Parallels in Activism

Once students have worked individually to answer the question and find examples, ask them to pair with another student to discuss their ideas and develop a definition for activism and a list of activists or activist organizations. After about 10 minutes, ask each pair to write their definitions and examples on the board. Have the class look for similarities and differences in their definitions and then ask them to write a class definition of activism based on the ideas already generated. You can then guide the discussion and definition building based on the information in Lesson 1.

In this activity, students will explore how their actions and non-actions already make them advocates. Students often think of advocates as professional lobbyists or company representatives, but our everyday communication advocates for causes.

Have students write down the organizations for which they advocate. First, they should consider the organizations they support through actions and resources. Maybe students volunteer or donate money to specific organizations. These actions are easily seen as advocacy.

Second, have students write about the more subtle ways they advocate. Ask them to consider the communication pieces that adorn their rooms, cars, computers, bags, and even themselves. Does wearing an Apple Watch make them an Apple advocate? Does a Greek t-shirt advocate for the organization?

Finally, have the students write how non-actions can also be advocacy. They can consider if silence can be cause communication. For example, is not standing for the National Anthem the same as kneeling during it? Or is it a type of advocacy, when you don't correct a sexist joke?

As a class, the students can share their examples. As the students discuss, consider whether each is public interest communication, cause communication, and/or activism. This labeling will review the definitions from the module.

An alternative group version of this assignment is to have students look at each other's clothing and belongings brought to class and list what they perceive to be their fellow students' causes. This version can help students see what they are actively and passively advocating.

In this activity, students will allocate money and time to specific organizations.

Arrange the students into small groups. Explain that they represent the CSR department of Acme Corp. In that role, they can give $25,000 and 1,000 hours of public relations services to an organization or multiple organizations.

Have the groups brainstorm worthy causes, limit the list, and then reach a consensus about where to donate the money and time. The students must provide reasoning for why the donation should be made.

Remind the students that the amounts can be split, but that could reduce the overall impact.

Alternatively, you can have the student represent actual companies. This modification adds a discussion of fitting CSR into organizational goals.

You can also provide a list of nonprofit organizations to which they can donate. You might pick local organizations to allow students to bring their own experiences.

This Unessay project is inspired by Daniel Paul O'Donnell's and Ryan Cordell's work.

Students will choose a topic from the lesson and present it in any manner they want—except a standard essay.

The Unessay project form is open. It could be art, music, creative writing, physical models, video game design, board games, cartoons, graphic novels, music videos, a fashion line, a script, film, song lyrics, interview with an expert, infographic, website, wiki, listicle, influencer video, podcast, lesson plan, unique presentation of data, or any other creative way.

Students are evaluated on their synthesis of the materials and their level of reflection.

To encourage reflection, students will also answer questions such as the following:

• What did you learn about public relations through completing this project?

• What did you learn about yourself through completing this project?

• How did your project connect to public interest communication, cause communication, and activism?

• What grade do you believe you deserve for this project and why? Support your claims.

This assignment can be started in Lesson 1 and continue into Lesson 2.

Once students have worked individually to answer the question, ask them to pair with another student to discuss their ideas and develop a definition for professionalism and a list of qualities professionals possess. After about 10 minutes, ask each pair to write their definitions and qualities on the board. Have the class look for similarities and differences in their definitions and then ask them to write a class definition for professionalism based on the ideas already generated. You can then guide the discussion and definition building based on the information in Lesson 2.

In this activity, students will discuss public relations' role in creating public good and for which clients they could not ethically work.

Start by having students review the Page Principles. Different groups of students could take a principle, or students could discuss which are the most important.

Next, lead a discussion of what is the profession's role and responsibility in creating public good. Ask students if practitioners have a duty to do good or just promote their clients. Also, discuss how to balance commercial gain and ethics.

Finally, have the students individually brainstorm clients for which they could not work due to ethical concerns. In small groups, have the student discuss their lists and reasoning.

In this activity, students explore what makes someone a civic professional. Students will look for models of civic professionalism active in the world today.

Have students start with a discussion of what it means to be a civic professional, as compared to just a professional. You can provide students with professionalism codes, such as the Public Relations Society of America’s Member Statement of Professional Values (https://www.prsa.org/about/prsa-code-of-ethics) or the American Medical Association Code of Medical Ethics (https://www.ama-assn.org/topics/ama-code-medical-ethics). These readings could be assigned before class.

In small groups, have the students create a code of civic professionalism. The students should address ethical concerns, but also what actions are required to be a civic professional.

Finally, have the groups brainstorm people they consider as good models of civic professionalism and then have them pick one person to make a short presentation about to the class.

This assignment could be expanded to be an individual assignment that included a more substantial research-based presentation or paper.

In this activity, students will examine Generation Z's influence and role in politics, especially with voting.

Start a classroom discussion about whether Generation Z is fairly represented in local, state, and national voting.

To add to the discussion, demographic data for your university's state and region can be obtained at https://data.census.gov/cedsci/. The U.S. Census website provides maps and a variety of demographic data.

The U.S. Census, at https://www.census.gov/library/stories/2021/04/record-high-turnout-in-2020-general-election.html, provides an excellent summary of 2020 voting demographics, including age.

Next, students can watch a short video about youth-led movements from public television at https://www.kqed.org/lowdown/30275/the-kids-are-all-right-a-timeline-of-youth-led-movements-that-changed-the-nation

In pairs, have the students brainstorm public relations tactics to increase Generation Z voting. The students should pick their best tactic from the brainstorm and present that to the class.