Chapter 11.  Details for Teams 8, 9, and 11

 “Always do the right thing.  That will gratify

some people and astonish the rest.”

-- Samuel Clemens (penname Mark Twain),

American writer, journalist, and humorist

 Narration

Checklist

Chart

 

Narration

The activities for teams 8, 9, and 10 are related.  They can be done by one or more teams. 

Team 8, responsible for the “public advisory vote”, starts with a checklist: 

·              has your team made a list of elected officials, schools, government agencies, and community 
organizations which would be asked to identify legislation and issues for e-mail recipients to discuss 
and take an advisory vote upon, through E-News?  (This list could be created from lists of other 
teams.  Ask the newsletter teacher to look at the list before it be used.)
·              has your team composed a simple letter requesting a meeting which you can e-mail, mail 
and / or fax to this list?  (See chapters 5 and 15.  Your newsletter teacher will help you compose the 
letter, and she or he will edit and proofread.  You make contact with her in order to get her help.)  

The public advisory vote is more than a survey.  Those who labor, learn or live in the community discuss and vote, and Team 8 then conveys the highlights of the discussion and the results of the vote to the official or entity which wanted to know what people thought. 

Team 9 composes short community lessons which are included in the newsletter.  E-mail recipients read the lessons and click on answers.  The team notifies Team 11 as to who has completed the lessons, so that team 11 arrange for recognition of, and possible rewards for, the participating recipients. 

The lessons are about subjects teaching self-reliance, selflessness or sustainable solutions, including, but not limited to, 

·       self-protection against fraud and identity theft; 

·       disaster preparedness; 

·       democratic practices unfamiliar to the community which work in other communities and countries; 

·       the services provided in the community by government agencies, elected officials, and nonprofit organizations; 

·       local cultures and histories;  profiles of community organizations; 

·       how to save, make money;  how to print a local currency;  

·       the impact of global warming on the community and what can be done to alleviate; 

·       the ordinances and statutes most misunderstood or most violated; 

·       thinking out of the box in order to meet community challenges; 

·       what new employees, students, and residents should know. 

Here is a guide for a community lesson:

(a) research;

(b) write a hundred words for the lesson--up to two
hundred words is okay;

(c) first multiple-choice question, up to fifty words:
ask the e-mail recipient to remember an important fact
from the lesson;

(d) second multiple-choice question, up to fifty
words: ask the e-mail recipient to choose as to how
best to solve a problem or implement an idea;

(e) third multiple-choice question, up to fifty words:
ask the e-mail recipient how he or she might like to
participate in the solution or implementation [write,
call, field activity, meet, etc.];

(f) finally, ask the e-mail recipient to copy and paste
answers into an e-mail and send to [two e-mail addresses
for team 8 and two e-mail addresses for team 13],
with "Answers to 12.14.06 E-NEWS" in the subject
field.

Team 11 collects the information by interviews and calls, then gives the information to Team 9 for composition and forwarding to Team 6.  Before collecting, Team 11 goes through a checklist: 

·              has your team made a list of elected officials, schools, government agencies, community 
organizations, and business associations which might contribute information for online community 
lessons in E-News?   
·              has your team composed a simple letter requesting a meeting which you can e-mail, mail 
and / or fax to this list?  (Your newsletter teacher will help you compose the letter, and he or she will 
edit and proofread.  You make contact with him in order to get his help.  He cosigns the letter with 
one of your team members.)  

Team 11 arranges, with those who provide the information, for e-mail recipients completing the lessons to receive recognition.  Team 11 might arrange for rewards, also.

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Checklist

E-NEWS CHECKLIST FOR TEAMS 8, 9, 11 

1. Do you know your team members? 

2. Do you have school e-mail addresses for them? 

3. Do you have telephone numbers for them? 

4. Has your team become acquainted with members of other teams? 

5. Do members of team 8 understand how the ”public advisory vote” differs from a survey? 

6. Do members of team 9 know how to describe “online community lessons”? 

7. Can members of team 11 explain the work of the “community help desk” and why the work is important? 

8.  Who is to take primary responsibility for the work of team 8? 

9. Who is to be the backup for team 8? 

10. Who is to take primary responsibility for the work of team 9? 

11. Who is to be the backup for team 9? 

12. Who is to take primary responsibility for the work of team 11? 

13. Who is to be the backup for team 11? 

14. Do you see how the work of each of teams 8, 9, and 11 ties to the work of the other two teams? 

15. Do you see how you and team members can save time by tying the work of teams 8, 9, and 11? 

16. Do you know whom to contact in the community? 

17. How do you obtain that person’s contact information? 

18. How should you contact somebody in the community?  

19. What should you do after you make contact? 

20. Which other teams should know about whom in the community you have contacted? 

21. On your team, when might photographs be taken and who among you has primary responsibility? 

22. On your team, who is the backup photographer? 

23. If there is an emergency for which you do not have a solution, whom do you contact and how? 

24. What kind of recognition should team 11 arrange for e-mail recipients who do lessons? 

25. What kind of rewards would be appropriate and how might team 11 arrange for those rewards? 

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Chart

 LAUNCHING TEAMS 8, 9, AND 11

 

As for

this person / these people will be in charge,

this person will be the assistant or backup,

and the activity will start on

 

 

 

 

setting up meetings to become acquainted with elected officials, government staff, and community leaders or to gather information from these people for the online community lessons;

 

 

 

attending meetings to become acquainted or to do interviews in order to gather information for the online community lessons;

 

 

 

composing the online community lessons, proofreading, and forwarding to team 6;

 

 

 

calling elected officials and community leaders to obtain information on measures and issues with which to  conduct public advisory votes;  composing, proofreading, and forwarding to team 6;

 

 

 

tabulating and announcing vote results;  trying to increase “voter turnout”;

 

 

 

identifying e-mail recipients who would receive recognition or rewards;  arranging for their recognition or rewards;

 

 

 

 Our team leaders from ____________ to _____________ are _____________ and _____________ .

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