Community Organizing 101—Instructor’s Syllabus Guide
CommunityOrganizing101--Instructor’sSyllabusGuide
PreparedbyDannyHoSang1fortheCommunityLearningPartnership
OVERVIEW
Thissyllabusguideisaresourceforinstructorspreparingtoteachsomeversionof“Community
Organizing2101”—anintroductorycoursedesignedtofamiliarizestudentswiththebasicideas,
practices,historyandtheoryofcommunityorganizingintheUnitedStates.Itisequallyuseful
forcommunitypartnersworkingwithfacultyinplanningclassesandexperientiallearningon
communityorganizing.
Differentversionsofthiskindofcoursehavebeentaughtformanyyearsinsocialworkschools,
publicpolicydepartments,planningdepartments,sociologydepartments,communityeconomic
developmentunitsandotherentities,atbothtwoandfouryearcollegesandingraduate
programs.
Thisguideisdesignedtobebothcomprehensiveandflexible.Itincludesdetailedresourceson
coursebooksandreadings,samplelearningunits,andexamplesofcoursedesignandstructure.
Itisintendedtoserveasaresourceguideforinstructorsdevelopingorrevisingtheirsyllabi.
ExamplesofothercoursesyllabicanbefoundonboththeCLPsite(clpclp.org/curriculum)and
theextensiveCOMM-ORGarchiveofsyllabi,organizedbytopic.
N.B.Sincetherearemanyaspectstogoodcommunityorganizingandsocialchange
strategies,thetopicscoveredinthissyllabusguidecouldeasilybecoveredingreater
depthbydividingthemintotwocoursesoncommunityorganizing–oneanintroCO101
andtheotheramoreadvancedCO102.
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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Community Organizing 101—Instructor’s Syllabus Guide
IncommunitycollegesanduniversitiesaffiliatedwiththeCommunityLearningPartnership,
coursesincommunityorganizingareonekeyelementinanintegratedseriesofcoursesand
opportunitiestolearnfrompracticalexperience.Othercourses3coverataminimumCulture
andIdentity,theRegion’sPoliticalEconomyandHistoryofSocialChange,aPracticum/Capstone
Projectandmostalsoincludecoursesonspecificchangeissues,expandingcertainsetsofskills
andothersubjects.
Allinstructors,whetheringraduateseminarsorintroductorycoursesforfirst-timecollege
students,needtothinkaboutensuringthatthesyllabusandcourseisbothaccessibleand
challenging.Forcommunitycollegefacjultyinparticular,thisoftenmeanstakingintoaccounta
broadrangeoflearningstyles,backgroundsandexperiences.
TheCLPsitealsohasseveralusefulresourcesrelatedtoadulteducationandpopulareducation
ingeneralwhichmaybeusefultoinstructors,includingthefollowing:
• JaneVella.“CreatingaSafeEnvironmentforLearning”--ChapterFivefromLearningto
Listen:LearningtoTeach(Vella)ontheimportanceofcreatingasafespaceforlearning
wheneducatingadults
• JaneVella.“LearnersasDecisionMakers:HarnessingthePowerofSelfThrough
Respect.”Describeswaystoengageadultlearnersinmakingdecisionsaboutthesetting
andcontentfortheirworkshopsandformallearningexperiences.
• JaneVella.“TwelvePrinciplesforEffectiveAdultLearning.”Vellaoutlinesthebasicsof
herprinciplesforadulteducation,whichdrawfromPauloFreire'sdialogueapproach.
Throughoutthisbook,sheusesinterestingcaseexamplesfromherworkworldwide,ina
rangeofcommunity-basedsettings.
• PauloFreire.PedagogyoftheOppressed:Chapter1
• JoanMinieriandPaulGetsos.“TrainingforTrainers:AGuidetoDesigningInteractive
TrainingsUsingPopularEducationTechniques.”Ahow-toguidetotrainingdesign,based
onFreire'sdialogueapproachtopopulareducation.Includesexercisesforworkshopson
trainingdesign,aswellasworksheetsfordevelopingtrainings.
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Names for these courses also vary from one college to another.
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Community Organizing 101—Instructor’s Syllabus Guide
CommunityOrganizing101:History&Practice
Instructor’sSyllabusGuide
A.COURSEDESCRIPTION
Aneffectivesyllabustypicallyincludesabriefexplanationofthegoalsofthecourse,themain
questionsthatstudentswillengage,andanoverviewofthereadingsandclassactivities.Twoto
fourshortparagraphsaregenerallysufficient.
EXAMPLE:Thiscoursefocusesbroadlyonthehistoryofsocialmovements,socialchangeefforts
andcommunityorganizing,bothinU.S.andothercountries.Thecoursehelpsstudentsengage
severalfundamentalquestions:Whatiscommunityorganizingandhowcanwetraceitsorigins
anddevelopmentintheUS?Whatkeyassumptionslieatthecenterofthisapproachtosocialand
politicalchange,andwhatdifferencesanddivisionscharacterizethefield?Finally,whatdo
communityorganizersdointheirday-to-daywork,andhowdoesonebecomeacommunity
organizer?
Theclassexplorescommunityorganizinghistory,theoriesandpractice,aswellasmodelsof
socialchangethroughamixofskills-basedworkshops,guestspeakersfromlocalsocialjustice
groups(asavailable),theoreticalreadings,andpracticum-basedwork.Itisdesignedfor
studentswithresearchinterestsincommunity-basedorganizing,aswellasthoseconsidering
careerandleadershipopportunitiesinavarietyofnonprofitandsocialchangefields.
Thereadingsdrawfromavarietyofpoliticalcommitmentsandperspectivesandaredesignedto
helpusallreflectonourownideasandworldviewswithinasharedandconstructiveframework.
Acrosstheterm,thecoursepaysparticularattentiontothewaysthatrace,class,gender,
sexuality,indigeneityandotherformsofdifferenceshapeprivilegeandpower.Manyoftheclass
sessionsincorporatesmallgroupactivitiesandothercollaborativeapproachesandactivities.
Thegoalsofthiscourseare:
(1)Tofamiliarizestudentswiththehistory,developmentandbasicassumptionsofcommunity
organizing
(2)Tointroducestudentstosomeofthebasiccapacitiescentraltocommunityorganizingwork,
includingoutreach,listening,building,relationships,issuedevelopment,strategyandcampaign
development,leadershipdevelopmentandmovementbuildingthroughreadingsandworkshop
styleexercises.
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Community Organizing 101—Instructor’s Syllabus Guide
(3)Toexposestudentstoarangeofcommunityorganizingapproachesandissuestakenupby
socialjusticeorganizationsintheregion.
(4)Toprovideanopportunityforstudentstoreflectontheirownpoliticaldevelopment,
assumptionsandunderstandinginrelationshiptotheprinciplesofcommunityorganizing.
B.BOOKS
Therearenowseveralbooksthatcangivestudentsanoverviewoftheprinciplesandkey
methodsofcommunityorganizing.Mostarequiteaccessibleandrequirenobackgroundinthe
field,thoughtheypresumedifferentlevelsofliteracylevels.Somearewrittenas“howto”guides
fororganizersandfocusonnuts-and-boltsskillsfororganizersandorganizingcampaigns.
Otherscombineorganizingandsocialchangetheorywithadiscussionofpractice.
Anadvantageofusingatextinadditiontoasetofreadingsorotherarticlesisoncestudentsare
orientedtotheauthor(s)basicpointofviewandwritingstyle,itcanbeeasierforthemto
assimilatenewinformation.
Thelistbelowincludesbookswhich(1)provideabasicoverviewofcommunityorganizinginthe
US;and(2)arecurrentlyavailableinprintaspaperbacks.Thelistedpriceindicatesthe
Amazon.compricein2012.
• JoanMinieri&PaulGetsos.ToolsforRadicalDemocracy:HowtoOrganizeforPowerin
YourCommunity(Josey-Bass,2007)--$25.
o Anessentialresourceforgrassrootsorganizersandleaders,studentsofactivism
andadvocacy,andanyonetryingtoincreasethecivicparticipationofordinary
people.Co-authoredbyformerProgramDirectoroftheCommunityLearning
Partnership.Linksbothskill-basedtrainingsandcontentaswellasmany
examplesofeffectiveorganizingcampaigns.
• RinkuSen,StirItUp:LessonsinCommunityOrganizingandAdvocacy.(Jossey-Bass,
2003).$25
o Examinestheprimarycomponentsofcommunityorganizing,usingcaseexamples
ofseveralinitiativestoorganizewomen,includingexploringraceandgenderin
organizing.Worksheetsandtoolsprovided.
• SaulAlinsky,RulesforRadicals.Vintage,NY(1971)--$11
o Classictextoutliningthemainideasofpragmaticradicalismauthoredbyakey
figureinthehistoryofcommunityorganizing.
• Szakos&Szakos,WeMakeChange:CommunityOrganizersTalkAboutWhatTheyDo—
AndWhy.(VanderbiltUniversityPress,2007)--$28
o Fourteenin-depthprofilestellthelifestoriesofacross-sectionofthediverse
peoplewhochoosethelifeofanorganizer.Otherchapters,focusedonissuesof
organizing,aretapestriesofexperiencewovenfromthe81interviewstheauthors
conducted.Providesausefulintroductiontowhatorganizersdointheirdaily
lives.
• MichaelJacobyBrown.BuildingPowerfulCommunityOrganizations:APersonalGuideto
CreatingGroupsThatCanSolveProblemsandChangetheWorld(LongHaulPress,2007)
$14
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Community Organizing 101—Instructor’s Syllabus Guide
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o Aguidebookwithstories,personalexercisesandlessonslearnedfromdirect
experience.Providesworksheets,activitiesandincludesanannotated
bibliography.
MarkWarrenandKarenMapp.AMatchonDryGrass:CommunityOrganizingasa
CatalystforSchoolReform(Oxford,2011)--$24
o CasestudiesofcommunityorganizingthroughouttheUnitedStatestoimprove
andreformpubliceducation.Notnecessarilyanintroductorytext,butprovides
excellentexamplesanddescriptionsofcontemporaryorganizingcampaigns.
Companionwebsitealsoavailable.
SiKahn.CreativeCommunityOrganizing:AGuideforRabble-Rousers,Activists,andQuiet
LoversofJustice(Berrett-Koehler,2008)--$13
o “OrganizerandmusicianSiKahnregalesuswithentertaining,funny,sad,dramatic,
andinspiringtalesofhisworkinsomeofthemostimportantprogressivestruggles
ofthepastfiftyyears—theSoutherncivilrightsmovement,theHarlanCounty
coalminers'strike,thefightstoabolishprisonprivatizationandimmigrantfamily
detention.
MidwestAcademy,OrganizingforSocialChange:MidwestAcademyManualforActivists
(4thEdition—ForumPress,2010)--$37
o AcomprehensivemanualproducedbytheMidwestAcademyforgrassroots
organizersworkingforsocial,racial,environmentalandeconomicjusticeatthe
local,stateandnationallevels.Includesskill-basedchapterswithextensive
practicalexamples.
LarryR.Salomon,RootsofJustice:StoriesofOrganizinginCommunitiesofColor(JoseyBass,1998)--$30.
o “Thesearethestoriesofpeoplewhofoughtbackagainstexploitationandinjustice-andwon.FromtheZootSuiterswhorefusedtoputupwithabuseatthehandsof
theNavy,tothewomenwhoorganizedthewelfarerightsmovementofthe1970s.”
ProvidesusefulhistoricexamplesoforganizingincommunitiesofcolorintheUS.
EricMann.PlaybookforProgressives:16QualitiesofaSuccessfulOrganizer(BeaconPress
2011--$12
o “Thiscomprehensiveguidearticulatespragmaticallywhatisrequiredintheoften
mystifyingandrarelyexplainedon-the-groundpracticeoforganizing.Mann
distillslessonshelearnedfromoverfortyyearsasanorganizer,aswellasfrom
otherorganizerswithinthecivilrights,labor,LGBT,economicjustice,and
environmentalmovements.”Especiallyusefulforconnectingthepolitical
dimensionsoforganizingtoeffectivestrategyandtactics,especiallyinrelationto
theroleoftheorganizer.
LeeStaples.RootstoPower:AManualforGrassrootsOrganizing(Praeger,2004)--$25
o “Thishow-tomanualpresentsstrategies,tactics,methods,andtechniquesthat
communitymemberscanusetosettheirowngoals,selectissues,campaignfor
theseissues,recruitmembers,developleaders,holdeffectivemeetings,conduct
research,lobbypoliticiansandlegislators,andgetthewordouttothemedia.”
LorettaPyles.ProgressiveCommunityOrganizing:ACriticalApproachforaGlobalizing
World(Routledge2009)--$42
o “Thisinterdisciplinarytextbookoffersacomprehensiveviewofthecentralissues
facingprogressivecommunityorganizerswhoseektomobilizethosenegatively
impactedbylocal,national,andglobalsocialpoliciesandpractices.Intendedfor
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Community Organizing 101—Instructor’s Syllabus Guide
bothundergraduateandgraduatestudentsinsocialwork,itaimstoarticulatethe
depthofthesubjectbyintroducingstudentstothephilosophical,political,and
sociologicaltheoriesthatinformcommunityorganizingandadvocacy.”
OTHERREADINGS
ThedigitallibraryoftheCLPsitecontainsalonglistofreadingsappropriatefordifferenttypes
ofcommunityorganizingcourses,withlinkstoPDFcopiesofthereadingsforyourreference.
Thereadingscitedbelowcanallbefoundonthatsite.Pleasebearinmindthatthefollowingfair
usenoticeappliestoallofthereferencedreadings:
FAIRUSENOTICE.Thesedocumentscontaincopyrightedmaterialwhoseusehasnotbeen
specificallyauthorizedbythecopyrightowner.TheCommunityLearningPartnershipismaking
thismaterialavailableaspartofourmissionofenhancingcurricularofferingswithinhigher
educationaroundcommunityorganizingandcommunitydevelopment.Webelievethatthis
constitutesa`fairuse'ofthecopyrightedmaterialasprovidedforinsection107oftheUS
CopyrightLaw.Ifyouwishtousethiscopyrightedmaterialforpurposesofyourownthatgo
beyond`fairuse',youmustobtainpermissionfromthecopyrightowner.
Inaddition,theCOMM-ORGsitemaintainsareadingswebpage,withlinkstoarticles.
Buildthewheel.orgalsomaintainsaresourcelibrary,withmanypopulareducationandtraining
modules.(Freebutwebsiteregistrationrequiredtoviewsomematerials).
Makingthematerialsavailableandaccessibletostudentsvariesgreatlybyinstitution.Some
instructorscreatecoursepacketsavailableforphotocopy,otherspassouthardcopiesinclassor
makeelectroniccopiesavailableonline.
Theexamplesusedinthisguidedrawonarangeofdifferentkindsofreadingsineachweek,
balancing“howto”topicsandtrainingswithreadingsonorganizinghistoryandtheory.
C.SAMPLEASSIGNMENTS
Inadditiontotraditionalassignmentssuchasquizzesandexams,CO101coursesoftenrelyon
otherassignmentstoengagestudentsandassesstheircomprehensionofthecoursematerials.
Forexample:
1. CAMPAIGNROLEPLAYS.Earlyintheterm,studentscanbeassignedtoasmallgroupof
4-5personsthattakeontheidentityofacommunityorganizinggroup(eitheranactual
organizinggroupfromthecommunity/regionorafictionalone).Fromweektoweek,
smallgroupscanbegivendifferentscenariosandactivitiesrequiringthemtoimplement
variousskills,analyses,andframeworksaddressedintheclass.Forexample,duringa
weekcoveringgrassrootsfundraising,smallgroupscanbetaskedwithcreatinga
grassrootsfundraisingplanfortheorganization.Assignmentsrelatedtocampaign
planning,issueidentification,researchanddirectactioncanbeorganizedonasimilar
basis.
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Community Organizing 101—Instructor’s Syllabus Guide
2. REFLECTIONJOURNAL.Eachweek,studentscanbeaskedtowriteentriesinapersonal
journal,reflectingonspecificpromptingquestionsinreactiontotheassignedreadings,
classactivities,anddiscussions.Thejournalscanbesubmittedseveraltimesduringthe
termforcomment,orexchangedwithothersstudents.
3. PRACTICUM/SITEVISITS.Iflocalopportunitiesandconditionspermit,studentscanbe
encouragedtovisitlocalcommunityorunionorganizinggroups,eitherforaneducational
visitortocontributeworktoaspecificproject,suchasconductingresearchorhelpingto
prepareforanevent.Studentscanbeaskedtomaintainjournalentriesaboutthese
experiences.
4. CAMPAIGNCASESTUDY.Studentscanbeaskedtoanalyzenewsarticlesorvideos
relatedtoaspecificorganizingcampaign,andwriteacasestudyaboutthecampaign,such
asexplaininghowtheissuewasidentified,analyzingwhomakesdecisionsontheissue
andhowtheymightbeinfluenced,writingoutacampaigntimelineorstrategychart,or
answeringotherquestionsdesignedtoassesstheirunderstandingoforganizing
vocabularyandconcepts.
5. INTERVIEWS.Studentscanbeaskedtoconductindividualinterviewsoflocal
communityorganizersorleaders,providedthatsuchrequestsareclearedinadvanceby
theinstructorwiththeorganization.Ideally,studentscanvolunteerorcontributeother
labortotheorganizationaswell.
D.SAMPLECLASSUNITS
Theclasssessionsbelowareorganizedintothreesections:
A. “IntroductiontoSocialChangeandPower”focusesonthepoliticalandhistorical
contextofcommunityorganizing.Thereadingsaddressorganizinghistory,the
relationshipofrace,class,gender,andsexualitytoorganizing,andtheconnection
betweenpersonaltransformationandpoliticaltransformation.
B. “TheBuildingBlocksofCommunityOrganizing”focuseson“nutsandbolts”skills
includingfundraising,recruitment,actions,andresearch.Thereadingsdrawfromvarious
organizingmanualsandtextbooks,andmanyoftheclassroomexercisesinvolverole
playsdesignedtointroducetheseskills.
C. “Organizing,PoliticalAnalysis,andSocialChangefocusesontheindividualand
collectivepoliticalanalysisthatguidessocialchangeefforts.Theclassesfocuson
movement-building,populareducationandtraining,andcareerpathsintoorganizing.
Dependingoninstructorpreferencesaswellasthelengthandorganizationofthecourse,a
syllabuscouldincorporateanycombinationoftheseunitsorindividualclasses.Someofthem
couldbeorganizedasasecondcourseonAdvancedCommunityOrganizing102.
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Community Organizing 101—Instructor’s Syllabus Guide
SECTIONA:INTRODUCTIONTOSOCIALCHANGEANDPOWER.
Thesesessionsprovidestudentswithabasicoverviewofadefinitionofcommunityorganizing,
itsmainconcepts,andintroducesomehistoricalandpoliticalcontexttothestudyoforganizing
withinacollegeclassroom.
A1:COURSEINTRODUCTION&THEORIESOFSOCIALCHANGE.
Thefirstweekofthecourseistypicallydesignedtointroducestudentstothecourse,the
instructor,andoneanother.using1-2icebreakersduringthebeginningofclassthisweek—see
onelistofsuggestedicebreakersbelow.Inadditiontocoveringtypicalcoursebusiness
(syllabus,expectations,etc)instructorsmightallocatetimeforanexercisedesignedtointroduce
studentstothebasicideasofcommunityorganizing,andhowitdiffersfromotherapproaches
includingdirectservice,advocacy,andelectoralpolitics.
Onesuchoptionisthe“RainingRocks”exercise,whichintroducesstudentstovarious
approachestosocialchange,askingthemtocompareandcontrasttherelativeadvantagesand
disadvantagesofeachapproach.Therecommendedreading“PowerandSocialChange”isabrief
overviewoftheconceptofpowerasitisusedwithincommunityorganizing,andcanbeusedto
debriefthe“RainingRocks”exercise.
Thefilm,TheDemocraticPromise,introducesAlinskytostudentsinthecontextofhisearlywork
inChicagothroughhisorganizinginRochester,NYinthelate1960s.Thesecondpartprofilesa
congregation-basedorganizingprojectinBrooklyn.Thefilmprovidesausefuloverviewofthe
historicemergenceofoneapproachtocommunityorganizing.
SampleReadings
• GrassrootsPolicyProject,“PowerandSocialChange”—Introducesstudentstothebasic
principlesofcommunityorganizingforsocialchange.Briefandaccessible.
• CesarChavez,“TheOrganizer'sTale”(1966)—AbrieffirstpersonaccountofCesar
Chavez’searlyorganizinglessonswiththeUnitedFarmWorkers—studentsmightbe
askedtoexplorehowitworkswiththereadingandexerciseabove.
• KevinRyan.“BuildingWholeCommunities:ApproachestoProblems”—Handoutthat
reinforcesthebasicapproachestosocialchangeconcepts.
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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Community Organizing 101—Instructor’s Syllabus Guide
A2:COMMUNITIES,POWER,ANDTHEPOLITICALCONTEXTOFORGANIZING
Thissessionfocusesonsomecontemporarydebateswithincommunityorganizingtohelp
studentsengagethequestion,“whatisorganizingfor?”Assignedreadingsaskstudentsto
identifykeyaspectsorelementsofdifferentorganizingmodelsandconsidertherelationship
betweenorganizersandcommunities.
SampleReadings
• Alinsky,RulesforRadicalsPrologue,”“ThePurpose,”“OfMeansandEnds,”“AWord
AboutWords.”BasicintroductiontoAlinsky’skeyargumentsandprinciples.
• Sen,StirItUp,”Introduction,”“1.NewRealities,IntegratedStrategies.”Acritiqueofthe
mainassumptionsguidingAlinsky-styleorganizing)
• GaryDelgado,“TheLastStopSign.”ShelterforceOnline.Critiqueoforganizingmodels
thatfocusonplaceratherthanidentity.
• KristinaSmock,“DemocracyInAction.”Comparesmodelsofcommunityorganizingin
theNorthwest.
Inclassactivities
• “SaulAlinskyExplainsCommunityOrganizingasanOutsideAgitator.”7minuteaudio
interviewwithAlinskyabouttheroleoftheorganizerandtheorganizer’srelationshipto
thecommunity.Studentsmightlistentotheinterviewinclassanddiscusshowauthors
likeDelgadoandSenmightengagehisarguments.
A3:PERSONALANDPOLITICALTRANSFORMATIONS
Howdoescommunityorganizingchangeanddevelopthewaypeopleviewthemselvesandeach
other?Howdothoseideasintegratewithbeliefsaboutrace,class,genderandsexuality?About
powerandprivilege?Thesereadingsinvitestudentstosituatethemselvesinthesediscussions.
• RobertJensen,“WhitePrivilegeShapestheU.S.”Abriefandaccessibleessayaboutthe
ofteninvisibleroleofwhiteprivilegeineverydaylife.
• RobinKelley.“PeopleInMe”ColorLines,Winter1999.Allowsreaderstoconsiderthe
multiplebases(economic,cultural,geographic,etc.)thatcontributetoasenseofracial
identityandself.
• RobinKelley.“FindingtheStrengthtoLoveandDream.”FreedomDreams:TheBlack
RadicalImagination(Beacon,2002).Ashortessaythatpairswellwith‘PeopleinMe,’
exploringthewaysthatindividualidentityandexperienceconnectstovisionsofpolitical
transformation.
• AngelaDavis.“TheColorofViolenceAgainstWomen.”Ashortessayexaminingthe
connectionsbetweenrace,gender,andviolenceandtheorganizingthatcanbedoneto
addressviolenceagainstwomenofcolor.
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Community Organizing 101—Instructor’s Syllabus Guide
•
AudreLorde,“TheTransformationofSilenceintoLanguageandAction.”(Essay
consideringthewaysthatorganizingandotherformsofpoliticalactioncannameand
confrontoppressiveconditions).
Inclassactivities
• Journalingorpersonalreflectionexerciseaskingstudentstoreflectontheirownsocial
andpoliticalidentitiesandcommunities,aswellastheirsourcesofprivilegeandpower.
Seeelsewhereinthisdatabaseforinformationonfull-lengthclassesonCultureandIdentity
A4:MOVEMENTHISTORY
Thesesessionshelptoplacetheprinciplesandpracticesofpresent-daycommunityorganizingin
adeeperandwiderhistoricalframework.Ideally,studentscanusetheirownexperiences
(and/orthoseoffriendsandfamilies)tohelpconstructthisframeworkthroughasample
timeline,asdescribedbelow.Instructorsshouldseekoutresourcesaboutmovementhistory
relevanttotheirlocalcommunities.
Samplereadings
• RobinD.G.Kelley.“WeAreNotWhatWeSeem:RethinkingBlackWorking-Class
OppositionintheJimCrowSouth.”Alongeracademicessayontherelationshipbetween
individualactsofresistanceandcollectiveorganizing.
• GwendolynRobinsonandDianeNash.ExcerptsfromHandsontheFreedomPlow.First
personaccountsofwomanorganizerswithintheStudentNon-ViolentCoordinating
Committee(SNCC).
• RobertFisher.LetthePeopleDecide-chaptertwo:Organizing_1929-1946Covers
CommunistPartyorganizingintheUSandconcludeswiththeemergenceofAlinksyin
Chicago'sBackoftheYardsneighborhood.
• SydBeane:"Youlearnorganizingbydoingorganizing."TwinCitiesDailyPlanet,
November22,2009.Biographicalaccountofalongtimecommunityorganizerbasedin
Minnesota.
• ChristineMarin.TheUnion,CommunityOrganizing,andCivilLiberties:ClintonJencks,
SaltoftheEarth,andArizonaCopper.1950`sbasedcasestudyofcommunityandlabor
organizingandtheEmpireZincCompany.
Inclassactivities
• SelectionsfromEyesonthePrize:America’sCivilRightsMovement19541-1985.Many
episodesavailableonYouTubeorthroughcollegeorpubliclibraries.Thereisalsoan
excellentcompaniontotheserieswithhistoricaltimelinesandprimarydocumentshere.
• SelectionsfromChicano!HistoryoftheMexicanAmericanCivilRightsMovement.
Video.NLCCEducationalMedia,1996.
• Sampleclassexercise:Constructingamovementhistorytimeline:Havetheclass
collectivelycreateatimelineinthefrontoftheroom(perhapsfromthe1930stothe
present)chartingkeydates,eventsandmovementsinthehistoryofcommunity
organizing(theCivilRightsMovement,women’smovement,Alinsky’semergence,ACORN,
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Community Organizing 101—Instructor’s Syllabus Guide
voterregistrationandelectoralwork,etc).Studentscanbrainstormtheseeventsinsmall
groupsandthenbegintowritethemonindexcardsorpiecesofpapertobeginplacingat
thefrontoftheroom.SampletimelineswithkeydatescanbefoundonProjectSouth’s
websitehere.Thisexercisecanalsobedoneonline,askingstudentstocollaboratively
produceatimelineusingafreeplatformsuchasPreceden.
SECTIONB:THEBUILDINGBLOCKSOFCOMMUNITYORGANIZING.
Thesesessionsfocuson“nutsandbolts”skillsincludingfundraising,recruitment,actions,and
researchthatformthebasicbuildingblocksofcommunityorganizing.Thereadingsdrawfrom
variousorganizingmanualsandtextbooks,andmanyoftheclassroomexercisesdrawuponrole
playexercisesdesignedtointroducetheseskills.
B1:RECRUITMENTANDCONSTITUENCIES
Thesereadingsfocusontheroleofdifferentconstituencieswithincommunityorganizations,and
approachestoeffectiverecruitment.Ideally,studentscanspendtimewithalocalorganization
participatinginarecruitmenteffort.Ifnot,the“OrganizingGame”simulationcanbeauseful
onlineactivitytohelpstudentsthinkabouteffectiveapproachestorecruitment.
Samplereadings
• Sen,StirItUp,”2.OrganizingNewConstituencies.”
• SzakosandSzakos,WeMakeChange,“Chapter1.”
• MichaelJacobyBrown.WhyPeopleJoinOrganizations.“BuildingPowerful
CommunityOrganizations.”Worksheetsandbriefhow-to'sonhowtorecruitpeople
basedonthinkingaboutwhypeopletypicallyjoingroups.
Sampletrainingexercisesondesigningrecruitmentstrategiestotargetparticularconstituencies
andaskingforcommitments
• “TheOrganizingGame.”Organizingrecruitmentsimulationwebsite.Studentscan
completethesimulationoutsideofclassanddiscussitinclass.
B2:ACTIONS&TACTICS
Thereadingsbelow(andothersavailableinotherorganizingtrainings)exploretheuseofdirect
actionswithincommunityorganizingstrategy.Togetherwiththevideobelow,aclassmightuse
thereadingstohaveadiscussionontheprinciplesandbestpracticesofeffectivedirectactions.
Sampletrainingsofteninvolvedirectactionroleplays.
Samplereadings
• Sen,StirItUp,“4.Ready,Set,Action.”Explorestheroleofdirectactionorganizingin
buildingstrongorganizations.
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Community Organizing 101—Instructor’s Syllabus Guide
Alinsky,RulesforRadicals,“Tactics.”Abasicprimerontheprinciplesofeffectivetactics.
198 Methods of Nonviolent Action. The Albert Einstein Institution. Inclassactivities
• SelectionsfromChicano!HistoryoftheMexicanAmericanCivilRightsMovement.
Video.NLCCEducationalMedia,1996.PartIII,“TakingBackOurSchools”(availableon
YouTube)focusesontheChicanostudent“Blowouts”inLosAngelesin1968andpresents
agoodhistoricalcasestudyofanexampleofdirectaction.
• Michael Jacoby Brown. Hartford Community Colleges - Community Organizing
Curriculum Guide. Includes a sample training, workshop style, on conducting direct actions.
B3:ISSUEFRAMING&STRATEGY
Thesereadingsanddiscussionfocusontheroleoforganizersandorganizationsinselectingand
framingcampaignissues.
Samplereadings
• Sen,StirItUp,“3.PickingtheGoodFight.”Abasicintroductiontoissueselection.
• Alinsky,RulesforRadicals,“Communication,”“IntheBeginning.”Providesauseful
overviewtotheprinciplesguidingissueidentificationwithincommunityorganizing.
• MidwestAcademy,IssueIdentificationChart.IncludestheChecklistforIssueID
(worksheet),theStrategyChartandworksheet,andTacticsChecklist(worksheet)from
OrganizingforSocialChange
Sampletrainingexercisesonissueframingwitharacialjusticelens
B4:RESEARCH&CAMPAIGNPLANNING
Thissessionfocusesontheroleofresearchinorganizing,poweranalysisandresearchonhow
decisionsaremade,andthewaysthatorganizingcampaignsgetplanned.
Readings
• Sen,StirItUp,“TakeBacktheFacts.”
• TaylorBranch.PartingtheWaters.Excerptfromanaward-winningbiographyofMartin
LutherKingJr.,ahistoryofthecivilrightsmovement,andaportraitofanera.This
selection,fromChapterFourandafullChapterFive,focusonKing'sestablishinghimself
asayoungpastorandleadingtheMontgomeryBusBoycott.Usefulforcampaignanalysis
aswellasforleadershipandhistory.
• Minieri/Getsos,ToolsforRadicalDemocracy.“TheComponentsofaCampaign.”Stepby
stepdescriptionofeachphaseofasuccessfulcampaignledbylow-wageworkersand
peopleonpublicassistance,throughCommunityVoicesHeard(CVH)inNewYork.
• JudyHertz,SavingtheHeartofHammond.Casestudy,toldprimarilyinthewordsof
thosewhoweredirectlyinvolved,ofasuccessfulcongregation-basedorganizing
•
•
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Community Organizing 101—Instructor’s Syllabus Guide
•
campaigninIllinois.Engagingstoryformatthatexploresthedevelopmentofacampaign,
leadershipdevelopment,andcongregation-basedorganizing.
CaliforniansforJusticeCollegeAccessToolkit.Acomprehensiveguideto
implementingorganizingcampaignsinpublichighschoolsseekingtoincreaseincreasing
collegeaccessforlowincomestudentsandstudentsofcolor.Canbeusedasanexample
ofacampaignstrategy,youth/student-ledorganizing,orasanexercisetohelpdefine
organizingterms.
B5:LEADERSHIPDEVELOPMENTANDORGANIZATIONALDEVELOPMENT
Thissessionfocusesontheroleofleadershipdevelopmentwithincommunityorganizing,andits
relationshiptodevelopingstrongandeffectiveorganizations.
SampleReadings
• MichaelJacobyBrown,BuildingPowerfulCommunityOrganizations:APersonalGuide
(Chapter7)Examinestherelationshipbetweendevelopingstrongleadersandstrong
organizations).
• Minieri&Getsos,DevelopingLeadersfromAllWalksofLife.ChapterFiveonLeadership
DevelopmentfromToolsforRadicalDemocracy.Includesanoverviewofleadership
styles,acasestudyofdevelopingaleader,andworksheetsfororganizerstousewhen
traininganddevelopingleaders.
• Sen,StiritUp.“LeadingtheWay.”Includescaseexamples,aleadershipdevelopment
chart,andabriefoverviewofculture,race,classandgenderinleadershipdevelopment.
• MichaelJacobyBrown,BuildingPowerfulCommunityOrganizations.TheIronRuleof
Organizing.DescribestheimportanceoftheIronRule:Neverdoforotherswhattheycan
doforthemselves.
• MarshallGanz.“LearningtoLead:APedagogyofPractice.”ACLP-editedversionofan
articlebyGanzonfivekeypracticesfororganizersandleaders.GanzwastheLead
OrganizerforCesarChavezandtheUnitedFarmWorkersandisnowaProfessorat
Harvard’sKennedySchool.
• JoFreeman.TheTyrannyofStructurelessness.Anessayfromthe1970'swomen's
movementonhowstructureandlackofstructureaffectengagementinsocialchange
efforts.
RomeoRamirez. EliminatingSlaveryinAgriculturalLabor:TheCoalitionofImmokalee
Workers.Afirst-handaccountofdevelopingasaleaderintheCoalitionofImmokaleeWorkers,
basedinFlorida.
_____________________________________________________________________________________________________________
B6:FUNDINGANDFUNDRAISING
Thesereadingsandexercisesintroducestudentstothebasicprinciplesofgrassroots
fundraising,theimportanceofgrassrootsfundraisingwithincommunityorganizing,
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Community Organizing 101—Instructor’s Syllabus Guide
Samplereadings
• KimKlein,“ADefinitionofGrassrootsFundraising.”Abasicintroductiontograssroots
fundraising.
• KimKlein,“KimKlein’sTipsonGettingOvertheFearofAsking”.Discussesanxietiesand
fearsassociatedwithaskingformoneyandhowtoovercomethem.
• LisaDuran,“CaringforEachOther:PhilanthropyinCommunitiesofColor.”Discusses
therelationshipbetweengrassrootsfundraisingandorganizingwithincommunitiesof
color.
• TinaCincotti,“SilosareforFarms:HowtoMakeFundraisingaPartofYourOrganizing.”
Ashortpieceonintegratingfundraisingintocommunityorganizing.
• CesarChavez,“MoneyandOrganizing.”Ashortandusefulpieceabouttheroleof
grassrootsfundraisingwithintheUnitedFarmWorkers.
Allthesereadingsprovideshortintroductionstotheroleofgrassrootsfundraisingwithin
communityorganizing—providinganoverviewanddefinitions,suggestionsaboutaskingfor
money,andcontextualizingtheneedforgrassrootsfundraisingwithincommunityorganizations.
Severalorganizingmanualsandtexts,includingOrganizingforSocialChangeandToolsfor
RadicalDemocracyalsohavevaluablechaptersonfundraisingandorganizing.
Sampletrainingexercisesongrassrootsfundraisingandaskingformoney.Seetextsabove.
SECTIONC:ORGANIZING,POLITICALANALYSIS,ANDSOCIALCHANGE
Thissectionfocusesontheindividualandcollectivepoliticalanalysisthatguidessocialchange
efforts.Theclassesfocusonmovementbuilding,populareducationandtraining,andcareer
pathsintoorganizing.
C1:MOVEMENTBUILDING
Thissessionhelpsstudentstounderstandtherelationshipbetweenbuildingstrongcommunity
organizationsandstrongsocialjusticemovements.
Readings
• Sen,StirItUp,“EducationforEngagement.”
• Minieri/Getsos,ToolsforRadicalDemocracy.“Chapter15/Conclusion.”Examinesthe
importanceofmovementbuildingincommunityorganizing,andhoworganizationscan
integratemovementbuildingintotheirlocalwork.Conclusionexaminessustainingthe
workoforganizingovertime,fororganizersaswellasfororganizations.
• NeilF.Carlson,TheMakingofaMovementCasestudiesofsuccessfulhousing
organizinginNewYorkCity,intheearly2000's
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Community Organizing 101—Instructor’s Syllabus Guide
C2:POPULAREDUCATIONANDTRAINING
Thesereadingsexploretheroleofpopulareducationandleadershipdevelopmentwithin
communityorganizing,includingtrainingfortrainerstechniques.Thereadingsshouldassist
studentsinunderstanding
Readings
• PauloFreire,PedagogyoftheOppressed(Selections)
• JohnHurst,“OnPopularEducation”
• HowardGardner,“MultipleIntelligences.”ExcerptfromMultipleIntelligences:New
Horizons(BasicBooks,2006),inwhichGardnersummarizesandupdateshisinfluential
theoryofmultipleintelligences.
• TheatreoftheOppressedLaboratory.TheatreoftheOppressedOverview.A
summary,inhandoutform,oftheTheatreoftheOppressedtechniquesoriginatedby
AugustoBoal.
• JoanMinieri.TrainingforTrainers:AGuidetoDesigningInteractiveTrainings
UsingPopularEducationTechniquesAhow-toguidetotrainingdesign,basedon
Freire'sdialogueapproachtopopulareducation.Includesexercisesforworkshopson
trainingdesign,aswellasworksheetsfordevelopingtrainings.
• JoanMinieri/FrenchAmericanCharitableTrust.MujeresUnidasyActivas.Case
exampleontheimpactofstaffdevelopment,coachingandleadershipdevelopmentina
women-ledorganizationthatcombinessocialservicedeliveryandorganizing.
C3:THELABORMOVEMENT:PAST,PRESENT,ANDFUTURE
ThissessionisdesignedtoorientstudentstothebasicsofthelaborunionsintheUnitedStates,
sincemanywilllikelybeunfamiliarwiththishistory.Instructorscouldalsousethesessionto
focusonanotherparticularsectorofsocialjusticeorganizing,suchasenvironmentaljustice,
indigenousorganizing,youthorganizing,etc.
Readings
• SelectionsfromBillFletcher,Jr.andFernandoGapasin.SolidarityDivided:TheCrisisin
OrganizedLaborandANewPathTowardSocialJusticeSeealsocompanioninterviewwith
BillFletcheronBillMoyers,availableonline.
• SelectionsfromJaniceFine,WorkerCenters:OrganizingCommunitiesattheEdgeof
theDream.Explorestheorganizingmodelandpotentialofindependentworkercenters,
andtheirrelationtotraditionallabororganizations.
• LauraPulido.ADayWithoutImmigrants:TheRacialandClassPoliticsof
ImmigrantExclusion.Ananalysisofthe2006ImmigrantRightsMarchesinLosAngeles,
anditsraceandclassdivisions.
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Community Organizing 101—Instructor’s Syllabus Guide
C4:BECOMINGANORGANIZER
Thissessionexplorescareerpathwaysintocommunityorganizing,theroleofspiritualityin
organizing,andhowthecoursefitsintoabroaderefforttocreatenewcareeropportunitiesin
communityorganizing.
Reading
• SzakosandSzakos,WeMakeChange,Chapters3-9
• Zimmermanetal.OutoftheSpiritualCloset:OrganizersTransformingthePractice
ofSocialJustice.AreportfromtheMovementStrategyCenterexploringhoworganizers
tapintotheirspiritualityandspiritualpracticetosustaintheirwork.
• 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.CONCLUSION
Instructorsshouldusethelastonetotwoclassmeetingstoreviewmajorcoursethemes,engage
studentsabouttheirmaininsightsandcontinuingquestionsfromthecourse,andtalkabout
futureopportunitiesrelatedtoorganizingattheircollegeandthesurroundingcommunity.
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Community Organizing 101—Instructor’s Syllabus Guide
APPENDIXONSTANDARDSYLLABUSCOMPONENTSTOCONSIDER
Atmostcolleges,standardsyllabialsoincludeseveralothercomponents:
1. ACADEMICHONESTYPOLICY:Mostsyllabiincludeastandardpolicyregardingacademic
honestythatincludesaworkingdefinitionofplagiarism,thepotentialconsequencesof
plagiarism,andareferencetotheappropriateuniversitylanguageandpolicies.For
example:
SAMPLE1:“Allworksubmittedinthiscoursemustbeyourownandproduced
exclusivelyforthiscourse.Theuseofsources(ideas,quotations,paraphrases)
mustbeproperlyacknowledgedanddocumented.Violationswillbetaken
seriouslyandarenotedonstudentdisciplinaryrecords.Ifyouareindoubt
regardingtherequirements,pleaseconsultwiththeinstructorbeforeyou
completeanyrequirementofthecourse.PleasereviewtheUniversity’spoliciesat
(website).”
2. DISABILITYSERVICES/ACCESSIBLEEDUCATION.Syllabicanincludeastatement
establishingtheinstructor’scommitmenttomakingtheclassaccessibleforallstudents,
includingthosewithdisabilities,andestablishingaprocessofworkingwiththeinstructor
toidentifyanybarriers.Collegeoruniversitydisabilityservicesofficesoftenhave
standardsyllabuslanguage.Forexample:“Theinstructoriscommittedtocreateinclusive
learningenvironments.Ifthereareaspectsoftheinstructionordesignofthiscoursethat
resultindisabilityrelatedbarrierstoyourparticipation,pleasenotifymeassoonas
possible.Youmayalsowishtocontact(CollegeDisabilityServices/AccessibleEducation
Office).”
3. GRADINGPOLICY.Moststandardsyllabiincludepoliciesexplaininghowfinalgradesare
calculated.Thesepoliciesestablish:
a. Therelativeweightofeachassignmentindeterminingthefinalgrade.For
example:“Finalpaper:20%;Grouppresentation:15%;Attendanceand
participation:20%;Weeklyquizzes:45%)
b. Agradingrubric,explainingthecriteriausedtodeterminegradesforparticular
assignments.Somerubricsareverydetailed,specifyingthenecessary
characteristicsofanassignmentinordertoreceiveacertaingrade.(Forexample:
“An‘A’paperwillcontainthefollowingcharacteristics:”).Criteriacanalsobe
establishedmoregenerally.Forexample,arubricforawritingexercisemight
simplylistthecriteriausedtoevaluatetheassignment.
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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Community Organizing 101—Instructor’s Syllabus Guide
90-92:A-
80-82:B-
70-72:C-
<65:F
4. Othersyllabuscomponents.Manyinstructorsfinditusefultooutlineotherrelevant
coursepoliciesandexpectationsinthesyllabus,bothtoclearlycommunicateinstructor
expectationsfromthebeginning,andtouseasareferenceifstudentsarenotmeeting
thoseexpectations.Thesecomponentsinclude:
a. Policiesonappropriateclassroomconductandrespectfulexchange.For
example:“CLASSROOMCONDUCT.Weareallaccountabletocreateaclimateof
mutualrespectintheclassroom.Whiledifferencesofopinionandperspectiveare
vitalandwillbeencouraged,commoncourtesyaswellasUniversitypolicy
prohibitspersonalattacksanddiscriminatoryconduct.”
b. Policiesonattendanceandparticipation—Iscourseattendancerequired?Will
attendancebetaken?Aresomekindsofabsencesexcused?Dostudentsneedto
notifyinstructorsinadvanceofabsences?Willattendanceorparticipationcount
towardgrade?
c. Useofelectronicdevices—Someinstructorsincorporatetheuseofelectronic
devicesintotheclass,whileothersviewthemasadistractiontostudent
engagement.Astandardpolicyshouldanswer:Arestudentspermittedtouse
laptopsinclass?Arethereanyrestrictionsonsuchuse(e.g.wirelessfunctionmust
beturnedoff)?Arestudentspermittedtouseotherelectronicdevices(e.g.cell
phones)?
d. Accessingrequiredcoursetexts.syllabitypicallyincludeinstructionsfor
studentsaboutaccessingrequiredcoursetexts,explainingwhereanyrequired
textscanbepurchasedandothermaterialsaccessed(forexample,throughan
onlinecollege/universitysystem,libraryreserves,etc.).Ingeneral,thesyllabus
shouldlistthefullcitationinformation(author,title,publisher,publicationyear,
edition)forrequiredtexts.
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