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
Clearly, where your campus is located will affect the student's social action campaigns. The above photo is of Dine College on the Navajo Nation in Arizona. This less densely populated area will impact many aspects of a social action class, as will a campus in the middle of a city.
Read CHANGE! A Guide to Teaching Social Action
- Chapter 2, H: The Role of Place (p. 48-50)
- Chapter 2I: Each Semester vs Every Year (or Other Year) (p. 50-51)
Watch Video Clip
Reflect on Course Development Questions
Here are some key questions for you to answer about location:
- How will the location of your campus (urban/rural, red/blue state or region) impact your class?
- Is there a history of social action on your campus, and if so, how will this impact your social action class?
- What is the social life like on your campus currently? How will this impact your class?
- As discussed in the reading, it is possible, but rare, for the students to win a campaign in one semester. In light of this, here is a question to consider: What steps can you take to ensure to help support that a class using social action occurs on your campus the semester following your class?