3E — Building Power

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 3E: Building Power: Student Recruitment and Alliances Theory: (p. 79-84)

Sociology 164: Social Action assignments

Discussion

There are 3 types of power (i.e., power over, power with, power for, p. 44-45) and they manifest in 3 ways (organized people, organized money, and organized violence, p. 47).

Once the students understand what is power, it is important to explore with them how to get power. If they don't like the world as it is, it is because their ideas do not have enough power behind them, and that they will have to gain power in order to change the world.

Campaign Case Study

The Students for Filipino Farmworkers campaign developed the following plan for building power (as posted on the class Mural Board):

Here are the above campaign activities of the Students for Filipino Farmworkers:

Reflect on Course Development Questions

1. What part of how students “build power” did you find the most interesting?
2. What might you use from this book and CHANGE! A Student Guide to Social Action, as well as other sources, to explain power?
3. What other ways might you teach building power?