YOUTH POWER CURRICULUM YOUTH POWER CURRICULUM ...

More documents

Recommendations

Info

About About this this Guide Guide History of Our Work 1 About this Guide This youth community organizing guide is the result of collaborative work between the Tobacco Prevention Project, Community Wellness and Prevention Program, and the TeenAge Program, Family, Maternal and Child Health Program, both located in the Public Health Division of Contra Costa Health Services, California. Funded in part through a grant from the San Francisco Foundation, the Guide reflects experiences that the TeenAge Program (TAP) and the Tobacco Prevention Project (TPP) have had working with youth to build their skills in community organizing for changes in their community through a youth development framework. Much of what is included in Youth Power: A Guide to Community Organizing comes from years of working with young people through TIGHT (Tobacco Industry Gets Hammered by Teens), the TPP’s first youth mobilization initiative, and the school-based experiences of TAP. TIGHT was instrumental in a 5-year campaign to pass local tobacco prevention ordinances across Contra Costa County. TIGHT was grounded in what was then known as youth resiliency theory, and provided consistent opportunities for meaningful participation, opportunities for skill development and caring relationships for the youth involved. Hundreds of youth were trained on how to better their community through direct action organizing, utilizing these resiliency principles. TAP launched several community organizing projects in 2001 as a natural outgrowth of its commitment to youth development and its extensive experience providing health education to thousands of young people in high school, continuation schools and juvenile detention facilities across the county. Using community organizing strategies, students from four Contra Costa communities have been successful in making changes to their lunch menu, working with a local police department to enforce tobacco and alcohol laws, and working with two city councils to develop strong tobacco retailer licensing ordinances. We would like to acknowledge the youth members from all of TAP’s and TPP’s youth mobilization projects: TIGHT; ETA Middle College High School; ETA Pittsburg High School; and Bay Point Youth Power. They have inspired us with their passionate dedication and commitment to advancing social justice. It is because of their willingness to share their time and talents that we are able to do this work. A few individuals merit specific acknowledgement for their contributions to this guide. Colleen Floyd-Carroll, MSW, MPH, was responsible for developing the TIGHT project from its inception through its first three years. Andrea DuBrow, MSW, MPH, saw the project through its second two years and facilitated TIGHT’s participation in a community-academic research endeavor that
2 About this Guide examined the role of developmental supports in youth advocacy work. Both Colleen and Andrea contributed to the development of many of the concepts that can be found in this guide. Sincere thanks are also extended to Carla Goode, MA, MFT and Cheri Pies, MSW, DrPH for reading the draft Guide and providing valuable suggestions for editing and revisions. And finally, a thanks is owed to Jennifer Dowling and Andi Bivens for their work on formatting the Guide. Using the Guide The Guide is a practical training manual with easy-to-follow lessons for adults and high school aged youth, working together to create real changes for youth. It’s about teaching youth about activism, leadership and community organizing. It's about how to come together as a team in a positive, creative way; how to explore and select a problem, and how to uncover solutions. It also describes strategies for making your solutions a reality. We strongly believe that you don’t have to be an expert to lead an effective group in organizing for change - you and the youth will learn together. However, you do need to be committed to working in true partnership with youth. In numerous communities across the country, young people have succeeded in making significant advances toward social justice. Using the skills and strategies described in this guide, they have gotten their city to fund youth centers, organized petitions to get laws passed limiting tobacco sales to minors, worked with their schools for better food and campus safety, and much more. The lessons in the Guide build on the experience and knowledge of previous lessons, and the activities within each lesson are designed to be used sequentially as well. While each of the lesson's activities can be facilitated by an individual adult in the role of adult leader, some of these lessons will benefit from bringing in other adult allies who may have more or different experience in the specific topic area. We have found that youth appreciate bringing in "guest" leaders, so don't feel as if you have to do it alone! Bring in the Media experts to talk about sound bites, or the local expert on Diversity to talk about power. Resources and Background sections of the Guide are recommended for the adult facilitator who is new to working with youth and community organizing. The guide contains 15 lessons. Most have: • Basic background information for the facilitator • Activities that address the lesson • Facilitator preparation • Materials needed and • Tools This guide can be used in two different ways. Youth workers who are new to community organizing can use it as a manual to teach youth the basics of community organizing. As such, the sequence of the lessons provides a
Page 1: About this Guide YOUTH YOUTH POWER
Page 5 and 6: 1-1 Guiding Framework Lesson Lesson
Page 7 and 8: Lesson Lesson 2: 2: 2: The The Adul
Page 9 and 10: 2-3 Adult Allies snacks, attend eve
Page 11 and 12: Our Role As Allies To Young People
Page 13 and 14: group. Why not model that ourselves
Page 15 and 16: Lesson Lesson 3: 3: Leadership Lead
Page 17 and 18: Tools - Lesson 3 Leadership Leaders
Page 19 and 20: Where Do You Stand? Scoring For nu
Page 21 and 22: Skills and Interests Questionnaire
Page 23 and 24: Sample Agenda 4:00 4:00 - 4:05 4:05
Page 25 and 26: Lesson Lesson 4: 4: 4: Getting Gett
Page 27 and 28: The The Basics Basics 4-3 Getting S
Page 29 and 30: 4-5 Getting Started 1. Recruitment
Page 31 and 32: 4-7 Getting Started f. Plan a time
Page 33 and 34: Tool Tools Tool s - Lesson Lesson 4
Page 35 and 36: SAMPLE MEMORANDUM OF UNDERSTANDING
Page 37 and 38: Date SAMPLE School Letter for Recru
Page 39 and 40: SAMPLE Classroom Recruitment Presen
Page 41 and 42: Have fun! Get Involved! Be Heard! M
Page 43 and 44: I am calling to invite you to a mee
Page 45 and 46: The The The Basics Basics 5-2 Getti
Page 47 and 48: 5-4 Getting Organized b. Explain th
Page 49 and 50: 5-6 Getting Organized b. Divide the
Page 51 and 52: Materials: newsprint, markers/pens,
Page 53 and 54:
Tools Tools - Lesson 55 5 Getting G
Page 55 and 56:
You will need to give your group a
Page 57 and 58:
The The Basics Basics 6-2 Communica
Page 59 and 60:
6-4 Communication Introduc Introduc
Page 61 and 62:
6-6 Communication 3. 3. 3. Non Non-
Page 63 and 64:
6-8 Communication How did you deci
Page 65 and 66:
Tools Tools - Lesson Lesson 6 6 Com
Page 67 and 68:
** ** Attitude Attitude Attitude **
Page 69 and 70:
The The Basics Basics Power is the
Page 71 and 72:
Explain that while all of the thing
Page 73 and 74:
2. How How How Identity Identity Sh
Page 75 and 76:
3. 3. 3. Power Power Chart Chart 2
Page 77 and 78:
STEP 1 STEP 2 STEP 3 Power Group Le
Page 79 and 80:
7-12 Power This exercise shows how
Page 81 and 82:
The The Power Power of of Youth You
Page 84 and 85:
Lesson Lesson 8: 8: Introduction In
Page 86 and 87:
The The The Basics Basics 8-3 Commu
Page 88 and 89:
2. What What is is Organizing? Orga
Page 90 and 91:
8-7 Community Organizing b. Go thro
Page 92 and 93:
c. Use the following road map as a
Page 94:
Tools Tools - Lesson 8 Community Co
Page 97 and 98:
RAINING RAINING ROCKS ROCKS QUESTIO
Page 99 and 100:
Materials Materials Materials Neede
Page 101 and 102:
1. Community Community Mapping: Map
Page 103 and 104:
Step Step 1: 1: List List Assets. A
Page 105 and 106:
9-8 Assessment 2. 2. Next Next Step
Page 107 and 108:
they represent the group and we wan
Page 109 and 110:
9-12 Assessment Remind participants
Page 111 and 112:
Community Mapping Brainstorm Questi
Page 113 and 114:
Sample Community Mapping Observatio
Page 115 and 116:
Lesson Lesson 10: 10: Choosing Choo
Page 117 and 118:
10-3 Choosing a Problem level of gr
Page 119 and 120:
10-5 Choosing a Problem c. c. Step
Page 121 and 122:
10-7 Choosing a Problem Scorecard S
Page 123 and 124:
Tools - Lesson 10 Choosing a Proble
Page 125 and 126:
Lesson Lesson 11: 11: Researching R
Page 127 and 128:
It is up to the adult leader to pla
Page 129 and 130:
Here’s a sample activity log: 1.
Page 131 and 132:
Step Step 1: 1: 1: Planning Plannin
Page 133 and 134:
Step Step 2: 2: 2: Data Data Collec
Page 135 and 136:
Follow Follow Up Up Activity: Activ
Page 137 and 138:
About you… Check one: □ male
Page 139 and 140:
Lesson Lesson 12: 12: Selecting Sel
Page 141 and 142:
The The Basics Basics 12-3 Selectin
Page 143 and 144:
1. 1. 1. WWhat W hat is is an an is
Page 145 and 146:
. b. St Step St St ep 2: Small grou
Page 147 and 148:
Problem Problem Problem and and Iss
Page 149 and 150:
School district provide accurate se
Page 151 and 152:
Lesson Lesson 13: 13: Creating Crea
Page 153 and 154:
1. 1. Introduce Introduce Introduce
Page 155 and 156:
2. 2. Filling Filling Out Out the t
Page 157 and 158:
Tools - Lesson 13 Creating Creating
Page 159 and 160:
GOALS Long-Term Goal: Promote a loc
Page 161 and 162:
Lesson Lesson 14: 14: Meeting Meeti
Page 163 and 164:
14-3 Meet with Your Target A A Note
Page 165 and 166:
14-5 Meet with Your Target 3. 3. 3.
Page 167 and 168:
14-7 Meet with Your Target Tips 1.
Page 169 and 170:
The The Basics Basics 15-2 Getting
Page 171 and 172:
15-4 Getting Out the Message 2. 2.
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Conclusion. Conclusion. Element Exa
Page 179 and 180:
For For the the Adult Adult Leader:
Page 181 and 182:
Additional Additional Resources: Re
Page 183 and 184:
Activities - 4 Icebreakers, Energiz
Page 185 and 186:
Sign Sign Up Up Here Here Materials
Page 187 and 188:
Energizers Energizers Activities -
Page 189 and 190:
Team Team-Building Team Building Ac
Page 191 and 192:
Time: 25 minutes New New Planet Pla
Page 193 and 194:
Activities - 14 Icebreakers, Energi
Page 195 and 196:
New Planet Activity Sheet Due to th
Page 197 and 198:
Permission and Health Form Form 1 N
Page 199 and 200:
Authorization and Consent for Photo
Page 201 and 202:
Appendix Appendix Appendix 2 2 Comm
Page 203 and 204:
212.213.2113 www.fcyo.org Internati
Page 205 and 206:
Community Resources Local Local Cal
Page 207 and 208:
Appendix Appendix Appendix 3 3 Glos
Page 209 and 210:
Appendix 3-2 Glossary Constituents:
Page 211:
Problem: A broad area of concern. A
show all

YOUTH POWER CURRICULUM YOUTH POWER CURRICULUM ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?