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
The above photo is of Leila McCabe, a student in Soci: 164. To Leila's right is Cindy Chavez, who at the time was the President of the South Bay Labor Council, and next to her is Poncho Guevera, CEO of the Sacred Heart Community Services, the largest anti-poverty organization in Silicon Valley.
Read CHANGE! A Guide to Teaching Social Action
- Chapter 2, G: Building Campus Allies & Community Partners (p. 47-48)
Watch Video Clip
Reflect on Course Development Questions
- How can you help your students build a list of campus allies and community partners?
- Write out one list for every possible campus ally that you think the students might be able to contact, and another list of possible community partners. When the students start developing their campaign demands and target as part of their Issue Identification, you can share your lists with them, and to brainstorm with them other possible campus and community partners. This list will also be helpful when they do their interview of the stakeholders.