Introduction
Chapter 1 — Social Action: An Overview
A & B —Social Action’s Role & US College Social Action
C & D — Benefits & Bring It Into Class
Chapter 2 — Developing a Social Action Class
A & B — Course vs Co-Curricular & Prerequisites
C — Creating a Social Action Syllabus
D & E — Teaching Style & Norms
H & I — Role of Place & Each Semester v Every Year
Chapter 3 — Launching Student Campaigns
B — Students Choose Their Issue
Chapter 4 — Planning, Implementation, & Evaluation
A — Campaign Plan & Timeline B & C — Implementation & Execution D — Campaign Evaluation E — Finals: Binder & Presentation
Chapter 5 — Where Do We Go From Here?
A & B — Next Semester & Mainstreaming TSA C & D — Internships & Pipeline to Jobs E — Status of Current Campaigns
CHANGE! A Guide to Teaching Social Action
- Chapter 3G: Research (p. 91-97)
Research
In this chapter, students focus on researching their campaign issue. Here are the questions that TSA recommends for the students to explore. It is important for students to do an Historical Overview, a Power Map, and a Target Analysis. For this assignment, if the students were larger than three, the students would break up into small groups. If the group had just three students, each student would do one of the above areas. If decide to not do all of these areas, or focus on another part of the student campaign, please join us at our twice a semester virtual Meetups, and tell us your experience.
TSA recommends that you wait until the 5th or so week to do Research.Click below to hear Dr. Rosina Hassoun from Saginaw State University discuss why in the TSA model, it is better to wait until the 5th or so week to do Research.
Here is Scott discussing the Historical Analysis.
Here is Scott discussing Power Mapping.
Below are two different forms that Scott used with his students to create their power map.
Below are two examples of Power Analysis Grids that have been used by practictioners of social change:
Students in Scott’s course were asked to create a one-page PowerPoint slide that summarizes the Target Analysis. Below is an example of this 1-page slide.
Here are the questions for Portfolio #5, and a response by a San Jose State student to these questions. Note: Scott assigned this research portfolio as a group project. If he had a group of 6 students in the campaign, he’d have 2 students work on the Historical Overview, 2 students working on the Target Analysis, and the other 2 students working on the Power Map. SML would give them a group grade for each section.
Questions
- This section’s reading explores how to get students to do a historical overview, power map, and target analysis of their campaigns.
- What parts from this research assignment did you find most useful?
- What additional things might you do to improve on this section for your class?
Case Study
Team member research assignments (as posted on class Mural Board).
Historical Overview
Students for Filipino Farmworkers did an in-depth historical analysis, and from this research, created this short PowerPoint presentation about the history of the Filipino farmworkers: SFF-Historical Overview.pdf
Students for Filipino Farmworkers 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:
