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Explore Event Planning in Social Action Work_PaE


What is event planning for a cause?
Develop a clear enough understanding of why people create events, and the range of events that can effectively support work on an issue.

I Can Statements 

  • I will know my exploration of event planning is of high quality when:
    • I can identify the purposes for social action events and the aspects of event planning, such as enrolling support and managing a team.

Suggestions for Assessing Student Readiness to Move Forward:

  • Confer with students to check their understanding of the aspects of event planning.


Possible Activities 
    • Conduct a mini-lesson on the various purposes for social action events, including:
      • Raising awareness (world hunger)
      • Teaching a specific skill (how to wash your hands for Global Handwashing Day)
      • Fundraising (raising money for a cause)
      • Item collection (collecting books for a homeless shelter)
  1. Give students several newspaper articles and/or resources (see various examples below) about students who created social action events and ask students to select 2-3 to examine. Students will create a list of ideas, best practices, and lessons learned about action events. Or use a jigsaw format, where students work in groups and each group reads texts about action events.  Reorganize the groups so that the new groups each have one representative from the former group. Each representative shares their learning with the others in this new group, to create a collective understanding of the genre

  2. Show videos from resources on various events that have been planned and have students take notes on what seemed to work, and any “take-away lessons” they can use to support their own planning. Students can also record any questions they may have about the event or the related information

  3. Give students an event planning guide or have them watch videos on event planning (see below). Have them annotate the guide or take notes on the video by placing a * next to the steps they feel are particularly important (writing a sentence or two to justify their responses) and a ? next to steps that they think will be difficult or they have questions about.  Share as a group and support students in finding answers and resources to support their questions.  Have students, in teams, brainstorm answers to common group questions and/or solutions to aspects of the plan that may be

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