Chapter 2 — Developing a Social Action Class

Introduction

Chapter 1 — Overview

A — Social Action’s Role & B – US College Social Action

C — Benefits of Social Action & D – Bringing into Classroom

E — Overcoming Challenges

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 & Community Allies

H —The Role of Place & I —Each Semester vs Every Year

J — Maintaining Momentum

Chapter 3 — Launching Student Campaigns

A — On Your Mark

B — Students Choose Their Issue

C — Group Dynamics, part 1

D — Change Theory

E — Building Power

F — Social Action Campus Tour

G — Research: Historical Overview, Power Mapping, & Target Analysis

H — Group Dynamics, part 2

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

CHANGE! A Guide to Teaching Social Action

• Chapter 2 — Developing a Social Action Class: Things to Consider, p. 29-51

Watch this video of SML discuss how to develop a social action course:

Resource

Questions

1. What percentage of students will enter the social action class or co-curricular activity knowing that they will be doing social action? How will this affect your teaching?
2. How might you use a human rights framework in your course?
3. What USA and international social action case studies might you include in your readings?