2H —The Role of Place & 2I —Each Semester vs Every Year (or Other Year)

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 — Maintaining Momentum

Chapter 3 — Launching Student Campaigns

A — On Your Mark: Preparing Students for the Road Ahead B — Students Choose Their Issue - GO! C — Group Dynamics, part 1-Setting the Tone (Get Set) D — Change Theory E — Building Power F — Social Action Campus Tour G — Research: Historical Overview, Power Mapping, & Target Analysis H — Group Dynamics, part 2 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.

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)

Course Development Questions

Here are some key questions for you to answer about location:

1. How will the location of your campus (urban/rural, red/blue state or region) impact your class?
2. Is there a history of social action on your campus, and if so, how will this impact your social action class?
3. What is the social life like on your campus currently? How will this impact your class?
4. 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?