Week 17: Build Your Case
Writing and Practicing Your Proposal
You've identified a problem. You've done the research. You've planned a solution.
Now it's time to build your case — write a clear, persuasive proposal and practice presenting it to an audience.
By the end of this week, you'll have a finished proposal that's ready to present in Week 18.
The big idea:
A great idea without a clear presentation is just a thought. The ability to organize your thinking, write persuasively, and speak confidently is one of the most powerful civic skills you can develop.
- You do not need to teach every bullet on the page. Use the learning goal and one or two activities for the session you are teaching today.
- If time is short, teach one guided session well and leave the rest for later. The lessons are designed to stretch across the week.
- The independent session works best after the learner has already explored the main idea with you once.
When you care about your case and someone pushes back, the urge to interrupt or talk louder is strong. Pause before speaking: one breath, then "I disagree because…" said calmly. If you do cut someone off, a quick repair — "Sorry, please finish" — keeps the discussion working. (More on the Coping Skills for Disagreement and Fairness page.)
A strong case is evidence plus a clear explanation. Build the bridge: "I think we should ___ because ___, and my evidence is ___." Reasons and evidence let people weigh your idea on its merits instead of just how loudly you argue it. (More on the Communication Skills page.)
Facilitator Preparation
- Review the student's outline and research from Week 16.
- Prepare writing materials (computer or paper).
- Think about who the student could present to in Week 18 (family members, classmates, a neighbor, a video audience).
- Prepare a timer for practice presentations (5 minutes is a good target).
- Prepare a visual timer for sessions.
This week, you're a writing coach. Your job is to help the student organize and clarify their thinking, not to rewrite their work. Ask questions like "Can you say that more simply?" and "What's the most important point here?" Let their voice come through.
Remember: the student already practiced letter-writing (Week 12) and public comment speaking (Week 12). This proposal is the culmination of those skills.
For ages 8-9, shorter proposals and shorter presentations are enough. Longer proposals, more detailed tradeoffs, and independent outreach should stay guided or optional for older learners.
Guided Session 1
Writing the Proposal
A strong case separates facts from guesses. Mark what you can show evidence for and what is still an assumption — then go find the missing information before you argue. (More on the Problem Solving Skills page.)
Learning Goal
By the end of this session, the student can:
- write a complete, structured proposal following a clear format
- support their argument with evidence from their research
- address potential objections within their proposal
Activities
1. The Proposal Template (20 minutes)
Using the outline from Week 16, write the full proposal. Think of this as a longer, more detailed version of the letter you wrote to an elected official in Week 12 — same structure (problem, evidence, ask), but with much more depth.
Here's the structure:
COMMUNITY PATCH PROPOSAL
Title: [A clear, descriptive title — e.g., "A Proposal to Add Shade Structures at Lincoln Park Playground"]
Submitted by: [Student's name]
Date: [Today's date]
Section 1: The Problem
Describe the problem in 3-5 sentences. Be specific: What is wrong? Where? Who is affected? How long has it been a problem?
Section 2: The Evidence
Present the facts you found. Use 3-4 pieces of evidence:
- Statistics or numbers (if available)
- Quotes from people affected
- Examples of other communities with the same problem
- Information from official sources
Section 3: The Proposed Solution
Describe your solution clearly. What exactly are you asking to be done? By whom? What would it look like when complete?
Section 4: The Benefits
What would improve if this solution were implemented? List 3-4 specific benefits.
Section 5: Estimated Cost and Resources
What would this cost (roughly)? What resources are needed? Where could the money come from?
Section 6: Addressing Concerns
List 2-3 objections someone might raise. For each one, provide a clear response.
Section 7: Call to Action
End with a specific request: "I am asking [person/body] to [specific action]."
Before calling the proposal final, add a short note naming where your outside facts, quotes, images, or other help came from. If AI helped with brainstorming, editing, or design, say that clearly too. Then check that your audience can read, hear, and follow the presentation easily.
Walk through each section together. The student writes; you ask guiding questions.
2. The Evidence Check (5 minutes)
Before moving on, review the evidence section together:
"Is every fact supported by a source?" "Would someone who disagrees with you still have to admit these facts are accurate?" "Is anything missing that would make your case stronger?"
If evidence is weak, help the student identify what's needed and where to find it.
3. The Clarity Test (5 minutes)
Read the proposal out loud (student reads, facilitator listens).
Ask:
"If I knew nothing about this problem, would I understand it from your proposal?" "What's the single most important sentence in your whole proposal?" "Is there anything confusing or unclear?"
Mark any sections that need revision. The student can revise during the independent session.
Reflection Questions
- "What part of your proposal are you most proud of?"
- "What was the hardest section to write? Why?"
- "If you only had one minute to convince someone, what would you say?"
Guided Session 2
Practice Your Presentation
Learning Goal
By the end of this session, the student can:
- deliver a clear, organized 3-5 minute presentation of their proposal
- maintain confidence and composure while speaking
- respond to questions from the audience
Activities
1. Plan the Talk (8 minutes)
A presentation is not the same as reading your proposal word for word. Help the student plan a spoken version:
Opening (30 seconds): Hook the audience. Start with a question, a fact, or a short story.
Example: "Did you know that the playground at Lincoln Park hasn't had working swings in two years?"
The Problem (1 minute): Explain what's wrong, who's affected, and why it matters.
The Solution (1 minute): Describe your proposed fix clearly and concisely.
The Evidence (1 minute): Share 2-3 key facts that support your case.
The Ask (30 seconds): State clearly what you want the decision-maker to do.
Closing (30 seconds): End strong. Thank the audience. Restate why this matters.
Write these as bullet points on index cards or a half-sheet of paper — not a script.
2. Practice Run (10 minutes)
The student delivers their presentation. Time it (aim for 3-5 minutes).
Feedback guidelines for the facilitator:
| What to Notice | Questions to Ask |
|---|---|
| Eye contact | "Can you look up from your notes more?" |
| Volume and speed | "Could someone in the back of the room hear you?" |
| Clarity | "I wasn't sure what you meant when you said [X]. Can you rephrase?" |
| Confidence | "You seem confident about [section]. That came through!" |
| Evidence | "Can you add a specific number or fact to strengthen that point?" |
3. The Q&A Round (8 minutes)
After the presentation, ask 3-4 questions as if you're a skeptical audience member:
- "How much will this cost?"
- "Why should the city/school prioritize this over other needs?"
- "Has this been tried before? What happened?"
- "Who else supports this idea?"
The student practices answering on the spot. It's okay to say:
"That's a great question. I'd need to research that further."
Honesty is always better than making something up.
Reflection Questions
- "What felt most natural about presenting? What felt awkward?"
- "How is speaking different from writing?"
- "What would you do differently if you had to present again right now?"
Independent Session
Final Revisions
Instruction
This is your last working session before the Citizen Showcase. Use it wisely.
Part 1: Revise your written proposal. Go through each section and:
- Fix any unclear sentences
- Add any missing evidence
- Make sure every section flows logically
- Check spelling and grammar
Part 2: Practice your presentation one more time.
- Set a timer for 5 minutes
- Deliver your presentation out loud (to a mirror, a pet, or a stuffed animal — just practice speaking)
- If you stumble on a section, make a note and practice it twice more
Part 3: Prepare your materials.
- Print or neatly write your final proposal
- Prepare any visual aids (a poster, a diagram, a chart) if you want them
- Have your index cards or bullet points ready
Honest Civic Action Project Checklist
Before presenting or sharing, check:
- I clearly described the issue, need, rule, decision, or community problem.
- I explained who is affected.
- I explained who my audience is.
- I stated what I want my audience to understand, consider, or do.
- I separated facts, opinions, feelings, and questions.
- I used evidence, examples, or sources to support my claims.
- I considered more than one perspective.
- I explained at least one tradeoff, limitation, or possible concern.
- I avoided exaggerating or hiding important context.
- I gave credit for outside facts, images, quotes, ideas, data, or AI help.
- I made my presentation readable and accessible for my audience.
- I can answer questions respectfully and revise my idea if needed.
If everything is checked, you're ready.
Skills Reinforced
- writing a complete, evidence-based civic proposal
- revising for clarity and persuasiveness
- delivering a structured presentation with confidence
- responding to questions and challenges
Setup
- final proposal draft
- index cards or bullet points for presentation
- materials for any visual aids
- timer for practice
- visual timer
- Proposal: A formal plan that explains a problem and asks someone to take action to fix it. Your Community Patch proposal is a real civic document.
- Argument: A set of reasons, supported by evidence, that explains why someone should agree with you. A strong argument uses facts, not just feelings.
- Evidence: The facts, data, and examples that back up your argument. Without evidence, an argument is just an opinion.
- Presentation: Sharing your ideas with an audience by speaking clearly, staying organized, and connecting with your listeners.
- Persuasion: The skill of convincing someone that your idea is worth supporting. Persuasion works best when it's honest, clear, and backed by evidence.
- Audience: The person or group you're speaking to. A good presenter thinks about what the audience needs to hear to be convinced.
This week, you put everything together! You write your full proposal — explaining the problem, sharing your evidence, and describing your solution. Then you practice presenting it out loud so you're ready to share it with a real audience next week. Think of yourself as a lawyer making your best case!
Check for Understanding
- Why is it important to address objections in your proposal instead of ignoring them?
- What is the difference between reading your proposal out loud and giving a presentation?
- Which piece of evidence in your proposal do you think is the strongest? Why?
- If you could add one more thing to make your proposal more convincing, what would it be?
Core vs. Stretch
Core:
- Write a complete proposal following the template (all 7 sections)
- Practice delivering your presentation at least once with a timer
- Prepare bullet points or index cards for your spoken presentation
Stretch:
- Create a visual aid (poster, chart, or diagram) to support your presentation
- Practice answering Q&A questions with a family member or friend
- Revise your proposal after getting feedback from someone who hasn't seen it before
Adapting for Different Ages
- The proposal can be shorter — 3–4 sections (Problem, Solution, Evidence, and Ask) is enough. Don't require all 7 sections.
- For the presentation practice, aim for 2 minutes instead of 5. Use just 2–3 index cards.
- Skip the "Devil's Advocate" Q&A — instead, ask one or two friendly questions: "What would you say if someone asked how much this costs?" and "Why should the city do this instead of something else?"
- Focus on helping them say their main idea clearly in one sentence. If they can do that, the presentation will work.
- Require all 7 sections of the proposal, with at least 3 cited pieces of evidence.
- For the presentation, aim for the full 5 minutes with a Q&A round after.
- Run a full "Devil's Advocate" session with 3–4 tough objections. Encourage them to say "That's a great question — I'd need to research that further" when they don't know the answer, rather than making something up.
- Challenge them to get feedback from someone outside the household — a neighbor, a teacher, a friend — and revise based on that feedback.
Civil Discussion Moves
Learners can use sentence frames such as:
- "I see it differently because..."
- "One reason I think that is..."
- "Can you explain what you mean by...?"
- "What evidence supports that?"
- "Who might be affected by this?"
- "I agree with this part, but I wonder about..."
- "Another perspective might be..."
- "I changed my thinking because..."
The goal is not to force agreement. The goal is to help learners practice listening, giving reasons, asking better questions, and treating people with dignity while discussing shared problems.
Influence Behind Civic Messages
A civic message can be helpful and still be shaped by money, power, popularity, identity, or a group's goals. The question is not "Is this message bad?" The better question is: "What might shape what this message says, and what should I check?"
Learners can ask:
- Who made or paid for this message?
- Is a group, campaign, business, influencer, or organization connected to it?
- What does the message want people to believe or do?
- Who benefits if people agree?
- Who might disagree or be affected differently?
- What evidence would help me judge this fairly?
AI-Generated Civic Media Awareness
Some civic messages may include AI-generated or AI-edited images, voices, videos, comments, screenshots, articles, or summaries. That does not automatically make them bad or false, but it does mean we should check carefully before trusting, sharing, repeating, or acting on them.
Learners can ask:
- Who made this?
- Where did it come from?
- Is another trusted source saying the same thing?
- Does it show evidence?
- Could the image, voice, video, quote, screenshot, or comment be edited or AI-generated?
- What should I check with a trusted adult first?
Offline Option
Writing your proposal and practicing your presentation are naturally offline activities — pen, paper, and your own voice are all you need! For visual aids, hand-drawn posters, charts, or diagrams work just as well (and often better) than digital slides. Use index cards for your speaking notes instead of a screen.
Local Adaptation Note
Identify a real local person or office you could present your proposal to.
Presenting to a real office is optional. A librarian, teacher, school leader, youth council, or community center staff member can also be an appropriate audience.
- Public speaking is stressful for some kids — and that's completely normal. Emphasize that the goal is communication, not perfection. If a student freezes or stumbles, that's part of learning.
- Allow written or drawn alternatives for students who truly struggle with speaking. A well-written proposal or an illustrated poster is still civic participation.
- During the practice run, focus your feedback on clarity and content, not on style or polish. Ask questions like "What did you mean by that part?" rather than "Stand up straighter."
- Remind students that real civic advocates aren't perfect speakers — they're people who care enough to show up and try. That's what matters.
- Real outreach should stay optional and should happen only with caregiver or facilitator approval.
Preview of Next Week
Next week is the Citizen Showcase — students present their Community Patch proposals to a real audience, answer questions, and reflect on what they've learned about being an active, informed citizen.