As a stand-alone tool
Model one: Start with a community or group of stakeholders
e.g. People who live in BC, People in your school or neighbourhood, Chernobyl survivors
Who lives in this community?- Why does this person or group care about this community?
- What would they have to gain or lose if.... (e.g the legal drinking age was lowered )?
Model two: Start with a research question
- What individuals and groups would care about....(e.g. the building of the Enbridge pipeline).
- What would they have to gain or lose if it was built?
As a jumping off point for further research or activities.
Examples
- Ask students to do
open-ended online searching. Who are the stakeholders in a current controversy?
Take notes about their arguments and evidence.
- Compare persons or group (stakeholder) in this community to others and their points of view. Draw conclusions
- Debate
- Dramatization of involved voices (modern or historical)
- Historical
empathy – Use the inside information
of primary source stakeholders only (created at the time being studied, or very
soon after) such as:
-
- Original documents (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records
- Creative works: Poetry, drama, novels, music, art
- Relics or artifacts: Pottery, furniture, clothing, building