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 2D: Teaching Style (p. 42-43)
- Chapter 2D: Classroom Norms (43-44)
Discussion: Teaching Style
The teaching style for social action is more of a "guide on the side than a sage on the stage." The professor in this model yields the central role by bringing in outside speakers, having students practice their organizational raps, and giving them time to work on their campaigns (with you being available to help address problems that the teams may be experiencing).
This is a more democratic education model grounded in an engaged or Freirien pedagogy.
Class Structure
To create a participatory, engaged classroom , the class structure has to be changed from the professor up front, and the students in rows, which is that old style of "the sage on the stage" to where the teacher is the "guide on the side". Thus, the physical setting changes (students are in a circle), and the class format is different too. Here are some of the features that will create this engaged social action class, where the
- 5 min: Business, discuss social action occurring (youth [18-24] in nation & world)
- 5-7 min: Quizzes on Reading (this ensures that the students read; if they don't read, it is hard to integrate theory/concepts and practice. In Soci. 164: Social Action, 8 quizzes are given, and 3 are thrown out, which shows the students that the goal is to read, without worry so much about the grade).
- 7-10 min: Organization Raps (start on Class 10) -- p. 60-61.
- 15 min: Mini Lectures
- 5-10 min: Videos (and discussion)
- 10-15 min: Speakers: Alumni Zoom (Change can happen!)
- 20-30 min: Campaign Work in Teams (sometimes at the start of class, sometimes not…when in need!)
Below is a portion of the Soci 164: Social Action class structure in pink sticky notes.
Discussion: Classroom Norms
The text discusses the following classroom norms: (1) participate, (2) take action; (3) follow through on what they say the are going to do, (4) read, and (5) listen to each other.
But what if the students don't believe social change is possible? Helping students to understand change is possible is key. Everything done in the first third of the class is to encourage students to participate and taking action.
Reflect on Course Development Questions
- How many of ways can you identify that I encourage encourage participation and taking action in the CHANGE books?