Campaign for Change

Learning Guide

A simple guide to lead you through the kickoff, the core challenge, and everything in between.

Mai’s Tips

1. Encourage the learner to choose a cause they genuinely care about. Their passion for the topic will naturally fuel their creativity and help them think more deeply about their message.
2. If the learner gets stuck on ideas for evidence, suggest they think about personal anecdotes, facts they might already know, or even simple observations about their chosen cause.

Prep Before Session 5 min

• Gather paper, pens/pencils, and markers or crayons.
• Read the lesson summary to understand the overall goal.

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1Introduction 5 min

• Start by explaining that `persuasion` means getting someone to agree with you or do something you want, often by using reasons or feelings. You recognize it when someone tries to change your mind, like an advertisement wanting you to buy something, versus just telling you facts. Ask: "What does it mean to 'persuade' someone?" Ask: "When have you successfully convinced someone of something important, and how did you do it?" Encourage them to share personal examples, big or small, and listen actively to validate their experiences. Done: They share at least one example of persuasion and have a basic understanding of the term.

Know Before You Teach

• Good to know: Persuasion aims to influence someone's thoughts or actions.
• It often involves using emotional appeals or logical reasons.
• Everyday examples include advertisements, political debates, or asking for privileges.
• If they ask: Is persuasion always a good thing? No, persuasion can be used to trick people, so it's important to understand how it works.
• If they ask: Is it different from arguing? Arguing can be part of persuasion, but persuasion focuses more on leading someone to agree, rather than just winning a fight.

• It's working when: Child uses words like "convince" or "change mind" when talking about their examples.
• If they're stuck: Share a simple personal example, like convincing a friend what game to play.
• Easier: Give them two simple scenarios (e.g., 'Mom tells you the sky is blue' vs. 'Mom tells you why you should eat your vegetables') and ask which one is persuasion.
• Harder: Ask them to describe a time they tried to persuade someone but it didn't work, and why they think it failed.

Done when: Student shares at least one example of persuasion and has a basic understanding of the term.

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2Explore & Plan 8 min

• First, discuss what makes a message powerful. Use the example: "What kinds of things would you say or do to convince your family to adopt a pet? What information would you need to share?" Next, have them choose a `cause` they care about. A `cause` is an idea or goal you want to support or change, like saving bees or getting more library books. Encourage them to brainstorm ideas they feel passionate about. Once they have a cause, have them identify their `audience`. The `audience` is the specific group of people you're trying to persuade. Ask: "Who would be your target audience for that cause?" Guide them to think about who needs to hear their message to make a difference. Done: They have chosen a specific cause and identified a target audience for their message.

Know Before You Teach

• Good to know: A powerful message is clear, relevant to the audience, and often evokes some feeling.
• The audience dictates the best way to present the message (e.g., parents respond to different arguments than school friends).
• If they ask: What if I don't care about anything? Think about things that bother you, or things you wish were different at home, school, or in the world.

• If they ask: Can I pick my friends as an audience? Yes, if you have a cause you want to convince your friends about, they can definitely be your audience.
• Key words: cause: A cause is a goal or an idea you want to support or change, like helping animals or getting a new playground.
• It's working when: Child names a specific issue and a clear group of people who can act on it.
• If they're stuck: Suggest a few broad categories like 'environment,' 'school issues,' or 'community needs' to spark ideas.
• Easier: Provide a list of 3-4 simple causes (e.g., 'more recess,' 'less screen time,' 'save local park') for them to choose from.
• Harder: Ask them to consider a cause that has multiple potential audiences and choose the most effective one, explaining why.

Done when: Student has chosen a specific cause and identified a target audience for their message.

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3Discussion 6 min

• Discuss the difference between just stating an opinion and truly `persuading` someone. Ask: "What's the difference between just stating an opinion and actually persuading someone?" Introduce `claim`. Your `claim` is the main point or opinion you want your audience to believe. For example, "We should save the bees." Then, introduce `evidence`. `Evidence` is the facts, examples, or stories that support your claim, making it stronger. It’s like proof. Ask: "What tools do good persuaders use to get their point across, like facts or stories?" Finally, introduce `call to action`. This is what you want your audience to do or think once they are persuaded. Ask: "What do you want your audience to do or think after hearing your message?" Guide them to understand each component. Done: They can identify the components of a persuasive message (claim, evidence, call to action) in simple terms.

Know Before You Teach

• Good to know: An opinion is a personal belief, while persuasion uses reasons to try and make others share that belief or act on it.
• A strong claim is clear and directly states the main point.
• If they ask: Is evidence always facts? Not always; evidence can also be personal stories, examples, or expert opinions that support your main point.

• If they ask: What if I don't have a call to action? Then your audience might agree with you but won't know what to do next, so your message won't lead to change.
• It's working when: Child can point to a specific sentence in an example and say, 'That's the claim,' or 'That's the evidence.'
• If they're stuck: Use a very simple example like 'I should get dessert' and ask them to identify the claim, evidence (e.g., 'I ate all my vegetables'), and call to action (e.g., 'Please give me ice cream').
• Easier: Provide a pre-written simple persuasive statement (e.g., 'We should have pizza for dinner because it's Friday and everyone loves it, so let's order one!') and ask them to circle the claim, underline the evidence, and put a box around the call to action.
• Harder: Ask them to analyze a short advertisement and identify its claim, evidence (even if implied), and call to action.

Done when: Student can identify the components of a persuasive message (claim, evidence, call to action) in simple terms.

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4Activity 9 min

• Gather the required materials: paper, a pen or pencil, and markers or crayons. Now, challenge them to create their persuasive message. Remind them to include their main `claim`, provide compelling `evidence` or reasons, and clearly state their `call to action`. This can be a mini-poster, a speech outline, or a social media post design. Ask: "How will you make sure your message is clear and convincing?" Be available to answer questions or offer prompts, focusing on their thought process. Done: They have completed their physical persuasive message based on their chosen cause.

Know Before You Teach

• Good to know: The format of the message (poster, speech, social media) should be appropriate for the chosen audience and cause.
• Visuals (for a poster) or tone of voice (for a speech) can significantly enhance the persuasive power of the message.
• Clarity and conciseness are key; a persuasive message should be easy to understand quickly.
• If they ask: Do I have to use all three parts? Yes, including a clear claim, evidence, and call to action makes your message much more effective and complete.
• If they ask: What if I can't think of good evidence? Think about why you believe in your cause. What facts, stories, or examples convinced you?

• It's working when: Child includes distinct elements for their claim, at least one piece of evidence, and a clear call to action in their creation.
• If they're stuck: Suggest they sketch out their idea first, or help them phrase their claim clearly if they are struggling with words.
• Easier: Give them a template with labeled sections for 'Claim,' 'Evidence,' and 'Call to Action' to fill in.
• Harder: Ask them to also consider one potential counter-argument their audience might have and briefly address it in their message.

Done when: Student has completed their physical persuasive message based on their chosen cause.

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5Summary 2 min

• Celebrate their incredible effort and creativity in making their persuasive message. Acknowledge how much thought they put into their cause and making a difference. Ask: "What was the most challenging part of crafting your message, and what did you learn about the power of words today?" Ask: "What are you most proud of in your message, or about your process?" Finally, ask: "How might you use these persuasion skills in other parts of your life, like at school or with friends?" Done: They share one key takeaway or a reflection on their experience.

Know Before You Teach

• Good to know: Reflecting on a learning experience helps consolidate knowledge and promotes deeper understanding.
• Identifying challenges helps them recognize areas for future growth.
• Recognizing how skills apply to real life increases motivation and relevance.
• If they ask: Will this really help me persuade people? Yes, by understanding how to build a strong message, you'll be better at convincing others and recognizing when others are trying to convince you.
• If they ask: Can I actually use this message? Absolutely, if you feel strongly about your cause, you could try sharing your message with your intended audience!

• It's working when: Child uses specific terms like 'claim' or 'evidence' when reflecting on their work.
• If they're stuck: Ask them to just name one thing they wrote down for their message that they liked.
• Harder: Ask them to think of a situation in history or current events where effective persuasion made a big difference.

Done when: Student shares one key takeaway or a reflection on their experience.

Your Notes