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Community Organizing 101—Instructor’s Syllabus Guide

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CommunityOrganizing101--Instructor’sSyllabusGuidePreparedbyDannyHoSang1fortheCommunityLearningPartnership

OVERVIEW

Thissyllabusguideisaresourceforinstructorspreparingtoteachsomeversionof“CommunityOrganizing2101”—anintroductorycoursedesignedtofamiliarizestudentswiththebasicideas,practices,historyandtheoryofcommunityorganizingintheUnitedStates.Itisequallyusefulforcommunitypartnersworkingwithfacultyinplanningclassesandexperientiallearningoncommunityorganizing.Differentversionsofthiskindofcoursehavebeentaughtformanyyearsinsocialworkschools,publicpolicydepartments,planningdepartments,sociologydepartments,communityeconomicdevelopmentunitsandotherentities,atbothtwoandfouryearcollegesandingraduateprograms.Thisguideisdesignedtobebothcomprehensiveandflexible.Itincludesdetailedresourcesoncoursebooksandreadings,samplelearningunits,andexamplesofcoursedesignandstructure.Itisintendedtoserveasaresourceguideforinstructorsdevelopingorrevisingtheirsyllabi.ExamplesofothercoursesyllabicanbefoundonboththeCLPsite(clpclp.org/curriculum)andtheextensiveCOMM-ORGarchiveofsyllabi,organizedbytopic.N.B.Sincetherearemanyaspectstogoodcommunityorganizingandsocialchangestrategies,thetopicscoveredinthissyllabusguidecouldeasilybecoveredingreaterdepthbydividingthemintotwocoursesoncommunityorganizing–oneanintroCO101andtheotheramoreadvancedCO102. 1 Daniel Martinez HoSang formerly was with the Center for Third World Organizing where he worked extensively with grassroots community and racial justice organizations. He currently is Associate Professor and Ethnic Studies Department Head at the University of Oregon. 2 Different colleges use a variety of titles, depending on the instructor’s preference and the department which offers it. CLP affiliates use “community organizing”, “social justice leadership”, “community development” and other titles to denote what this paper means by “community organizing”.


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IncommunitycollegesanduniversitiesaffiliatedwiththeCommunityLearningPartnership,coursesincommunityorganizingareonekeyelementinanintegratedseriesofcoursesandopportunitiestolearnfrompracticalexperience.Othercourses3coverataminimumCultureandIdentity,theRegion’sPoliticalEconomyandHistoryofSocialChange,aPracticum/CapstoneProjectandmostalsoincludecoursesonspecificchangeissues,expandingcertainsetsofskillsandothersubjects.Allinstructors,whetheringraduateseminarsorintroductorycoursesforfirst-timecollegestudents,needtothinkaboutensuringthatthesyllabusandcourseisbothaccessibleandchallenging.Forcommunitycollegefacjultyinparticular,thisoftenmeanstakingintoaccountabroadrangeoflearningstyles,backgroundsandexperiences.TheCLPsitealsohasseveralusefulresourcesrelatedtoadulteducationandpopulareducationingeneralwhichmaybeusefultoinstructors,includingthefollowing:

• JaneVella.“CreatingaSafeEnvironmentforLearning”--ChapterFivefromLearningtoListen:LearningtoTeach(Vella)ontheimportanceofcreatingasafespaceforlearningwheneducatingadults

• JaneVella.“LearnersasDecisionMakers:HarnessingthePowerofSelfThroughRespect.”Describeswaystoengageadultlearnersinmakingdecisionsaboutthesettingandcontentfortheirworkshopsandformallearningexperiences.

• JaneVella.“TwelvePrinciplesforEffectiveAdultLearning.”Vellaoutlinesthebasicsofherprinciplesforadulteducation,whichdrawfromPauloFreire'sdialogueapproach.Throughoutthisbook,sheusesinterestingcaseexamplesfromherworkworldwide,inarangeofcommunity-basedsettings.

• PauloFreire.PedagogyoftheOppressed:Chapter1• JoanMinieriandPaulGetsos.“TrainingforTrainers:AGuidetoDesigningInteractive

TrainingsUsingPopularEducationTechniques.”Ahow-toguidetotrainingdesign,basedonFreire'sdialogueapproachtopopulareducation.Includesexercisesforworkshopsontrainingdesign,aswellasworksheetsfordevelopingtrainings.

3 Names for these courses also vary from one college to another.


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CommunityOrganizing101:History&PracticeInstructor’sSyllabusGuide

A.COURSEDESCRIPTIONAneffectivesyllabustypicallyincludesabriefexplanationofthegoalsofthecourse,themainquestionsthatstudentswillengage,andanoverviewofthereadingsandclassactivities.Twotofourshortparagraphsaregenerallysufficient.EXAMPLE:Thiscoursefocusesbroadlyonthehistoryofsocialmovements,socialchangeeffortsandcommunityorganizing,bothinU.S.andothercountries.Thecoursehelpsstudentsengageseveralfundamentalquestions:WhatiscommunityorganizingandhowcanwetraceitsoriginsanddevelopmentintheUS?Whatkeyassumptionslieatthecenterofthisapproachtosocialandpoliticalchange,andwhatdifferencesanddivisionscharacterizethefield?Finally,whatdocommunityorganizersdointheirday-to-daywork,andhowdoesonebecomeacommunityorganizer?Theclassexplorescommunityorganizinghistory,theoriesandpractice,aswellasmodelsofsocialchangethroughamixofskills-basedworkshops,guestspeakersfromlocalsocialjusticegroups(asavailable),theoreticalreadings,andpracticum-basedwork.Itisdesignedforstudentswithresearchinterestsincommunity-basedorganizing,aswellasthoseconsideringcareerandleadershipopportunitiesinavarietyofnonprofitandsocialchangefields.Thereadingsdrawfromavarietyofpoliticalcommitmentsandperspectivesandaredesignedtohelpusallreflectonourownideasandworldviewswithinasharedandconstructiveframework.Acrosstheterm,thecoursepaysparticularattentiontothewaysthatrace,class,gender,sexuality,indigeneityandotherformsofdifferenceshapeprivilegeandpower.Manyoftheclasssessionsincorporatesmallgroupactivitiesandothercollaborativeapproachesandactivities.Thegoalsofthiscourseare:(1)Tofamiliarizestudentswiththehistory,developmentandbasicassumptionsofcommunityorganizing(2)Tointroducestudentstosomeofthebasiccapacitiescentraltocommunityorganizingwork,includingoutreach,listening,building,relationships,issuedevelopment,strategyandcampaigndevelopment,leadershipdevelopmentandmovementbuildingthroughreadingsandworkshopstyleexercises.


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(3)Toexposestudentstoarangeofcommunityorganizingapproachesandissuestakenupbysocialjusticeorganizationsintheregion.(4)Toprovideanopportunityforstudentstoreflectontheirownpoliticaldevelopment,assumptionsandunderstandinginrelationshiptotheprinciplesofcommunityorganizing.B.BOOKS Therearenowseveralbooksthatcangivestudentsanoverviewoftheprinciplesandkeymethodsofcommunityorganizing.Mostarequiteaccessibleandrequirenobackgroundinthefield,thoughtheypresumedifferentlevelsofliteracylevels.Somearewrittenas“howto”guidesfororganizersandfocusonnuts-and-boltsskillsfororganizersandorganizingcampaigns.Otherscombineorganizingandsocialchangetheorywithadiscussionofpractice.Anadvantageofusingatextinadditiontoasetofreadingsorotherarticlesisoncestudentsareorientedtotheauthor(s)basicpointofviewandwritingstyle,itcanbeeasierforthemtoassimilatenewinformation.Thelistbelowincludesbookswhich(1)provideabasicoverviewofcommunityorganizingintheUS;and(2)arecurrentlyavailableinprintaspaperbacks.ThelistedpriceindicatestheAmazon.compricein2012.

• JoanMinieri&PaulGetsos.ToolsforRadicalDemocracy:HowtoOrganizeforPowerinYourCommunity(Josey-Bass,2007)--$25.

o Anessentialresourceforgrassrootsorganizersandleaders,studentsofactivismandadvocacy,andanyonetryingtoincreasethecivicparticipationofordinarypeople.Co-authoredbyformerProgramDirectoroftheCommunityLearningPartnership.Linksbothskill-basedtrainingsandcontentaswellasmanyexamplesofeffectiveorganizingcampaigns.

• RinkuSen,StirItUp:LessonsinCommunityOrganizingandAdvocacy.(Jossey-Bass,2003).$25

o Examinestheprimarycomponentsofcommunityorganizing,usingcaseexamplesofseveralinitiativestoorganizewomen,includingexploringraceandgenderinorganizing.Worksheetsandtoolsprovided.

• SaulAlinsky,RulesforRadicals.Vintage,NY(1971)--$11o Classictextoutliningthemainideasofpragmaticradicalismauthoredbyakey

figureinthehistoryofcommunityorganizing.• Szakos&Szakos,WeMakeChange:CommunityOrganizersTalkAboutWhatTheyDo—

AndWhy.(VanderbiltUniversityPress,2007)--$28o Fourteenin-depthprofilestellthelifestoriesofacross-sectionofthediverse

peoplewhochoosethelifeofanorganizer.Otherchapters,focusedonissuesoforganizing,aretapestriesofexperiencewovenfromthe81interviewstheauthorsconducted.Providesausefulintroductiontowhatorganizersdointheirdailylives.

• MichaelJacobyBrown.BuildingPowerfulCommunityOrganizations:APersonalGuidetoCreatingGroupsThatCanSolveProblemsandChangetheWorld(LongHaulPress,2007)$14


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o Aguidebookwithstories,personalexercisesandlessonslearnedfromdirectexperience.Providesworksheets,activitiesandincludesanannotatedbibliography.

• MarkWarrenandKarenMapp.AMatchonDryGrass:CommunityOrganizingasaCatalystforSchoolReform(Oxford,2011)--$24

o CasestudiesofcommunityorganizingthroughouttheUnitedStatestoimproveandreformpubliceducation.Notnecessarilyanintroductorytext,butprovidesexcellentexamplesanddescriptionsofcontemporaryorganizingcampaigns.Companionwebsitealsoavailable.

• SiKahn.CreativeCommunityOrganizing:AGuideforRabble-Rousers,Activists,andQuietLoversofJustice(Berrett-Koehler,2008)--$13

o “OrganizerandmusicianSiKahnregalesuswithentertaining,funny,sad,dramatic,andinspiringtalesofhisworkinsomeofthemostimportantprogressivestrugglesofthepastfiftyyears—theSoutherncivilrightsmovement,theHarlanCountycoalminers'strike,thefightstoabolishprisonprivatizationandimmigrantfamilydetention.

• MidwestAcademy,OrganizingforSocialChange:MidwestAcademyManualforActivists(4thEdition—ForumPress,2010)--$37

o AcomprehensivemanualproducedbytheMidwestAcademyforgrassrootsorganizersworkingforsocial,racial,environmentalandeconomicjusticeatthelocal,stateandnationallevels.Includesskill-basedchapterswithextensivepracticalexamples.

• LarryR.Salomon,RootsofJustice:StoriesofOrganizinginCommunitiesofColor(Josey-Bass,1998)--$30.

o “Thesearethestoriesofpeoplewhofoughtbackagainstexploitationandinjustice--andwon.FromtheZootSuiterswhorefusedtoputupwithabuseatthehandsoftheNavy,tothewomenwhoorganizedthewelfarerightsmovementofthe1970s.”ProvidesusefulhistoricexamplesoforganizingincommunitiesofcolorintheUS.

• EricMann.PlaybookforProgressives:16QualitiesofaSuccessfulOrganizer(BeaconPress2011--$12

o “Thiscomprehensiveguidearticulatespragmaticallywhatisrequiredintheoftenmystifyingandrarelyexplainedon-the-groundpracticeoforganizing.Manndistillslessonshelearnedfromoverfortyyearsasanorganizer,aswellasfromotherorganizerswithinthecivilrights,labor,LGBT,economicjustice,andenvironmentalmovements.”Especiallyusefulforconnectingthepoliticaldimensionsoforganizingtoeffectivestrategyandtactics,especiallyinrelationtotheroleoftheorganizer.

• LeeStaples.RootstoPower:AManualforGrassrootsOrganizing(Praeger,2004)--$25o “Thishow-tomanualpresentsstrategies,tactics,methods,andtechniquesthat

communitymemberscanusetosettheirowngoals,selectissues,campaignfortheseissues,recruitmembers,developleaders,holdeffectivemeetings,conductresearch,lobbypoliticiansandlegislators,andgetthewordouttothemedia.”

• LorettaPyles.ProgressiveCommunityOrganizing:ACriticalApproachforaGlobalizingWorld(Routledge2009)--$42

o “Thisinterdisciplinarytextbookoffersacomprehensiveviewofthecentralissuesfacingprogressivecommunityorganizerswhoseektomobilizethosenegativelyimpactedbylocal,national,andglobalsocialpoliciesandpractices.Intendedfor


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bothundergraduateandgraduatestudentsinsocialwork,itaimstoarticulatethedepthofthesubjectbyintroducingstudentstothephilosophical,political,andsociologicaltheoriesthatinformcommunityorganizingandadvocacy.”

OTHERREADINGSThedigitallibraryoftheCLPsitecontainsalonglistofreadingsappropriatefordifferenttypesofcommunityorganizingcourses,withlinkstoPDFcopiesofthereadingsforyourreference.Thereadingscitedbelowcanallbefoundonthatsite.Pleasebearinmindthatthefollowingfairusenoticeappliestoallofthereferencedreadings:

FAIRUSENOTICE.Thesedocumentscontaincopyrightedmaterialwhoseusehasnotbeenspecificallyauthorizedbythecopyrightowner.TheCommunityLearningPartnershipismakingthismaterialavailableaspartofourmissionofenhancingcurricularofferingswithinhighereducationaroundcommunityorganizingandcommunitydevelopment.Webelievethatthisconstitutesa`fairuse'ofthecopyrightedmaterialasprovidedforinsection107oftheUSCopyrightLaw.Ifyouwishtousethiscopyrightedmaterialforpurposesofyourownthatgobeyond`fairuse',youmustobtainpermissionfromthecopyrightowner.

Inaddition,theCOMM-ORGsitemaintainsareadingswebpage,withlinkstoarticles.Buildthewheel.orgalsomaintainsaresourcelibrary,withmanypopulareducationandtrainingmodules.(Freebutwebsiteregistrationrequiredtoviewsomematerials).Makingthematerialsavailableandaccessibletostudentsvariesgreatlybyinstitution.Someinstructorscreatecoursepacketsavailableforphotocopy,otherspassouthardcopiesinclassormakeelectroniccopiesavailableonline.Theexamplesusedinthisguidedrawonarangeofdifferentkindsofreadingsineachweek,balancing“howto”topicsandtrainingswithreadingsonorganizinghistoryandtheory.C.SAMPLEASSIGNMENTSInadditiontotraditionalassignmentssuchasquizzesandexams,CO101coursesoftenrelyonotherassignmentstoengagestudentsandassesstheircomprehensionofthecoursematerials.Forexample:

1. CAMPAIGNROLEPLAYS.Earlyintheterm,studentscanbeassignedtoasmallgroupof4-5personsthattakeontheidentityofacommunityorganizinggroup(eitheranactualorganizinggroupfromthecommunity/regionorafictionalone).Fromweektoweek,smallgroupscanbegivendifferentscenariosandactivitiesrequiringthemtoimplementvariousskills,analyses,andframeworksaddressedintheclass.Forexample,duringaweekcoveringgrassrootsfundraising,smallgroupscanbetaskedwithcreatingagrassrootsfundraisingplanfortheorganization.Assignmentsrelatedtocampaignplanning,issueidentification,researchanddirectactioncanbeorganizedonasimilarbasis.


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2. REFLECTIONJOURNAL.Eachweek,studentscanbeaskedtowriteentriesinapersonaljournal,reflectingonspecificpromptingquestionsinreactiontotheassignedreadings,classactivities,anddiscussions.Thejournalscanbesubmittedseveraltimesduringthetermforcomment,orexchangedwithothersstudents.

3. PRACTICUM/SITEVISITS.Iflocalopportunitiesandconditionspermit,studentscanbeencouragedtovisitlocalcommunityorunionorganizinggroups,eitherforaneducationalvisitortocontributeworktoaspecificproject,suchasconductingresearchorhelpingtoprepareforanevent.Studentscanbeaskedtomaintainjournalentriesabouttheseexperiences.

4. CAMPAIGNCASESTUDY.Studentscanbeaskedtoanalyzenewsarticlesorvideosrelatedtoaspecificorganizingcampaign,andwriteacasestudyaboutthecampaign,suchasexplaininghowtheissuewasidentified,analyzingwhomakesdecisionsontheissueandhowtheymightbeinfluenced,writingoutacampaigntimelineorstrategychart,oransweringotherquestionsdesignedtoassesstheirunderstandingoforganizingvocabularyandconcepts.

5. INTERVIEWS.Studentscanbeaskedtoconductindividualinterviewsoflocalcommunityorganizersorleaders,providedthatsuchrequestsareclearedinadvancebytheinstructorwiththeorganization.Ideally,studentscanvolunteerorcontributeotherlabortotheorganizationaswell.

D.SAMPLECLASSUNITSTheclasssessionsbelowareorganizedintothreesections:

A. “IntroductiontoSocialChangeandPower”focusesonthepoliticalandhistoricalcontextofcommunityorganizing.Thereadingsaddressorganizinghistory,therelationshipofrace,class,gender,andsexualitytoorganizing,andtheconnectionbetweenpersonaltransformationandpoliticaltransformation.

B. “TheBuildingBlocksofCommunityOrganizing”focuseson“nutsandbolts”skillsincludingfundraising,recruitment,actions,andresearch.Thereadingsdrawfromvariousorganizingmanualsandtextbooks,andmanyoftheclassroomexercisesinvolveroleplaysdesignedtointroducetheseskills.

C. “Organizing,PoliticalAnalysis,andSocialChangefocusesontheindividualandcollectivepoliticalanalysisthatguidessocialchangeefforts.Theclassesfocusonmovement-building,populareducationandtraining,andcareerpathsintoorganizing.

Dependingoninstructorpreferencesaswellasthelengthandorganizationofthecourse,asyllabuscouldincorporateanycombinationoftheseunitsorindividualclasses.SomeofthemcouldbeorganizedasasecondcourseonAdvancedCommunityOrganizing102.


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SECTIONA:INTRODUCTIONTOSOCIALCHANGEANDPOWER.Thesesessionsprovidestudentswithabasicoverviewofadefinitionofcommunityorganizing,itsmainconcepts,andintroducesomehistoricalandpoliticalcontexttothestudyoforganizingwithinacollegeclassroom.A1:COURSEINTRODUCTION&THEORIESOFSOCIALCHANGE.Thefirstweekofthecourseistypicallydesignedtointroducestudentstothecourse,theinstructor,andoneanother.using1-2icebreakersduringthebeginningofclassthisweek—seeonelistofsuggestedicebreakersbelow.Inadditiontocoveringtypicalcoursebusiness(syllabus,expectations,etc)instructorsmightallocatetimeforanexercisedesignedtointroducestudentstothebasicideasofcommunityorganizing,andhowitdiffersfromotherapproachesincludingdirectservice,advocacy,andelectoralpolitics.Onesuchoptionisthe“RainingRocks”exercise,whichintroducesstudentstovariousapproachestosocialchange,askingthemtocompareandcontrasttherelativeadvantagesanddisadvantagesofeachapproach.Therecommendedreading“PowerandSocialChange”isabriefoverviewoftheconceptofpowerasitisusedwithincommunityorganizing,andcanbeusedtodebriefthe“RainingRocks”exercise.Thefilm,TheDemocraticPromise,introducesAlinskytostudentsinthecontextofhisearlyworkinChicagothroughhisorganizinginRochester,NYinthelate1960s.Thesecondpartprofilesacongregation-basedorganizingprojectinBrooklyn.Thefilmprovidesausefuloverviewofthehistoricemergenceofoneapproachtocommunityorganizing.SampleReadings

• GrassrootsPolicyProject,“PowerandSocialChange”—Introducesstudentstothebasicprinciplesofcommunityorganizingforsocialchange.Briefandaccessible.

• CesarChavez,“TheOrganizer'sTale”(1966)—AbrieffirstpersonaccountofCesarChavez’searlyorganizinglessonswiththeUnitedFarmWorkers—studentsmightbeaskedtoexplorehowitworkswiththereadingandexerciseabove.

• KevinRyan.“BuildingWholeCommunities:ApproachestoProblems”—Handoutthatreinforcesthebasicapproachestosocialchangeconcepts.

Inclassactivities• Introduction&icebreakingactivities• Training--ApproachestoSocialChange:The“RainingRocks”exercise• Film:TheDemocraticPromise:SaulAlinsky&HisLegacy(2000).(Apreviewofthefilmis

availableonline).• Training--Michael Jacoby Brown. Hartford Community Colleges - Community

Organizing Curriculum Guide. Includes a workshop on comparing different approaches to social change.


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A2:COMMUNITIES,POWER,ANDTHEPOLITICALCONTEXTOFORGANIZINGThissessionfocusesonsomecontemporarydebateswithincommunityorganizingtohelpstudentsengagethequestion,“whatisorganizingfor?”Assignedreadingsaskstudentstoidentifykeyaspectsorelementsofdifferentorganizingmodelsandconsidertherelationshipbetweenorganizersandcommunities.SampleReadings

• Alinsky,RulesforRadicalsPrologue,”“ThePurpose,”“OfMeansandEnds,”“AWordAboutWords.”BasicintroductiontoAlinsky’skeyargumentsandprinciples.

• Sen,StirItUp,”Introduction,”“1.NewRealities,IntegratedStrategies.”AcritiqueofthemainassumptionsguidingAlinsky-styleorganizing)

• GaryDelgado,“TheLastStopSign.”ShelterforceOnline.Critiqueoforganizingmodelsthatfocusonplaceratherthanidentity.

• KristinaSmock,“DemocracyInAction.”ComparesmodelsofcommunityorganizingintheNorthwest.

Inclassactivities

• “SaulAlinskyExplainsCommunityOrganizingasanOutsideAgitator.”7minuteaudiointerviewwithAlinskyabouttheroleoftheorganizerandtheorganizer’srelationshiptothecommunity.StudentsmightlistentotheinterviewinclassanddiscusshowauthorslikeDelgadoandSenmightengagehisarguments.

A3:PERSONALANDPOLITICALTRANSFORMATIONSHowdoescommunityorganizingchangeanddevelopthewaypeopleviewthemselvesandeachother?Howdothoseideasintegratewithbeliefsaboutrace,class,genderandsexuality?Aboutpowerandprivilege?Thesereadingsinvitestudentstosituatethemselvesinthesediscussions.

• RobertJensen,“WhitePrivilegeShapestheU.S.”Abriefandaccessibleessayabouttheofteninvisibleroleofwhiteprivilegeineverydaylife.

• RobinKelley.“PeopleInMe”ColorLines,Winter1999.Allowsreaderstoconsiderthemultiplebases(economic,cultural,geographic,etc.)thatcontributetoasenseofracialidentityandself.

• RobinKelley.“FindingtheStrengthtoLoveandDream.”FreedomDreams:TheBlackRadicalImagination(Beacon,2002).Ashortessaythatpairswellwith‘PeopleinMe,’exploringthewaysthatindividualidentityandexperienceconnectstovisionsofpoliticaltransformation.

• AngelaDavis.“TheColorofViolenceAgainstWomen.”Ashortessayexaminingtheconnectionsbetweenrace,gender,andviolenceandtheorganizingthatcanbedonetoaddressviolenceagainstwomenofcolor.


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• AudreLorde,“TheTransformationofSilenceintoLanguageandAction.”(Essayconsideringthewaysthatorganizingandotherformsofpoliticalactioncannameandconfrontoppressiveconditions).

Inclassactivities

• Journalingorpersonalreflectionexerciseaskingstudentstoreflectontheirownsocialandpoliticalidentitiesandcommunities,aswellastheirsourcesofprivilegeandpower.

Seeelsewhereinthisdatabaseforinformationonfull-lengthclassesonCultureandIdentityA4:MOVEMENTHISTORYThesesessionshelptoplacetheprinciplesandpracticesofpresent-daycommunityorganizinginadeeperandwiderhistoricalframework.Ideally,studentscanusetheirownexperiences(and/orthoseoffriendsandfamilies)tohelpconstructthisframeworkthroughasampletimeline,asdescribedbelow.Instructorsshouldseekoutresourcesaboutmovementhistoryrelevanttotheirlocalcommunities.Samplereadings

• RobinD.G.Kelley.“WeAreNotWhatWeSeem:RethinkingBlackWorking-ClassOppositionintheJimCrowSouth.”Alongeracademicessayontherelationshipbetweenindividualactsofresistanceandcollectiveorganizing.

• GwendolynRobinsonandDianeNash.ExcerptsfromHandsontheFreedomPlow.FirstpersonaccountsofwomanorganizerswithintheStudentNon-ViolentCoordinatingCommittee(SNCC).

• RobertFisher.LetthePeopleDecide-chaptertwo:Organizing_1929-1946CoversCommunistPartyorganizingintheUSandconcludeswiththeemergenceofAlinksyinChicago'sBackoftheYardsneighborhood.

• SydBeane:"Youlearnorganizingbydoingorganizing."TwinCitiesDailyPlanet,November22,2009.BiographicalaccountofalongtimecommunityorganizerbasedinMinnesota.

• ChristineMarin.TheUnion,CommunityOrganizing,andCivilLiberties:ClintonJencks,SaltoftheEarth,andArizonaCopper.1950`sbasedcasestudyofcommunityandlabororganizingandtheEmpireZincCompany.

Inclassactivities• SelectionsfromEyesonthePrize:America’sCivilRightsMovement19541-1985.Many

episodesavailableonYouTubeorthroughcollegeorpubliclibraries.Thereisalsoanexcellentcompaniontotheserieswithhistoricaltimelinesandprimarydocumentshere.

• SelectionsfromChicano!HistoryoftheMexicanAmericanCivilRightsMovement.Video.NLCCEducationalMedia,1996.

• Sampleclassexercise:Constructingamovementhistorytimeline:Havetheclasscollectivelycreateatimelineinthefrontoftheroom(perhapsfromthe1930stothepresent)chartingkeydates,eventsandmovementsinthehistoryofcommunityorganizing(theCivilRightsMovement,women’smovement,Alinsky’semergence,ACORN,


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voterregistrationandelectoralwork,etc).Studentscanbrainstormtheseeventsinsmallgroupsandthenbegintowritethemonindexcardsorpiecesofpapertobeginplacingatthefrontoftheroom.SampletimelineswithkeydatescanbefoundonProjectSouth’swebsitehere.Thisexercisecanalsobedoneonline,askingstudentstocollaborativelyproduceatimelineusingafreeplatformsuchasPreceden.

SECTIONB:THEBUILDINGBLOCKSOFCOMMUNITYORGANIZING.Thesesessionsfocuson“nutsandbolts”skillsincludingfundraising,recruitment,actions,andresearchthatformthebasicbuildingblocksofcommunityorganizing.Thereadingsdrawfromvariousorganizingmanualsandtextbooks,andmanyoftheclassroomexercisesdrawuponroleplayexercisesdesignedtointroducetheseskills.B1:RECRUITMENTANDCONSTITUENCIESThesereadingsfocusontheroleofdifferentconstituencieswithincommunityorganizations,andapproachestoeffectiverecruitment.Ideally,studentscanspendtimewithalocalorganizationparticipatinginarecruitmenteffort.Ifnot,the“OrganizingGame”simulationcanbeausefulonlineactivitytohelpstudentsthinkabouteffectiveapproachestorecruitment.Samplereadings

• Sen,StirItUp,”2.OrganizingNewConstituencies.”• SzakosandSzakos,WeMakeChange,“Chapter1.”• MichaelJacobyBrown.WhyPeopleJoinOrganizations.“BuildingPowerful

CommunityOrganizations.”Worksheetsandbriefhow-to'sonhowtorecruitpeoplebasedonthinkingaboutwhypeopletypicallyjoingroups.

Sampletrainingexercisesondesigningrecruitmentstrategiestotargetparticularconstituenciesandaskingforcommitments

• “TheOrganizingGame.”Organizingrecruitmentsimulationwebsite.Studentscancompletethesimulationoutsideofclassanddiscussitinclass.

B2:ACTIONS&TACTICSThereadingsbelow(andothersavailableinotherorganizingtrainings)exploretheuseofdirectactionswithincommunityorganizingstrategy.Togetherwiththevideobelow,aclassmightusethereadingstohaveadiscussionontheprinciplesandbestpracticesofeffectivedirectactions.Sampletrainingsofteninvolvedirectactionroleplays.Samplereadings

• Sen,StirItUp,“4.Ready,Set,Action.”Explorestheroleofdirectactionorganizinginbuildingstrongorganizations.


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• Alinsky,RulesforRadicals,“Tactics.”Abasicprimerontheprinciplesofeffectivetactics.• 198 Methods of Nonviolent Action. The Albert Einstein Institution.

Inclassactivities

• SelectionsfromChicano!HistoryoftheMexicanAmericanCivilRightsMovement.Video.NLCCEducationalMedia,1996.PartIII,“TakingBackOurSchools”(availableonYouTube)focusesontheChicanostudent“Blowouts”inLosAngelesin1968andpresentsagoodhistoricalcasestudyofanexampleofdirectaction.

• Michael Jacoby Brown. Hartford Community Colleges - Community Organizing Curriculum Guide. Includes a sample training, workshop style, on conducting direct actions.

B3:ISSUEFRAMING&STRATEGYThesereadingsanddiscussionfocusontheroleoforganizersandorganizationsinselectingandframingcampaignissues.Samplereadings

• Sen,StirItUp,“3.PickingtheGoodFight.”Abasicintroductiontoissueselection.• Alinsky,RulesforRadicals,“Communication,”“IntheBeginning.”Providesauseful

overviewtotheprinciplesguidingissueidentificationwithincommunityorganizing.• MidwestAcademy,IssueIdentificationChart.IncludestheChecklistforIssueID

(worksheet),theStrategyChartandworksheet,andTacticsChecklist(worksheet)fromOrganizingforSocialChange

SampletrainingexercisesonissueframingwitharacialjusticelensB4:RESEARCH&CAMPAIGNPLANNINGThissessionfocusesontheroleofresearchinorganizing,poweranalysisandresearchonhowdecisionsaremade,andthewaysthatorganizingcampaignsgetplanned.Readings

• Sen,StirItUp,“TakeBacktheFacts.”• TaylorBranch.PartingtheWaters.Excerptfromanaward-winningbiographyofMartin

LutherKingJr.,ahistoryofthecivilrightsmovement,andaportraitofanera.Thisselection,fromChapterFourandafullChapterFive,focusonKing'sestablishinghimselfasayoungpastorandleadingtheMontgomeryBusBoycott.Usefulforcampaignanalysisaswellasforleadershipandhistory.

• Minieri/Getsos,ToolsforRadicalDemocracy.“TheComponentsofaCampaign.”Stepbystepdescriptionofeachphaseofasuccessfulcampaignledbylow-wageworkersandpeopleonpublicassistance,throughCommunityVoicesHeard(CVH)inNewYork.

• JudyHertz,SavingtheHeartofHammond.Casestudy,toldprimarilyinthewordsofthosewhoweredirectlyinvolved,ofasuccessfulcongregation-basedorganizing


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campaigninIllinois.Engagingstoryformatthatexploresthedevelopmentofacampaign,leadershipdevelopment,andcongregation-basedorganizing.

• CaliforniansforJusticeCollegeAccessToolkit.Acomprehensiveguidetoimplementingorganizingcampaignsinpublichighschoolsseekingtoincreaseincreasingcollegeaccessforlowincomestudentsandstudentsofcolor.Canbeusedasanexampleofacampaignstrategy,youth/student-ledorganizing,orasanexercisetohelpdefineorganizingterms.

B5:LEADERSHIPDEVELOPMENTANDORGANIZATIONALDEVELOPMENTThissessionfocusesontheroleofleadershipdevelopmentwithincommunityorganizing,anditsrelationshiptodevelopingstrongandeffectiveorganizations.SampleReadings

• MichaelJacobyBrown,BuildingPowerfulCommunityOrganizations:APersonalGuide(Chapter7)Examinestherelationshipbetweendevelopingstrongleadersandstrongorganizations).

• Minieri&Getsos,DevelopingLeadersfromAllWalksofLife.ChapterFiveonLeadershipDevelopmentfromToolsforRadicalDemocracy.Includesanoverviewofleadershipstyles,acasestudyofdevelopingaleader,andworksheetsfororganizerstousewhentraininganddevelopingleaders.

• Sen,StiritUp.“LeadingtheWay.”Includescaseexamples,aleadershipdevelopmentchart,andabriefoverviewofculture,race,classandgenderinleadershipdevelopment.

• MichaelJacobyBrown,BuildingPowerfulCommunityOrganizations.TheIronRuleofOrganizing.DescribestheimportanceoftheIronRule:Neverdoforotherswhattheycandoforthemselves.

• MarshallGanz.“LearningtoLead:APedagogyofPractice.”ACLP-editedversionofanarticlebyGanzonfivekeypracticesfororganizersandleaders.GanzwastheLeadOrganizerforCesarChavezandtheUnitedFarmWorkersandisnowaProfessoratHarvard’sKennedySchool.

• JoFreeman.TheTyrannyofStructurelessness.Anessayfromthe1970'swomen'smovementonhowstructureandlackofstructureaffectengagementinsocialchangeefforts.

RomeoRamirez. EliminatingSlaveryinAgriculturalLabor:TheCoalitionofImmokaleeWorkers.Afirst-handaccountofdevelopingasaleaderintheCoalitionofImmokaleeWorkers,basedinFlorida._____________________________________________________________________________________________________________B6:FUNDINGANDFUNDRAISINGThesereadingsandexercisesintroducestudentstothebasicprinciplesofgrassrootsfundraising,theimportanceofgrassrootsfundraisingwithincommunityorganizing,


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Samplereadings• KimKlein,“ADefinitionofGrassrootsFundraising.”Abasicintroductiontograssroots

fundraising.• KimKlein,“KimKlein’sTipsonGettingOvertheFearofAsking”.Discussesanxietiesand

fearsassociatedwithaskingformoneyandhowtoovercomethem.• LisaDuran,“CaringforEachOther:PhilanthropyinCommunitiesofColor.”Discusses

therelationshipbetweengrassrootsfundraisingandorganizingwithincommunitiesofcolor.

• TinaCincotti,“SilosareforFarms:HowtoMakeFundraisingaPartofYourOrganizing.”Ashortpieceonintegratingfundraisingintocommunityorganizing.

• CesarChavez,“MoneyandOrganizing.”AshortandusefulpieceabouttheroleofgrassrootsfundraisingwithintheUnitedFarmWorkers.

Allthesereadingsprovideshortintroductionstotheroleofgrassrootsfundraisingwithincommunityorganizing—providinganoverviewanddefinitions,suggestionsaboutaskingformoney,andcontextualizingtheneedforgrassrootsfundraisingwithincommunityorganizations.Severalorganizingmanualsandtexts,includingOrganizingforSocialChangeandToolsforRadicalDemocracyalsohavevaluablechaptersonfundraisingandorganizing.Sampletrainingexercisesongrassrootsfundraisingandaskingformoney.Seetextsabove.

SECTIONC:ORGANIZING,POLITICALANALYSIS,ANDSOCIALCHANGEThissectionfocusesontheindividualandcollectivepoliticalanalysisthatguidessocialchangeefforts.Theclassesfocusonmovementbuilding,populareducationandtraining,andcareerpathsintoorganizing.C1:MOVEMENTBUILDINGThissessionhelpsstudentstounderstandtherelationshipbetweenbuildingstrongcommunityorganizationsandstrongsocialjusticemovements.Readings

• Sen,StirItUp,“EducationforEngagement.”• Minieri/Getsos,ToolsforRadicalDemocracy.“Chapter15/Conclusion.”Examinesthe

importanceofmovementbuildingincommunityorganizing,andhoworganizationscanintegratemovementbuildingintotheirlocalwork.Conclusionexaminessustainingtheworkoforganizingovertime,fororganizersaswellasfororganizations.

• NeilF.Carlson,TheMakingofaMovementCasestudiesofsuccessfulhousingorganizinginNewYorkCity,intheearly2000's


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C2:POPULAREDUCATIONANDTRAININGThesereadingsexploretheroleofpopulareducationandleadershipdevelopmentwithincommunityorganizing,includingtrainingfortrainerstechniques.ThereadingsshouldassiststudentsinunderstandingReadings

• PauloFreire,PedagogyoftheOppressed(Selections)• JohnHurst,“OnPopularEducation”• HowardGardner,“MultipleIntelligences.”ExcerptfromMultipleIntelligences:New

Horizons(BasicBooks,2006),inwhichGardnersummarizesandupdateshisinfluentialtheoryofmultipleintelligences.

• TheatreoftheOppressedLaboratory.TheatreoftheOppressedOverview.Asummary,inhandoutform,oftheTheatreoftheOppressedtechniquesoriginatedbyAugustoBoal.

• JoanMinieri.TrainingforTrainers:AGuidetoDesigningInteractiveTrainingsUsingPopularEducationTechniquesAhow-toguidetotrainingdesign,basedonFreire'sdialogueapproachtopopulareducation.Includesexercisesforworkshopsontrainingdesign,aswellasworksheetsfordevelopingtrainings.

• JoanMinieri/FrenchAmericanCharitableTrust.MujeresUnidasyActivas.Caseexampleontheimpactofstaffdevelopment,coachingandleadershipdevelopmentinawomen-ledorganizationthatcombinessocialservicedeliveryandorganizing.

C3:THELABORMOVEMENT:PAST,PRESENT,ANDFUTUREThissessionisdesignedtoorientstudentstothebasicsofthelaborunionsintheUnitedStates,sincemanywilllikelybeunfamiliarwiththishistory.Instructorscouldalsousethesessiontofocusonanotherparticularsectorofsocialjusticeorganizing,suchasenvironmentaljustice,indigenousorganizing,youthorganizing,etc.Readings

• SelectionsfromBillFletcher,Jr.andFernandoGapasin.SolidarityDivided:TheCrisisinOrganizedLaborandANewPathTowardSocialJusticeSeealsocompanioninterviewwithBillFletcheronBillMoyers,availableonline.

• SelectionsfromJaniceFine,WorkerCenters:OrganizingCommunitiesattheEdgeoftheDream.Explorestheorganizingmodelandpotentialofindependentworkercenters,andtheirrelationtotraditionallabororganizations.

• LauraPulido.ADayWithoutImmigrants:TheRacialandClassPoliticsofImmigrantExclusion.Ananalysisofthe2006ImmigrantRightsMarchesinLosAngeles,anditsraceandclassdivisions.


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C4:BECOMINGANORGANIZERThissessionexplorescareerpathwaysintocommunityorganizing,theroleofspiritualityinorganizing,andhowthecoursefitsintoabroaderefforttocreatenewcareeropportunitiesincommunityorganizing.Reading

• SzakosandSzakos,WeMakeChange,Chapters3-9• Zimmermanetal.OutoftheSpiritualCloset:OrganizersTransformingthePractice

ofSocialJustice.AreportfromtheMovementStrategyCenterexploringhoworganizerstapintotheirspiritualityandspiritualpracticetosustaintheirwork.

• SaulAlinsky.ReveilleForRadicals(chapter11).Alinsky'scalltoactionforradicals,basedinhistoricalperspective,tobuildmasspeoples'organizations.

• Ken Rolling. Educational Pathways into Community Change Careers. Grantmakers for Children, Youth and Families (GCYF) article on the Community Learning Partnership's pathways into community change careers programs. Provides an overview of CLP's work around the US and the thinking behind its approach.

C5.CONCLUSIONInstructorsshouldusethelastonetotwoclassmeetingstoreviewmajorcoursethemes,engagestudentsabouttheirmaininsightsandcontinuingquestionsfromthecourse,andtalkaboutfutureopportunitiesrelatedtoorganizingattheircollegeandthesurroundingcommunity.


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APPENDIXONSTANDARDSYLLABUSCOMPONENTSTOCONSIDERAtmostcolleges,standardsyllabialsoincludeseveralothercomponents:

1. ACADEMICHONESTYPOLICY:Mostsyllabiincludeastandardpolicyregardingacademichonestythatincludesaworkingdefinitionofplagiarism,thepotentialconsequencesofplagiarism,andareferencetotheappropriateuniversitylanguageandpolicies.Forexample:

SAMPLE1:“Allworksubmittedinthiscoursemustbeyourownandproducedexclusivelyforthiscourse.Theuseofsources(ideas,quotations,paraphrases)mustbeproperlyacknowledgedanddocumented.Violationswillbetakenseriouslyandarenotedonstudentdisciplinaryrecords.Ifyouareindoubtregardingtherequirements,pleaseconsultwiththeinstructorbeforeyoucompleteanyrequirementofthecourse.PleasereviewtheUniversity’spoliciesat(website).”

2. DISABILITYSERVICES/ACCESSIBLEEDUCATION.Syllabicanincludeastatementestablishingtheinstructor’scommitmenttomakingtheclassaccessibleforallstudents,includingthosewithdisabilities,andestablishingaprocessofworkingwiththeinstructortoidentifyanybarriers.Collegeoruniversitydisabilityservicesofficesoftenhavestandardsyllabuslanguage.Forexample:“Theinstructoriscommittedtocreateinclusivelearningenvironments.Ifthereareaspectsoftheinstructionordesignofthiscoursethatresultindisabilityrelatedbarrierstoyourparticipation,pleasenotifymeassoonaspossible.Youmayalsowishtocontact(CollegeDisabilityServices/AccessibleEducationOffice).”

3. GRADINGPOLICY.Moststandardsyllabiincludepoliciesexplaininghowfinalgradesarecalculated.Thesepoliciesestablish:

a. Therelativeweightofeachassignmentindeterminingthefinalgrade.Forexample:“Finalpaper:20%;Grouppresentation:15%;Attendanceandparticipation:20%;Weeklyquizzes:45%)

b. Agradingrubric,explainingthecriteriausedtodeterminegradesforparticularassignments.Somerubricsareverydetailed,specifyingthenecessarycharacteristicsofanassignmentinordertoreceiveacertaingrade.(Forexample:“An‘A’paperwillcontainthefollowingcharacteristics:”).Criteriacanalsobeestablishedmoregenerally.Forexample,arubricforawritingexercisemightsimplylistthecriteriausedtoevaluatetheassignment.

c. Achartorlistthatspecifiescutoffpointsforfinallettergradesforthecourse.

Forexample,ifastudentcouldgetupto100pointsinacourseforallassignments,thechartmightlooklikethis:

100:A+ 87-89:B+ 77-79:C+ 68-69:D+93-99:A 83-86:B 73-76:C 65-67:D


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90-92:A- 80-82:B- 70-72:C- <65:F

4. Othersyllabuscomponents.Manyinstructorsfinditusefultooutlineotherrelevantcoursepoliciesandexpectationsinthesyllabus,bothtoclearlycommunicateinstructorexpectationsfromthebeginning,andtouseasareferenceifstudentsarenotmeetingthoseexpectations.Thesecomponentsinclude:

a. Policiesonappropriateclassroomconductandrespectfulexchange.Forexample:“CLASSROOMCONDUCT.Weareallaccountabletocreateaclimateofmutualrespectintheclassroom.Whiledifferencesofopinionandperspectivearevitalandwillbeencouraged,commoncourtesyaswellasUniversitypolicyprohibitspersonalattacksanddiscriminatoryconduct.”

b. Policiesonattendanceandparticipation—Iscourseattendancerequired?Willattendancebetaken?Aresomekindsofabsencesexcused?Dostudentsneedtonotifyinstructorsinadvanceofabsences?Willattendanceorparticipationcounttowardgrade?

c. Useofelectronicdevices—Someinstructorsincorporatetheuseofelectronicdevicesintotheclass,whileothersviewthemasadistractiontostudentengagement.Astandardpolicyshouldanswer:Arestudentspermittedtouselaptopsinclass?Arethereanyrestrictionsonsuchuse(e.g.wirelessfunctionmustbeturnedoff)?Arestudentspermittedtouseotherelectronicdevices(e.g.cellphones)?

d. Accessingrequiredcoursetexts.syllabitypicallyincludeinstructionsforstudentsaboutaccessingrequiredcoursetexts,explainingwhereanyrequiredtextscanbepurchasedandothermaterialsaccessed(forexample,throughanonlinecollege/universitysystem,libraryreserves,etc.).Ingeneral,thesyllabusshouldlistthefullcitationinformation(author,title,publisher,publicationyear,edition)forrequiredtexts.