3D — Change Theory

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 3D: Change Theory: (p. 73-79)

Sociology 164: Social Action assignments

WRITING ASSIGNMENT

Discussion

Here is the image from the text that I show when discussing Change Theory; it is Rafael's School of Athens, and it has Plato and Aristotle in the center.

Campaign Case Study

I posted on Mural Board "MATERIALIST FACTOR and IDEATIONALIST FACTOR (problems or solutions), and asked the Students for Filipino Farmworkers to fill it in.

Discussion

After the discussion on theory, I continue with the discussion of Issue Development. Here we discuss campaign demands and naming their group.

Stakeholder Interviews

After discussing campaign demands and naming , I continue with the discussion of Issue Development by discussing the campaign activity of interviewing stakeholders. It is your role to help them identify stakeholders on the campus and/or in the community, and it is there responsibility to reach and contact them to answer the questions in Portfolio 1.

Below are the stakeholders to be interviewed by the Students for Filipino Farmworkers, which was shared on the Mural Board for the class.

Official Student Group

At this time, I encourage the students to become an official student group on campus. At San Jose State, no administrator will meet with students unless they are a part of a Associated Student (AS) student organization. Also, the students need to be an official student org to table (even though they can get around this by working with another student org). Finally, the students can receive several thousand dollars from the Student Government for their activities.

Reflect on Course Development Questions

1. How did materialist (i.e., economy and technology) and ideationalist (i.e., beliefs, values, and ideas) factors motivate and drive the change efforts of the January 6 insurrectionists?
2. How might you use macro social theory (i.e., materialist and ideationalist factors) in your class? What might you use from this book and CHANGE! A Student Guide to Social Action, as well as other sources, to explain macro social change? What other ways might you teach macro social theory?
3. How might you use in your class the women-centered model of organizing and the Alinksy model? What might you use from this book and the Student Guide, as well as other sources, to explain community change? What other ways might you teach community change?