studies of Society and Environment

negotiates social action to enhance human rights in community contexts.

Strand: Social Systems

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Strand: Natural and Social Systems Political and Legal Systems

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2.14 - Identifies reasons why groups and commmunities have rules.

Level 2

3.14 - Illustrates the linkages between rights and responsibilities for members of a community.

Level 3

2.12 - Describes and particpates in decisionmaking processes and interprets the effects of decisions on people.

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Strand: Investigation, Communication and Participation Investigation

3.12 - Recognises that individuals, groups or systems hold different views, values and beliefs, and identifies those which contribute to the common good.

Essential Learnings

2.16 - Selects, compares and categorises relevant information.

Level 2

3.16 - Frames questions and identifies sources of information.

Level 3

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ACT/NT/TAS - NATIONAL CURRICULUM

• • • • •

Futures Identity Interdependence Thinking Communication

Standard 2

Standard 3

Curriculum Links The activities contained in this book address the following strands and outcomes in the curriculum documents for Australian states and territories: VICTORIA

(CSF)

QUEENSLAND

Studies of Society and Environment

CONT.

Studies of Society and Environment

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Strand: Natural and Social Systems

Social and environmental inquiry processes:

Level 1

Investigating, Creating, Participating, Communicating, Reflecting.

Discusses why groups and communities have rules.

Level 2

WESTERN AUSTRALIA

Illustrates the linkages between rights and responsibilities for members of a community.

Society and Environment

Level 3

Processes

Investigation:

• gathers and records information from direct experiences • identifies, compares and categorises relevant information • asks questions and uses a variety of sources of information

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Describes how rules influence daily life.

Strand: Natural and Social Systems Political and Legal Systems

NSS 2.2 - Understand s communities interact according to rules.

Level 2

NSS 3.2 - Understands that members of groups and communities have rights and accompanying responsibilities.

Level 3

ICP 2.1 - Identifies, given a focus question, some of the factors to be considered in a familiar social/environmental context. ICP 3.1 - Plans an investigation for a topic by identifying possible sources of information and making simple predictions based on personal expericence.

QUEENSLAND

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Level 2

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• prepares information for an audience by describing findings • expresses a personal view of the meaning of data • presents information in order to examine a key idea

Studies of Society and Environment

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Strand: Systems, Resources and Power

Level 3

Conducting Investigations

SRP 1.4 - Describes practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.

Level 1

SRP 2..4 - Analyses information about their own and others’ rights and responsibilities in various settings.

Level 2

SRP 3.3 - Applies the principles of democratic decision-making in cooperative projects.

Level 3

ICP 2.2 - Uses a range of social science techniques to make literal, factual observations and limited records of the data collected. ICP 3.2 - Gathers information from more than one source and records useful information using a variety of techniques.

Processing and Interpreting Information ICP 2.3 - Selects, categorises and compares relevant information.

Level 2

Level 3

Level 2

The Make a Difference Challenge Introduction Welcome to the Make a Difference Challenge. The MDC is your opportunity to become involved in an issue you feel strongly about and to do something about it. The MDC is a unique and exciting project and itâ&#x20AC;&#x2122;s designed specifically with you in mind because YOU chose what YOU want to do!

r o e t s Bo r e p ok u S Step One: Select an Issue Step Three: Take Action Think about something that you would like to change or make a difference to. Perhaps there is something at school, in your street, in your country or something around the world that you feel passionate about. Reflect on something that is important to you.

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There are four simple steps to the MDC.

When you have mapped out a plan, itâ&#x20AC;&#x2122;s time to take action. This is an exciting part of your challenge because now is the time to get directly involved in achieving a positive outcome. There are a number of ways you can take action and each needs to be carefully considered. You should record your ideas about your challenge and how you go about achieving the results you want.

ÂŠ ReadyEdPubl i cat i ons Step Two: Research and Plan or r e i e w pur posesonl yâ&#x20AC;˘ Onceâ&#x20AC;˘ youf have found anv issue you

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Step Four: Reflect and Share You will only be given a certain amount of time to work on your challenge. This means you may not achieve all your objectives. However, it does mean you will have time to stop, reflect on what you did manage to achieve and share your experience with others.

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would like to have a positive impact on, begin your research to find out more about it and what can be done about this issue. At this stage you should identify your goals and purpose of your action. How do you intend to make a difference? What resources will you need? Who can help you achieve your goals? What are the obstacles you will face and need to overcome?

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Be prepared for an exciting, rewarding and positive experience!

Step4 Step3 Step2 Step1

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Select an Issue Think about what you would like to change for the better in the world. To help get you started, list some things you would like to change in each of these different communities.

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In my home: (e.g. Reduce the amount of water we use)

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â&#x20AC;˘

Step One

____________________________________________________________________ ____________________________________________________________________

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In my school: (e.g. Instigate a recycling program)

____________________________________________________________________

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ ____________________________________________________________________ ____________________________________________________________________

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In my neighbourhood: (e.g. Removal of graffiti)

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In my local community: (e.g. Keep local parks tidier)

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_______________________________________________

Yes . t In my country: e(e.g. Build greater tolerance and end racism) co . ____________________________________________________________________ che e r o t r s super ____________________________________________________________________ _______________________________________________

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In the world: (e.g. Save the Whale) ____________________________________ ____________________________________

Step4 Step3 Step2 Step1 13

Step One

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Select an Issue Of course, no matter how much we may want to, we canâ&#x20AC;&#x2122;t change everything straight away. These things take time because other people will want to have their say about any proposed changes as well.

For your MDC, you will narrow your selection down to one particular issue. It should be an issue you feel passionate about and one that you feel you can make a positive difference to in the given time.

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Your f am are th ily and sch e o impor most prom ol commun ta in ity your e nt in your l ent and ife x world panding int . However er , a explor round allow est in the e s these. communit you to ies It differe â&#x20AC;&#x2122;s healthy t outside o nt com munit connect wi th ies.

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ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

What are you interested in?

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List of Ideas

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- the environment - animal welfare

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- health and well-being - the arts

- education - human rights - globalisation - cultural identify - the rights of workers - ending world conflicts

Step One

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My School Community

Band

One

Issues like these are spread across a number of different communities. For the MDC, communities are grouped into four different Bands. These include: My Sc hool Community includes issues found exclusively School within your school. Consider ways to make your school a safer, cleaner, happier and friendlier place to be.

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r o e t s Bo r e p ok u S Issues for School My School Community Communties

For all - Building a new play area - Bullying - Drinking fountains - Excessive sun exposure - Ramps for people with disabilities - Healthier canteen menu - Improved fitness - Better choice of sports - Improved and greater choice of curriculum - Recycling - Internet access - Sport equipment - Purchase special play equipment - Planting trees and gardens - Library book purchases - Traffic lights at school zones - Maintaining a tidier school - Road safety to and from school

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For older students - Safe sex - Smoking - Alcohol - Illicit drug taking - Homelessness

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My Local Community

Two

My Local Community includes social and physical networks that you are involved or connected with. This is outside of the school community and includes:

Teac he r

For all

- Bike paths

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r o e t s B r e oforoLocal Issues My Local Community p u k Communties S

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- Skateboard parks - Homelessness

- Installing of traffic calming devices around your neighbourhood

ÂŠ ReadyEdPub i ca i o ns - l Safety fort the elderly - Cleanliness of public beaches â&#x20AC;˘f orr evi ew pur poand se sonl yâ&#x20AC;˘ parks

- Better public facilities and access for pets

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- Improved street lighting

- Recognition for carers - Handicapped access - Public library

o c . che e r o t r s super - Local parks

- Scouts or Brownies - Shopping centre

- Council swimming pool - Rubbish collection - Recycling - Feral animals - Urbanisation - Traffic hoons

My Country Community

Three

My Country Community reflects on particular issues that concern the country you live in. These could include:

r o e t s B r Issues for Country e o My Country Community p ok Communties u S

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For all -

Air pollution Alternative, greener energy supply Asylum seekers and refugees Censorship and ratings Consumer rights Credit card debt Cultural and religious tolerance Encouraging people to give blood

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- Laptop for each child campaign

- Mobilising volunteers ÂŠ ReadyEdPub l i c a t i ons - Gambling addictions - Downloading of music and â&#x20AC;˘f orr evi ew pur po sesonl yâ&#x20AC;˘ movies

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For older students - Paparazzi -

Youth suicide Alcohol abuse Illicit drug taking Gambling Prostitution Drugs in sport Voting rights Driving licences

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- Improving the health and welfare of indigenous populations - Indigenous reconciliation - Introduced species harming native floral and fauna - Multiculturalism - National anthem - Poverty - Public transport access - Purchase of important art work - Public access to important art work - Reconciliation with Aborigines - Restoring historic buildings - Smoking and second hand smoke - The monarchy vs a republic - Unemployment - Visual pollution - Voting rights - Pop singers - Water shortages/restrictions

Organ donation Obesity Euthanasia Privatisation Same-sex rights Religious and race discrimination - Street racing

My Global Community

Four

My Global Community refers to issues that cross international boundaries. They are not confined to cultural and political groups and are problems shared among people around the world.

r o e t s Issues Bofor Global r e My Global Community Communties p ok u S

Teac he r

For all - Copyright piracy - Effects of global warming - Deforestation - Desalination - Fair trade - Floral and fauna under threat of extinction - Free speech - Genetically Modified (GM) foods - Globalisation - Indigenous health and welfare - Ivory trade - Over fishing - Poverty - Refugees - Safe drinking water for people in developing countries - Save the whales - Democracy - Sweat shops (cheap labour) - World heritage listings - Plastic shopping bags

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For older students - Drug trafficking - Death penalty - HIV and AIDS - Religious fundamentalism - Terrorism - Over population - Embryonic stem cell use - Nuclear energy

Step One

Which

Issue?

Which issue stands out for you as one you would like to change? Here is a selection of ideas that may inspire you to think more about your own issue: Thomas is passionate about caring for the environment. Although his school already recycled paper and cardboard, he wanted to do more. He interviewed members of the Environment Committee about the schoolâ&#x20AC;&#x2122;s recycling program. He surveyed teachers and students. He researched areas in which the school could become more actively involved with lessening the impact on the environment. He presented his findings to the Environment Committee. The school later adopted several of his recommendations including: recycling organic waste, turning lights and air-conditioners off when not in use and installing long-life bulbs.

Elizabeth had heard about the plight of people in Darfur in Sudan, Africa. She researched more about it from the Internet, watched TV programs and read articles in magazines. She arranged to interview someone from Amnesty International to find out what she could do. She decided the best way for her to make a difference was to help raise awareness about the plight and suffering of the people in Darfur. She started talking to her friends and began blogging online. She wrote letters to the editor and then launched her own website.

Bronwyn liked to bicycle after school. She lived opposite a park but unfortunately, it had no bike tracks, forcing her to ride on the main roads. Bronwyn decided to campaign for better bike access in the park. She took photos of the area and researched further before mapping out a suitable area for a track to go. She petitioned people in the local area and presented her proposal to the local council for consideration.

r o e t s Bo r e p ok u S

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Edward caught the bus to school each day. At the end of the day he would alight from the bus and walk the short distance through a laneway to his home. He could not help but notice the unsightly graffiti that covered the back fences along the alleyway. Edward decided to make a difference in his community and took action to clean up the visual pollution. He sought advice from the council first by visiting their website. He bought graffiti removal solvents and enlisted a friend to help him. Before long, they had removed the offending graffiti and written a letter to the local paper encouraging people to take a stand against graffiti.

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Further

Research

There are numerous organisations around the world that represent different causes. Some of these you may already have heard about, as they are often quoted in the general media. Some of them may even have similar beliefs about particular issues as your own.

r o e t s Bo r e p ok u S

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Brainstorm other nongovernment organisations and charities that you could research further:

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As part of your research into how to select the best type of action for your MDC, find out more about organisations such as: Amnesty International, Greenpeace, World Vision, Oxfam, SIDS and Kids, The Bill and Melinda Gates Foundation, Apex, MĂŠdecins Sans FrontiĂ¨res (Doctors Without Borders), Ronald McDonald House and the United Nations World Health Organisation.

Selecting a Community Band

As part of the process in selecting your MDC issue, talk with yourâ&#x20AC;Ś â&#x20AC;˘ peers

ÂŠ ReadyEdPuâ&#x20AC;˘bmentors l i cat i ons â&#x20AC;˘ teachers â&#x20AC;˘f orr evi ew pur pâ&#x20AC;˘o sesonl yâ&#x20AC;˘ friends

... about the issues that concern you most.

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â&#x20AC;˘ parents

Your teacher may wish you to select issues from one particular community band or allow you to select across two or all of the bands.

o c . che Which community band/s will e r oan issue from? you t select r s super Â&#x2030; My School Community Â&#x2030; My Local Community Â&#x2030; My Country Community Â&#x2030; My Global Community

Focus Questions:

Ready

to put your idea down on paper?

How much time have you been allocated to participate in the MDC?

What is the purpose of your MDC?

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Statement of Purpose r o e t s B r e oo p u k S

What is the purpose of your MDC? Is it simply to inform people about a particular cause? Do you want to inspire others into action? Do you want to convince the council to change a policy? Are you attempting to collect goods and services? Your MDC could include a combination of different objectives, or it might be something very specific.

Teac he r

1234567890123456789012345678901212345678901234567890 12 11 1234567890123456789012345678901212345678901234567890 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 Now write down a Statement of Purpose. 12 12 11 12 12 11 This is your overall objective of what you 12 11 hope to achieve for your MDC. Keep it nice 12 12 12 11 12 12 and simple. 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 11 12 12 1 12 11 12 12 11 12 12 1 12 11 12 12 1 12 11 12 12 11 12 12 1 12 11 12 12 1 12 11 12 12 11 12 12 1 12 11 12 12 1 12 11 12 12 11 12 12 1 12 11 12 12 1 12 12345678901234567890123456789012123456789012345678 12345678901234567890123456789012123456789012345678

Â&#x2030; To start a debate in the community

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Â&#x2030; To persuade people to your side of the argument

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Â&#x2030; To inform the public about your issue

. tand build a Â&#x2030; To recruit e o c . network of supporters and c e her r allies o t s super Â&#x2030; To convince decision makers

Â&#x2030; _____________________ _____________________ _____________________

E.g.

Three

Simpler Goals

Break your Statement of Purpose up into three simpler goals you would like to achieve. These should be listed in order of priority. Match each goal with an â&#x20AC;&#x153;Indicator for Successâ&#x20AC;? so you can monitor the need for any changes as you work through your challenge.

r o e t s Bo r e p okSuccess u Goals Indicators for S

Goal: To inform members of my school about the need to turn lights off when not in use.

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Indicators for Success: â&#x20AC;˘Saving on electricity bill; â&#x20AC;˘Number of times lights are turned off during the day when not in use; â&#x20AC;˘Number of students joining the â&#x20AC;&#x2DC;Save Powerâ&#x20AC;&#x2122; group.

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â&#x20AC;˘ Explain how you feel about this particular issue and what made you choose it.

____________________________________________________________________________ ____________________________________________________________________________ â&#x20AC;˘ Mark where you sit: â&#x20AC;&#x153;I am confident that I can make a difference with this issueâ&#x20AC;?. strongly agree

neutral

strongly disagree

Step One

Strength

and Weakness

Tick the boxes to help identify the areas of strength and weakness you have with your issue. Itâ&#x20AC;&#x2122;s not important that you tick â&#x20AC;&#x2DC;Yesâ&#x20AC;&#x2122; to every box at this stage. This will simply help you recognise the areas you may need to work on. No

Partially

r o e t s Bo Â&#x2030; Â&#x2030; r e p oÂ&#x2030;k Â&#x2030; u S Â&#x2030; Â&#x2030; Â&#x2030;

This issue is important to me

Â&#x2030;

Yes

Â&#x2030; Â&#x2030;

I know a lot about this issue already

Â&#x2030;

This issue is important to the community

I feel I can make a positive difference on this particular issue

Â&#x2030;

This issue will allow me to meet and talk with people

Â&#x2030;

I will have a good range of resources to help me

Â&#x2030;

This issue will allow me to collect primary sources of information

Â&#x2030;

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I have a personal connection with this issue

Â&#x2030;

Â&#x2030; ÂŠ ReadyEdPubl i cat i onÂ&#x2030;s Â&#x2030; I see myself enjoying this challenge Â&#x2030; Â&#x2030; Â&#x2030; â&#x20AC;˘f orr evi ew pur poseso nl y â&#x20AC;˘ I have enough time to complete this MDC project with this issue

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THINK BOX: Here are some questions about my MDC I donâ&#x20AC;&#x2122;t know the answers to yet:

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Great work, now itâ&#x20AC;&#x2122;s time to move onto Step Two: Research and Plan 23

Step Two ch r a e s Re n a l P and

The second step in the MDC is to identity the relevant and important details about your issue. This will help you set out specific goals and targets for what you want to achieve over the course of your MDC.

r o e t s Bo r e p ok Answer the following questions. u S Teac he r

•

What is the current situation?

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If you are not sure about any of these, answer as best as you can or come back to them later after you have found out more information.

____________________________________________________________________ ____________________________________________________________________

Why is this issue important?

•

Who does this issue affect the most and why?

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______________________________________________ ______________________________________________

•

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Where is it happening?

created this issue in the first place?

___________________________________________ ___________________________________________ ______________________________________________

Step4 Step3 Step2 Step1

Step Two •

What is the decision-making body you need to impact and influence? Who is involved? ____________________________________________________________________ ____________________________________________________________________

•

What people or groups are already doing something about it? (E.g. government, corporations, charities, non-government organisations, the United Nations, etc.)

r o e t s Bo r e p ok u S

____________________________________________________________________

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Who are the people who will be able to help and support you? (These people are called your ‘allies’.)

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•

____________________________________________________________________ ____________________________________________________________________

•

Some people may not agree with your idea for change. Make a note of any people, groups or policies that may oppose your stance on your issue.

•

How are you going to let people know about your MDC? What advertising for your cause are you planning to do?

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© ReadyEdPubl i cat i ons ____________________________________________________________________ •f orr evi ew pur posesonl y• ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

. te o c What are other important facts about your issue worth noting? . c e her r ____________________________________________________________ o t s s r u e p ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Step Two

How are you going to access information?

rch Re s e a lan and P

To make sure the information you use is accurate and true, the details should be checked from multiple sources before including in your MDC. You are encouraged to collect information from both primary and secondary sources.

Primary sources are used to gather information yourself, for example, an interview you conducted yourself. Secondary sources refer to information that other people have already written, for example, a newspaper article you read.

r o e t s Bo r e p ok u S

Primary Examples

Â&#x2030; Interviews you conduct yourself Â&#x2030; Surveys you conduct yourself

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Tick what you intend to use. Brainstorm any other ideas you might have as to where you can collect relevant information.

Secondary Examples Â&#x2030; Newspaper articles Â&#x2030; Magazine articles Â&#x2030; Pamphlets Â&#x2030; Google Earth

ÂŠ ReadyEd PÂ&#x2030;ub l i ca t i ons Websites (Internet) Â&#x2030; Encyclopedias â&#x20AC;˘ f o r r e v i e w p u r p osesonl yâ&#x20AC;˘ Â&#x2030; Emails you send yourself

Â&#x2030; Petitions you conduct yourself

Â&#x2030; Fiction books

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Â&#x2030; Non-fiction books

Â&#x2030; TV or DVD documentaries

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Â&#x2030; Photographs you have taken yourself

Step Two

Acknowledging Your Resources

rch a e s e R lan and P

It is very easy these days to simply â&#x20AC;&#x153;cut and pasteâ&#x20AC;? information from the Internet. However, unless you acknowledge who the real author of the passage is, the reader may think you wrote it.

Academic honesty is when you let your readers know who the real authors are by listing them in a bibliog bibliogrraph aphyy . A bibliography is a list of resources you used and is usually included at the end of your project.

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Non-Fiction Books:

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The following is a guide on how to reference commonly used resources. A reference usually contains five facts about each resource. Your teacher may ask you to reference in a slightly different way.

JOHNSON, Andrew. New Zealand in Pictures. Hong Kong: Polster Publishing, 2007. (Author)

(Book title)

(Place published)

(Publisher)

(Year published)

ÂŠ ReadyEdPubl i cat i ons MACREADY, Sally. The Last Dragon from the Amazon. Melbourne: Shift Books, 2006, page 34. â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Fiction Books: (Author)

(Book title)

(Place published) (Publisher)(Year published)

Encyclopedias: â&#x20AC;&#x153;Marsâ&#x20AC;?. American Encyclopaedia. New York: Global Books, 2004, Vol 5. (Book title)

(Place published) (Publisher) (Year and Vol. Number)

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(Segment Title)

Internet Resources:

NASA. The History of Space Flight. Retrieved October 31, 2008, from http://www.nasa.gov (Author)

. te (Title)

(Date article was collected and web address)

o c . che e r o t r s super TV Program /DVD/Video: Newspapers:

Dr Williams, â&#x20AC;&#x153;Australian Vet Leads World Researchâ&#x20AC;?, The Australian, 18 June, p. 3. (Author)

(Segment Title)

(Newspaper Title) (Date of Publication)(Page Number)

â&#x20AC;&#x153;Rising Oil Prices.â&#x20AC;? Behind the News. [Television programme]. ABC Television, Sydney, 23 August. (Segment Title)

(Title)

(Format)

(Publisher)

(Date of Publication)

Step Two

Building a Team and Leadership rch Re s e a lan and P

Your allies are the people who support your cause. Building a tteam eam around you will add much needed support to help you achieve your MDC goals. Your team can be made up of like-minded people, friends and family members. Ideally, you want to gather around you people who have different skills and abilities.

Â&#x2030; Collecting signatures for a petition

Â&#x2030; Operating electrical equipment like sound, video and computers Â&#x2030; Providing advice and ideas in brainstorming sessions

12345678901234567890123456789012123456789012345678901 12 12 12 12345678901234567890123456789012123456789012345678901 12 12 12 12 12 12 12 12 12 Think carefully about how you can 12 12 12 12 12 12 motivate and inspire people to your cause. 12 12 12 12 12 12 Jot down some ideas now. 12 12 12 12 12 12 12 12 Here are suggestions to get the ball rolling: 12 12 12 12 12 12 12 12 12 12 â&#x20AC;˘ Do the right thing 12 12 12 12 12 12 12 12 â&#x20AC;˘ Focus on helping people 12 12 12 12 12 12 12 12 â&#x20AC;˘ Be a person of action 12 12 12 12 12 12 12 12 â&#x20AC;˘ Have a bigger vision 12 12 12 12 12 12 12 12 â&#x20AC;˘ Take the initiative 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12345678901234567890123456789012123456789012345678901 12 12 12345678901234567890123456789012123456789012345678901 12

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r o e t s Bo r e pteam ok Tasks you may get your u to help you with include: S

for public displays Â&#x2030; Helping build your network of friends and supporters

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Before you can build a team you need to be a leader leader! Leaders have one thing in common â&#x20AC;&#x201C; they all have willing followers followers! This sounds very obvious, but itâ&#x20AC;&#x2122;s important to understand that to be a leader you need to know how to get people to follow you. From this, you will gain your allies allies. Remember, leadership is event driven. This means you are only leading people for one event â&#x20AC;&#x201C; your MDC.

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Step Two

Consider Your Options for Actions rch a e s e R lan and P

When considering what type of action to take, ask yourself what action would be most effective, in achieving what you want. You might be able to select a number of different actions, depending on the time you have, your skills, and availability of resources.

r o e t s Bo r e p ok u S Action Activities

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Be careful not to take on too many tasks at once. Itâ&#x20AC;&#x2122;s usually more effective to select fewer and do them thoroughly, than to do too many and not have enough time or resources.

Tick which activities interest you most and may be suitable for your challenge:

Â&#x2030; Write or email your councillor or member of parliament Â&#x2030; Meet with your local parliamentarians and councillors

Â&#x2030; Tell family and friends what you think

Â&#x2030; Email people you know (but donâ&#x20AC;&#x2122;t spam!)

Â&#x2030; Place an ad on TV

Â&#x2030; Letter box drop to people in your community

Â&#x2030; Place an ad on the Internet

Â&#x2030; Issue an press release ÂŠ R e a d E d l i c a t i o s Â&#x2030;y Place an adP onu theb radio Â&#x2030; Write a letter of protest Â&#x2030; Text message people Â&#x2030; Place an ad in the print to the local newspaper you know â&#x20AC;˘f orr evi emedia w pur poses o nl yâ&#x20AC;˘ or magazine

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Â&#x2030; Start a petition (see page 42)

Â&#x2030; Form a group of likeminded participants Â&#x2030; Link up with already established like-minded groups who support your cause

Â&#x2030; Write a play or make a movie based on your issue

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Â&#x2030; Blog your thoughts on the Internet (an excellent free blog site can be found at www.21publish.com/)

Â&#x2030; Record a protest song Â&#x2030; Start a newsletter (paper or email)

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Â&#x2030; Organise a protest rally Â&#x2030; Boycott a particular product, company or organisation that is supporting the cause you oppose

Â&#x2030; Conduct a survey (see page 41)

Â&#x2030; Make and distribute badges

Â&#x2030; Conduct a one-on-one interview (see page 43)

Â&#x2030; Distribute bumper stickers

Â&#x2030; Start a website

Â&#x2030; Make a banner Â&#x2030; Hand out flyers and pamphlets

Brainstorm possible additional solutions and action activities. Invite others to join you to get a variety of ideas and different suggestions. Donâ&#x20AC;&#x2122;t worry if they donâ&#x20AC;&#x2122;t all seem sensible straight away. Later, you can cross those off and narrow down your choices.

Step Two

Ensuring Your MDC Success rch Re s e a lan and P

The MDC is not just about making a difference in the community â&#x20AC;&#x201C; itâ&#x20AC;&#x2122;s also about making a difference within! Students who participate in the MDC report they have increased confidence and have developed their learning and attitude skills.

â&#x20AC;˘ Learning how to cooperate with others better

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â&#x20AC;˘ Being more confident when approaching strangers

â&#x20AC;˘ Being better organised and understanding the importance of keeping appointments â&#x20AC;˘ Using both primary and secondary sources to obtain information â&#x20AC;˘ Acting as a leader and developing better communication skills

peopleâ&#x20AC;&#x2122;s point of view

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Look at the list of attitudes and skills. Tick which ones may be suitable for your challenge. Select three to focus on:

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â&#x20AC;˘ Setting goals and working step-bystep towards achieving them

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â&#x20AC;˘ _____________________________ â&#x20AC;˘ _____________________________ â&#x20AC;˘ _____________________________ How will these skills and attitudes assist me during my MDC?

______________________________ ______________________________ ______________________________ ______________________________

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Attitudes and Skills r o e t s Bo r e p ok u S

Skills you will develop:

â&#x20AC;˘

12345678901234567890123456789012123456789012345678901 12345678901234567890123456789012123456789012345678901 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 Â&#x2030; Accepting Â&#x2030; Innovative 12 12 12 12 12 12 Â&#x2030; Accountable Â&#x2030; Inquiring 12 12 12 12 12 12 12 12 Â&#x2030; Appreciative Â&#x2030; Integrity 12 12 12 12 12 12 12 12 Â&#x2030; Approachable Â&#x2030; Intelligent 12 12 12 12 12 12 12 12 Â&#x2030; Caring Â&#x2030; Knowledgeable 12 12 12 12 12 12 Â&#x2030; Cheerful Â&#x2030; Listener 12 12 12 12 12 12 12 12 Â&#x2030; Committed Â&#x2030; Modest 12 12 12 12 12 12 12 12 Â&#x2030; Communicator Â&#x2030; Motivated 12 12 12 12 12 12 12 12 Â&#x2030; Compassionate Â&#x2030; Open 12 12 12 12 12 12 Â&#x2030; Confident Â&#x2030; Optimistic 12 12 12 12 12 12 12 12 Â&#x2030; Cooperative Â&#x2030; Patient 12 12 12 12 12 12 12 12 Â&#x2030; Creative Â&#x2030; Persistent 12 12 12 12 12 12 12 12 Â&#x2030; Curious Â&#x2030; Personable 12 12 12 12 12 12 Â&#x2030; Dedicated Â&#x2030; Principled 12 12 12 12 12 12 12 12 Â&#x2030; Empathetic Â&#x2030; Reflective 12 12 12 12 12 12 12 12 Â&#x2030; Enthusiastic Â&#x2030; Respectful 12 12 12 12 12 12 12 12 Â&#x2030; Fair-minded Â&#x2030; Responsive 12 12 12 12 12 12 Â&#x2030; Flexible Â&#x2030; Risk-taking 12 12 12 12 12 12 12 Â&#x2030; Focused 12 Â&#x2030; Sensible 12 12 12 12 12 12 12 12 Â&#x2030; Honest Â&#x2030; Talented 12 12 12 12 12 12 12 Â&#x2030; Humanitarian 12 Â&#x2030; Talkative 12 12 12 12 12 Â&#x2030; Humble 12 12 12 Â&#x2030; Thinker 12 12 12 12 12 12 Â&#x2030; Tolerant 12 Â&#x2030; Imaginative 12 12 12 12 12 12 Â&#x2030; Independent 12 Â&#x2030; Visionary 12 12 12 12 12 12 12 12 Â&#x2030; Initiative Â&#x2030; Wise 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12345678901234567890123456789012123456789012345678901 12 12 12345678901234567890123456789012123456789012345678901

Step Three Take Action

You have now reached the most exciting part of your MDC. It’s time to put your planning into action!

- what you are intending to do; - where you will get your information from (primary or secondary sources); - who will be involved (allies and other contacts);

Make sure that you have an adult with you if you plan to visit anyone or go anywhere. This is important for your own safety.

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r o e t s Bo r e p ok Your MDC Action u Plan (see page Sto record: 31) will allow you

Have an adult, like your parents or the teacher, check your work before you send it off anywhere. This is especially important for communications like emails, letters, petitions and surveys. Build relationships and networks of supporters. This could include your teachers, parents, peers, family, friends, neighbours, councillors, parliamentarians, institutions, business owners and charity groups. Think of these people as your allies. The more people you have on your side, the more others will take notice.

to-date.

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Here are some final tips and reminders to think about while you are working through your Make a Difference Challenge. Tick each tip as you use it:

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Think carefully about what you want for your MDC issue. It should be something you feel strongly about. Discuss your ideas with others before deciding on your final choice. Do as much of the assignment as you can by yourself. It’s good to have parents and teachers to help and encourage you, but the more you are able to do yourself, the more you will learn.

Step4 Step3 Step2 Step1 31

Step Three Advertise by letting as many people know about your cause as you can. This might be through word-of-mouth, letters to the editor, banners, placards, petitions, pressrelease, blogging on the Internet, community notices and adverts placed in different media.

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Start your MDC straight away and be proactive. If you are waiting for someone to get back to you, don’t wait – move onto the next part of your action plan.

Research your information from both primary and secondary sources. Primary sources include: telephone, email, oneon-one meetings, letter writing, web conferencing, conducting surveys and petitions. Secondary sources are found in books, pamphlets, magazines, TV programs and the Internet.

You may be asked to present and share your MDC work with others so keep a copy of everything you send and receive. This includes paraphernalia and copies of emails, petitions and surveys. Continually ask questions of yourself and others.

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Adopt and display the type of attitudes you think you will need to make your MDC a success. For example, how might compassion, commitment, risk-taking, enthusiasm, innovation and independence be important?

Make sure you have fun and enjoy yourself!

THINK BOX: Here are some questions about my MDC I don’t yet know the answers to ... ?

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Record each step in your action plan. It is far better to do this as you are going along, rather than by trying to catch up at the end when you may have forgotten important details.

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Keeping track of your work will also enable you to respond more quickly to any necessary changes to your project. As you work through your MDC, consider what is working and what is not. Be flexible, open-minded and creative in your approach to look for solutions and ways that will make your MDC a success.

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Listen to what other people are saying. Make a note of any people or groups that may oppose your idea for change. Even if you don’t agree, learn to accept that other people will have a different opinion than your own. Try to see things from their point of view so you can better explain your position. Always be respectful and polite when you deal with people.

Step Three

Action Plan What is your action plan? Break your MDC down into smaller, manageable steps and tasks. Identify who you are going to contact. Acknowledge where you are collecting your information from. Consider the timeframe you have.

Take Action

Record the date of action and reflect on the success of each step. Your plan should be realistic and feasible. Itâ&#x20AC;&#x2122;s important to remain flexible because it is rare for everything to go exactly according to plan. Regularly report back on your progress with your mentor or teacher. Regularly read your goals to yourself!

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What action have you planned (Goal)?

Who is involved?

What resources will I need? (Primary/Secondary)

Date of action

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MDC start date: ___________________ MDC completion date: ___________________ What happened? (Evaluation)

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Step Three

Action Plan Who is involved?

What resources will I need? (Primary/Secondary)

What happened? (Evaluation)

Date of action

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What action have you planned (Goal)?

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Step Four a

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The final step of your MDC involves reflecting on what you have done and then sharing your experiences with others. Talk with your parents, mentor, peers, allies and teacher about your MDC to get feedback about your effort to make a difference.

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• How did your campaign make a difference to your community?

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r o e t s Bo r e p ok Reflect on your MDC u S

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

• Of the objectives you set yourself, what were you able to achieve?

____________________________________________________

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• Were you unable to achieve any of your objectives? Why?

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

Step4 Step3 Step2 Step1 35

Step Four • What worked well with your MDC project? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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• What didn’t work so well and what would you do differently next time? _____________________________________________________________________

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_____________________________________________________________________ • Who proved to be your best allies?

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_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

• What resources worked best for you?

_____________________________________________________________________ _____________________________________________________________________

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• What were the biggest challenges or obstacles to your campaign?

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_____________________________________________________________________ _____________________________________________________________________

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•

_____________________________________________________________________

• How would you describe your overall effort on the MDC? _____________________________________________________________________ _____________________________________________________________________

Step Four

Sharing Your MDC Experience t Reflec re ha and S

Now that you have finished your MDC, itâ&#x20AC;&#x2122;s time to share your experience with others. Your presentation should tell your journey, from your initial challenge selection through to your successes and any difficulties you had.

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Suggestions on how you might like to display and share your MDC: -

Display pamphlets, posters, articles, surveys and petitions on a pin-up board. If you sent emails or letters to people, you should have kept a copy to include as well. Likewise, if you conducted a petition, you should have taken a photocopy before it was sent.

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People want to know about the process you took and the thoughts behind your decisions. There are a number of ways you might like to present your work. Your teacher will also talk with you about this. Itâ&#x20AC;&#x2122;s important to have kept a running record of what you did. You should have also collected and kept any paraphernalia. 12345678901234567890123456789012123456789012345678901 12 12 12 12 12 12 12 12 12 12 12 12 Brainstorm, with the class, more ways 12 12 12 12 12 12 in which you might like to have 12 12 12 12 12 12 presented your work. 12 12 12 12 12 12 12 12 Use this space to make notes and 12 12 12 12 12 12 12 12 diagrams of how you might want to 12 12 12 12 12 12 present your MDC: 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12345678901234567890123456789012123456789012345678901 12 12 12345678901234567890123456789012123456789012345678901

Play back video or taped recorded interviews.

Present your work in the form of a PowerPoint or movie presentation.

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Display your completed Journal on a desk for others to flip through.

Orally present what you have done in a two to three minute talk. Answer any questions after.

Keep track of your progress through your own website or an online blog.

Make a DVD presentation of your MDC journey.

Step Four

Review and Reflect t Reflec re ha and S

After you present your Make a Difference Challenge, review and reflect on your work:

â&#x20AC;˘ In your opinion, which presentation was the best and why?

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____________________________________________________________________ ____________________________________________________________________ â&#x20AC;˘ What are some comments people made about your presentation?

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____________________________________________________________________ ____________________________________________________________________

â&#x20AC;˘ What were the best parts of your presentation?

____________________________________________________________________ ____________________________________________________________________

â&#x20AC;˘ What could you have done better?

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____________________________________________________________________ ____________________________________________________________________

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1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121 12 12 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121 12 12 12 12 12 12 12 12 12 12 12 Take some photos of your presentation or draw how your presentation looked: 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121 12 12 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121

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Step Four

Going beyond MDC ... What can I do next? 1 The MDC is time sensitive. This means that you had been given a specified number of days, weeks or months to work on your challenge. Each project is unique and in the given time, you may not have resolved or found a solution to your issue.

t Reflec re ha and S

For example, you may be waiting for people to get back to you, or for the council to vote on your suggestion at their next meeting. However, you may still feel passionate about your issue. In this section, there are a number of suggestions that will help you continue on with your MDC.

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Reflect upon your successes and failures to work out what the next best step is. Review and discuss, with your allies, what you have done so far. Look at your original objectives (see page 20). What were you able to achieve? Will you continue to build on previous actions or will you try a new or different direction altogether?

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ew n a n rpose. w o d Write ent of Pu tive c m State verall obje to e o Your t you hop xt e a n h of w r the ke a o f e a v achie of your M ge. n e l phas nce Chal e e Differ

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ÂŠ Ready E dPuand bl i c at i on sit Keep Review Reflect simple! Identify up to three new goals and indicators for success. â&#x20AC;˘f oGoals rr evi ew pur po sesonl yâ&#x20AC;˘ Indicators for Success

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Step Four

Going beyond MDC ... What can I do next? 2 t Reflec re ha and S

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Brainstorm further suggestions you have to keep your MDC going:

12 12345678901234567890123456789012123456789012345678901234567890121234567 12 12345678901234567890123456789012123456789012345678901234567890121234567 12 12 12 12 12 12 12 12 12 12 â&#x20AC;˘ Keep in contact with the allies you established 12 12 12 12 12 12 during your MDC 12 12 12 12 12 12 12 12 Continue to meet, phone and email regularly. Your parents 12 12 12 12 can also provide you with continued support and assistance 12 12 12 12 12 12 as you develop your plan further. 12 12 12 12 12 12 12 12 12 12 â&#x20AC;˘ Seek out wider partnerships and networks 12 12 12 12 12 12 12 12 You might want to link up with groups from across the 12 12 12 12 12 12 country or even the world. There is strength in numbers 12 12 12 12 12 12 and the more people you have on your side, the more likely 12 12 12 12 12 12 youâ&#x20AC;&#x2122;ll be noticed. 12 12 12 12 12 12 12 12 12 12 Raising funds â&#x20AC;˘ 12 12 12 12 12 12 12 12 Going further with your MDC requires a new and expanded 12 12 12 12 level of commitment â&#x20AC;&#x201C; and this may take extra money. For 12 12 12 12 12 12 the next phase of your MDC, you may need to raise funds 12 12 12 12 12 12 to continue the campaign. 12 12 12 12 12 12 12 12 12 12 â&#x20AC;˘ Consider forming an official name and logo for 12 12 12 12 12 12 your group 12 12 12 12 12 12 12 12 This will give your cause an identity and presence in 12 12 12 12 12 12 peopleâ&#x20AC;&#x2122;s minds. Brainstorm different possible name 12 12 12 12 12 12 suggestions and develop an eye catching logo. Keep these 12 12 12 12 fairly simple to make it easier for people to remember who 12 12 12 12 12 12 you are. 12 12 12 12 12 12 12 12 12 12 â&#x20AC;˘ Seek higher profile support 12 12 12 12 12 12 12 12 There is nothing that can attract more immediate and 12 12 12 12 12 12 widespread attention than enlisting the support of a 12 12 12 12 12 12 celebrity or someone well-known. Ask them if you can use 12 12 12 12 12 12 their name on your literature and get a quote from them 12 12 12 12 12 12 that you can use in your promotions. 12 12 12 12 12 12 12 12 12 12 Keep documenting your journey â&#x20AC;˘ 12 12 12 12 12 12 Keep your records up to date. Constantly review your work 12 12 12 12 12 12 to see what is working and what is not. This will enable you 12 12 12 12 12 12 to make any necessary changes to your goals and tactics. 12 12 12 12 12 12 12 12 12 â&#x20AC;˘ Keeping the leadership going 12 12 12 12 12 12 12 12 12 You may get to a point in the pursuit of your MDC where 12 12 12 12 12 12 you are no longer able to participate in it. However, you 12 12 12 12 12 12 may still be keen for your group and the challenge to 12 12 12 12 12 12 continue. In this case, you will need to find a suitable 12 12 12 12 person who can take over your leadership role. 12 12 12 12 12345678901234567890123456789012123456789012345678901234567890121234567 12 12 12345678901234567890123456789012123456789012345678901234567890121234567

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Extra: Collecting Information from Primary Sources

ys two wa e r a e r The ct to colle n : atio i n fo rm primar y ugh a â&#x20AC;&#x201C; thro econdary or a s source.

1. Survey

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ces of information P rimaryy sour sources Primar refer to collecting and analysing information you have gathered yourself. This might be from oneon-one meetings, letter writing, telephone calls, emails, web conferencing, surveys and petitions.

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12 12345678901234567890123456789012123456789012345678901234567 12 12345678901234567890123456789012123456789012345678901234567 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 A survey is a series or a range of questions put to 12 12 12 12 12 12 random or targeted people. Surveys are used to 12 12 12 12 help gather information about how people feel on a 12 12 12 12 12 12 particular issue and what they may be prepared to 12 12 12 12 12 12 do about it. It may also be used to illicit ideas from 12 12 12 12 12 them about which solutions or proposals they would 12 12 12 12 12 12 12 support. If you are conducting a survey, keep in 12 12 12 12 12 12 mind these suggestions: 12 12 12 12 12 12 12 12 â&#x20AC;˘ Have a clear purpose for your survey. Keep it 12 12 12 12 12 12 relatively short and your questions simple. 12 12 12 12 12 12 12 12 â&#x20AC;˘ Ask a minimum number of people. This could 12 12 12 12 12 12 be in the range of 5 to 15 people. 12 12 12 12 12 12 12 â&#x20AC;˘ Ask a cross section of people. This may include 12 12 12 12 12 12 12 those outside your school environment, such as 12 12 12 12 12 12 people living in your street or in your 12 12 12 12 12 12 community. Try to ask a balance of male and 12 12 12 12 12 12 females and a range of different ages and 12 12 12 12 12 12 occupations. 12 12 12 12 12 12 12 12 â&#x20AC;˘ Have an adult accompany you if you are asking 12 12 12 12 12 12 people you have not met before. 12 12 12 12 12 12 12 â&#x20AC;˘ Take careful notes of each personâ&#x20AC;&#x2122;s responses. 12 12 12 12 12 12 12 You may want to record what people say on 12 12 12 12 12 12 tape so you can transcribe their responses later, 12 12 12 12 12 12 for greater accuracy. 12 12 12 12 12 12 12 â&#x20AC;˘ Practise on someone you know before surveying 12 12 12 12 12 12 12 the public. This way you can refine your 12 12 12 12 12 12 questions and improve your manner. 12 12 12 12 12 12 12 12 â&#x20AC;˘ Remember to properly introduce yourself by 12 12 12 12 12 stating your name, what school youâ&#x20AC;&#x2122;re from and 12 12 12 12 12 12 12 the purpose of the survey. 12 12 12 12 12 12 12 12 â&#x20AC;˘ When you have finished, write up your findings 12 12 12 12 12 12 and quote your results to give your MDC 12 12 12 12 12 12 credability. 12 12 12 12 12 12 12 12 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567

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ces refer to Secondar Secondaryy sour sources Secondar information other people have already collected and written up beforehand. This is information you can find on the Internet, in a book you borrowed from the library or in a pamphlet you collected.

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Three of the most commonly used sources of primary information are: 1. Surveys 2. Petitions 3. One-on-one interviews

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Ideally, your MDC should include information you have gathered from both primary and secondary sources. This ensures you are incorporating known information with your own compiled data to build a compelling case for change.

Collecting Primary Information Extra: Collecting Information from Primary Sources 12345678901234567890123456789012123456789012345678901234567890121234567890123456 12 12 12345678901234567890123456789012123456789012345678901234567890121234567890123456 12 1234567890123456789012345678901212345678901234567890123456789012123456789012345612 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 A petition is a collection of signatures stating support for a 12 12 12 12 12 12 particular cause. Although the target of the petition is not forced 12 12 12 12 12 12 to comply with it, some organisations are sensitive to public 12 12 12 12 12 12 opinion and are more likely to take notice. This is the strength and 12 12 12 12 12 12 power of petitions. They can generate publicity and sometimes 12 12 12 12 12 12 this can be enough for things to change. If you are conducting a 12 12 12 12 12 12 petition, keep in mind these points: 12 12 12 12 12 12 12 12 â&#x20AC;˘ A petition should include a place to write a personâ&#x20AC;&#x2122;s name, address 12 12 12 12 12 12 and a signature. Set out the columns to give enough room to write 12 12 12 12 12 12 in. At the top of the petition clearly state the purpose. For example; 12 12 12 12 12 12 â&#x20AC;&#x153;We the undersigned, ask the council to install recycling bins in 12 12 12 12 12 12 Thompson Park.â&#x20AC;? 12 12 12 12 12 12 12 12 â&#x20AC;˘ Let people in the media know about what you are doing. You can 12 12 12 12 12 12 do this by sending out press releases, phoning or writing to them. 12 12 12 12 12 12 They might give you coverage by writing articles or interviewing 12 12 12 12 12 12 you. 12 12 12 12 12 12 12 12 â&#x20AC;˘ There is strength in numbers so collect as many signatures as you 12 12 12 12 12 12 can. Ask your allies and network of supporters to sign first. If you 12 12 12 12 12 12 want more signatures, you will need to ask the public. There are a 12 12 12 12 12 12 number of ways of doing this: you can set up a table at your local 12 12 12 12 12 12 shopping centre, stop people on the street, ask shopkeepers if you 12 12 12 12 12 12 can leave the petition near their counter and door-knock your 12 12 12 12 12 12 neighbourhood. In each case you may need permission, such as 12 12 12 12 12 12 from the local council or shopping centres to conduct a petition. 12 12 12 12 12 12 Brainstorm other places you can petition members of the public. 12 12 12 12 12 12 For safety, you will need an adult with you when you collect 12 12 12 12 12 12 signatures. 12 12 12 12 12 12 12 12 â&#x20AC;˘ You can add a bit of flair and fun to your petition by setting up a 12 12 12 12 12 12 table and wearing printed t-shirts. Balloons are also another 12 12 12 12 12 12 effective way to gain attention. 12 12 12 12 12 12 12 12 â&#x20AC;˘ Each person should only sign once. Photocopies are not 12 12 12 12 12 12 acceptable. However, you should photocopy your petition before 12 12 12 12 12 12 Step F our: R eflect and Shar e you send it away, as a record for Four: Reflect Share . 12 12 12 12 12 12 12 â&#x20AC;˘ You might also try online petition websites as well (type in 12 12 12 12 12 12 12 â&#x20AC;&#x153;petitionâ&#x20AC;?on Google). If you set up your own online petition, email 12 12 12 12 12 12 your allies first so they can sign first. You might want to talk to 12 12 12 12 12 12 people online or include a link on your blog or Myspace website. 12 12 12 12 123456789012345678901234567890121234567890123456789012345678901212345678901234567 12 12 123456789012345678901234567890121234567890123456789012345678901212345678901234567

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2. Petition

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Extra: Collecting Information from Primary Sources 123456789012345678901234567890121234567890123456789012345678901212345678 12 12 12 123456789012345678901234567890121234567890123456789012345678901212345678 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 For many, conducting a one-on-one 12 12 12 12 12 12 interview can be a difficult thing to do. 12 12 12 12 12 12 12 12 However, it can also be one of the most 12 12 12 12 12 12 rewarding. One-on-one interviews are a 12 12 12 12 12 12 12 12 fantastic way to find out more about your 12 12 12 12 12 12 issue and how to best achieve your goals. For 12 12 12 12 12 12 12 12 your MDC, you may want to interview an 12 12 12 12 12 12 expert, or a person in authority or someone 12 12 12 12 12 12 who you consider to be an important part of 12 12 12 12 12 12 12 12 your MDC. If you are conducting a one-on12 12 12 12 12 12 one interview, keep in mind these points: 12 12 12 12 12 12 12 12 â&#x20AC;˘ Keep your appointment and arrive on time. 12 12 12 12 12 12 12 12 â&#x20AC;˘ Be respectful. Look your interviewee in the eye. 12 12 12 12 12 12 Shake their hand and thank them for their time. 12 12 12 12 12 12 State your own name and what school you are from. 12 12 12 12 12 12 Explain your issue clearly. 12 12 12 12 12 12 12 12 â&#x20AC;˘ Be conscious of time and keep your meeting to the 12 12 12 12 12 12 point. Perhaps a 15 to 20 minute interview is all the 12 12 12 12 12 12 time you need. 12 12 12 12 12 12 12 12 â&#x20AC;˘ If it helps, ask if you can video or sound record the 12 12 12 12 12 12 interview. This will ensure accuracy and you will also 12 12 12 12 12 12 our: R eflect and be able to use it for Step F Four: Reflect 12 12 12 12 12 12 Share (see page 35). 12 12 12 12 12 12 12 12 â&#x20AC;˘ Write your questions out beforehand. Think carefully 12 12 12 12 12 12 about what to ask as this will help you understand 12 12 12 12 12 12 how to achieve your MDC objectives. 12 12 12 12 12 12 12 12 â&#x20AC;˘ After the interview, follow up with a â&#x20AC;&#x153;thank-youâ&#x20AC;? 12 12 12 12 12 12 email or phone call. 12 12 12 12 12 12 12 12 â&#x20AC;˘ Practice the interview on one of your allies first to 12 12 12 12 12 12 refine your questions and improve your manner. 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 1234567890123456789012345678901212345678901234567890123456789012123456789 12 12 1234567890123456789012345678901212345678901234567890123456789012123456789

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o c . che e r o t r s super

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