5.) Return students to small groups to identify opposing sides of the issue and generate a pros and cons list for each side using news articles and research. Students will then individually compose a position statement: where do they stand on the issue? They must use evidence from trusted news sources and studies to bolster their position, but they should also talk about why this issue matters to them, why it might matter to the people around them (e.g., family, friends, classmates, and neighbors), and why it might matter to the world. (Adapted from a Project Zero thinking routine.)
6.) Next, students will brainstorm memorable phrases, sayings, symbols, and imagery related to their issue that can be simply and clearly represented in a poster. How will they distill their position into a visual statement? Who will the audience for their poster be, and how will the poster be persuasive and memorable? Avoid clichés, such as smiley faces and peace signs. Incorporate time for feedback and improvement.
7.) Create posters using whatever mediums you have at hand, and then as a class determine how and when you would like to share them publicly. Could they be exhibited in your school, or is there an opportunity to use them in a public space outside your school to advocate for your cause? How might you use your posters to spark discussion or dialogue with others?
8.) Reflect: How successful was your public display of your posters? Do you think marches and protests make a difference? What would you do differently next time?