Introduction
Chapter 1 — Overview
A — Social Action’s Role & B – U.S. College Social Action
C — Benefits of Social Action & D – Bringing into Classroom
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
G — Building Campus & Community Allies
H —The Role of Place & I —Each Semester vs Every Year
Chapter 3 — Launching Student Campaigns
B — Students Choose Their Issue
Chapter 4 — Campaign Planning, Implementation, and Evaluation
A — Campaign Plan & Timeline B — Campaign Implementation: "Series of Actions" Begins C — Campaign Execution & Case Studies D — Campaign Evaluation E — Day of the Final: Campaign Binder & 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 5F — Impact of Social Action on Former Social Action Students (p. 142-152)
Videos
This video is of Elisha St. Laurent, one of the student leaders of the minimum wage campaign, and who now works for the city of San Jose in the Housing Department. Elisha credits social action for putting her on a path of civic engagement and professional work to uplift our community.
Here is Elisha speaking at a Smith-Carlos Legacy Event about how social action changed her perspective of herself in a democracy.
Course Development Question
- How might you stay in touch with your former social action students so as to share their successes and challenges as they take these democratic skills into their careers and lives?