Introduction
Chapter 1 — Overview
A — Social Action's Role in U.S. Experiment in Democracy B — US College Social Action C — Benefits of Social Action for Students, Campuses, and Society D — The Vision: Bringing Social Action into the Classroom E — Overcoming Challenges of Teaching Social Action
Chapter 2 — Developing a Social Action Class
A — Academic Course vs Co-Curricular & B — Prerequisites C — Creating a Social Action Syllabus D — Teaching Style & E —Classroom Norms F — The Students G — Building Campus Allies and Community Partners H —The Role of Place & I —Each Semester vs Every Year (or Other Year) J — Using Mural Board (option)
Chapter 3 — Launching Student Campaigns
A — On Your Mark: Preparing Students for the Road Ahead B — Go! Students Choose Their Issue C — Get Set: Setting the Tone D — Change Theory E — Building Power F — Walking Tour G — Research: Historical Overview, Power Mapping, & Target Analysis H — Group Dynamics I — Strategy & Tactics J — Campaign Kickoff
Chapter 4 — Campaign Planning, Implementation, and Evaluation
A — Timeline & Campaign Plan B — Campaign Implementation: "Series of Actions" Begins C — Campaign Execution & Case Studies D — Campaign Evaluation E — Day of the Final: Campaign Notebook & Group Presentation
Chapter 5 — Where to Go From Here
A — Next Semester B — Mainstreaming Social Action C — Social Action Internship Program D — Pipeline to Jobs & Graduate School E — Status of Current Campaigns F — Impact of Social Action on Former Social Action Students
Read CHANGE! A Guide to Teaching Social Action
- Chapter 4D: Campaign Evaluation (p. 132-135)
Sociology 164: Social Action assignments
TEXTBOOK
- CHANGE! A Student Guide to Social Action:
- Ch. 10 — Campaign Evaluation: Passing It On
- Campaign Binder (p. 122-124)
- Campaign Presentation (p. 124)
- Ch. 11: The Hero's and Shero's Journey (p. 125 - 130)
WRITING ASSIGNMENT
IN-CLASS VIDEOS: The Hero's and Shero's Journey
The Matrix: The Modern-Day "Cave"
Discussion
Below are the directions for the campaign binder and final presentation in Scott Myers-Lipton's Social Action 164 course.
Campaign Binder & Final Presentation
As the semester comes to a close, student campaign groups conduct an evaluation of their campaign. As part of this evaluation, the groups produce a campaign binder that is a summation of the group’s experience, and it provides an historical record of the campaign which can be used by future social action students. Click here for the Campaign Binder Presentation
In addition, the student campaign groups design a 20-minute PowerPoint presentation that explores what their group learned from social action. In their group presentation, they might highlight several of the topics from the campaign binder, or they can choose something else. Click here for the Binder & Group Presentation directions.
Participation
On the day of the final, students turn-in a typed statement explaining what they think they deserve for their participation in the large group and campaign teams. The student self-evaluation is taken into consideration in my evaluation of their participation. Click here for the Participation Statement directions.
Reflect on Course Development Questions
- How will you conduct a final evaluation of the students’ learning? Will you use the campaign notebook and campaign group evaluation? If so, why? If not, why not, and what will you do instead? Will you do a final, group presentation?
- What other ways might you evaluate your students at the end of the class?