Law 372Poverty Community Presentations by OF6eor4


									Page 1 of 3

     Law 372       Poverty: Human Rights, Social Citizenship and Legal Activism

                                Community Presentations

A.     Students will work in groups of 3 to plan, organize, and deliver an information
session to a community group on some topic relevant to the course. These sessions
should be no more than 1 hour in length and must be scheduled during November.

These sessions can not be legal advice sessions and this must be made clear to the
participants. The sessions, instead, will provide an information overview, relevant to
the audience, of some agreed upon topic.

B.     Marks for this assignment will be given according to the following scheme.

               --10 possible marks for organizing and planning the session
               --10 possible marks for content and analysis of the session
               --10 possible marks for presentation during the session

C.     Two written documents must be handed in.

               1.     A written plan for the organization of the session. This must be
               done in advance of the session and will provide the organization plan for
               carrying out the session. This plan does not have a word limit
               requirement. It is the “blueprint” that the group will use for the
               presentation. This document is due the day of the presentation. You
               can hand in drafts of this for feedback; indeed it is recommended that
               you do this.

               2.      An information and evaluative memo on the session. This memo
               will provide both an overview of the information shared with the
               participant organization and an analysis of or reflection on the experience.
               (See Appendix 1.) This memo should be no longer than 1200 words. This
               document is due on the December 19th at 4:00 p.m. handed in at the

               Ideally, students will generate a handout for participants in the session
               and, if you do this, this should be appended to this memo.

D.      This option will require consultation with the organization’s contact person, as
well as close work with the instructor in planning the seminar. A list of possible
community groups is appended to this syllabus. All of these listed community groups
have been contacted and are willing potentially to participate in this project. Feel free to
discuss with the instructor possible other groups.
Page 2 of 3

E.      There will be a small budget available for photocopying necessary for the session
and for some muffins and juice to provide to the participants. Please talk to the instructor
so this can be set up well in advance.

F.      An important objective of this assignment is not only to provide organizational
and educational learning for the law students involved but also to provide an education
resource for the community group. That is, students must contribute something valuable
to the community they visit.

Appendix 1

Some questions you might want to consider in your evaluative memo…

      How did discussions with the group’s representative at the beginning shape the
       topic you ended up discussing? Did any of your preconceptions about what the
       group would be most interested in change and, if so, how and why?

      How did your interaction with audience members change what you thought was
       relevant or interesting about your topic area?

      What did you learn about the topic that was surprising? From your research?
       From the presentation?

      What is valuable about this kind of university/community interaction? What is
       artificial, not valuable, or awkward and difficult?

      What was different about how you did the research for this task, as opposed to
       legal research you have done for papers or presentations in class at the

      Are there any observations this experience has led you to make about poverty law
       or legal activism?

      What did you learn about your audience group that was surprising, or predictable?

      How would you do things differently and why?

      What worked really well and why?

      What didn’t work well and why?

For those of you who are doing the community presentations, here are
some useful checklists to take a look at for some tips.

Making Presentation Checklist Available at:
Page 3 of 3

Communication Skills: Making Oral Presentations. Available at:

Robin McTaggart, (1989) “Sixteen Tenets of Participatory Action
Research” Available at

To top