3G — Research: Historical Overview, Power Mapping, & Target Analysis

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 3G: Research (p. 91-97)

Sociology 164: Social Action

Discussion

Here is a good example of a 1-page PowerPoint slide that summarizes the target analysis:

Here is  1-page form I have used with the students to create their power map:

Here is  another form I have used with the students to create their power map:

Campaign Case Study

Team member research assignments (as posted on class Mural Board):

Historical Overview in PowerPoint

Students did research by attending various campus and community events. Below is a campus-wide event attended by the students, which dealt with Filipino Farmworkers.

At the event, the students had the chance to meet with the author, Gayle Romasanta, and connect with some community allies, including  a member from the Filipino American National Historical Society (FANHS). Below is a photo of the Students for Filipino Farmworkers, Gayle, and the FANHS community ally.

Power Map

Students for Filipino Farmworkers researched and produced these visual power maps for their campaign:

Reflect on Course Development Questions

1. This section’s reading explores how to get students to do a historical overview, power map, and target analysis of their campaigns.
2. What parts from this research assignment did you find most useful?
3. What additional things might you do to improve on this section for your class?