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
CHANGE! A Guide to Teaching Social Action
- Chapter 3F: Walking Tour (p. 84-91)
Sociology 164: Social Action assignments
READINGS (from reader):
- Myers-Lipton: Edwin Markham, “The Man with the Hoe and Tower Hall”
- Myers-Lipton: “Japanese American Internment at Men’s Gym”
- Notice: Headquarters Western Defense Command
- Seib, “Uchida Hall was Once a Transfer Point…” (bottom of page 1, Spartan Daily)
- Thompson, email
- Baca, “The Arch of Dignity, Equality, and Justice” (click on 4 boxes)
- Myers-Lipton: “Gaylord Nelson’s Earth Day & Burying of a New Ford Maverick”
- Myers-Lipton, “Tommy Smith, John Carlos, and the Statues”
- Walker, “It is Finished”
Discussion
Every campus has some history that can be tapped to highlight how social action has or could play a role in its history. Below is the Walking Tour I developed at San José State.
Reflect on Course Development Questions
- What did you learn from the SJSU Walking tour that you can apply to your campus?
- What sites might you visit on your campus or local community?