Fernando M. Reimers et a].

settling on one issue. They could use an affinity diagram and create a “cam—
paign” for their issue.

(Note that in this lesson, to create an affinity diagram, the students write
ideas for issues or projects on sticky notes and put them on the board ran—
domly. The students then organize the ideas into categories or broader
themes and vote for a category or theme. After voting for a category or
theme, they generate a new list of issues or project ideas that fall under that
category or theme. Students then vote to choose one issue under the theme.
This final vote decides the issue around which the students will build a
project.)

Activity 7.4.3

Background Information on the Issue

Once the issue is decided upon, students conduct specialized research into
that one issue. In groups, students seek to find out about the issue and its

causes;
history;

measurement tools and metrics; and

99!”?

people, groups, and organizations and their mission and actions.

Groups present their findings to the class. If the issue is complex, the class

will vote on a particular subissue.

Activity 7.4.4

Brainstorming about a Project to Address the Issue

The class brainstorms possible projects to address the issue. The project
should involve multiple entry points into the problem. Ultimately, part
of the project should involve education and awareness building, part of the

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