Youth Justice Corps Toolkit

whats in here?
1. PROGRAM OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
A. What is Youth Justice Corps (YJC)?
B. Roles of Organization and Alliance for Educational Justice (AEJ)
C. Peer-to-Peer Sharing and Learning

2. NUTS & BOLTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

A. BaseCamp: The place to get all your documents

B. Sample YJC member job description

C. Sample YJC interview questions

D. Work Plan Template

E. Time sheets

F. Six-Month Progress Report

3. Trainings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
+

Acknowledgments

3A. AEJ Orientation

+ AEJ Visions & Principles
3B. Political Education
+ Class Race
C. History of Public Education: Fighting For Our Minds
+ They Schools

9
11
14
19
19
22
22

3D. The Law and Decision Makers: ESEA 101

41

3E. AEJ Power Analysis

57

3F. Campaign Development

73

3G. Tactics Intensive: Get At Em

82

3H. Speaking to the Media: We Are All Messengers

95

3I. Lobbying: Represent Us*

105

+ Legislative Visits

105

3J. Intergenerational Organizing: Youth-Adult Partnerships

111

3K. #ONICT
2ESOLUTION



+ Building Internal Solidarity

129

3L. Tranformational Movement Building

153

3M. Supervision

193

3N. Digital storytelling

225

1: PROGRAM OVERVIEW

A.

What is Youth Justice Corps?

The Alliance for Educational Justice (AEJ) is

and selection, stipends / wages, tenure,

a group of 20 organizations from all over the

team support and accountability will be

nation that organize youth and parents on

determined by each organization. AEJ asks

the educational system. AEJ aims to bring

that YJC members be high school or college

these grassroots organizations together to

aged (not necessarily enrolled in school).

bring about changes in federal education

policy, build a national infrastructure for
the education justice sector, and build the
capacity of our organizations and our youth
leaders to sustain and grow the progressive
movement over the long haul.

Each YJC team will solidify AEJs national

work within member organizations by
engaging the organizations membership
in ongoing training on federal educational
policies, political analysis, and coordinating
events on the local level. AEJs youth justice

AEJs Youth Justice Corps (YJC) will equip

corps will make our national campaigns

each member organization to build a team of

relevant to the communities our member

young people that will connect local struggles

groups are a part of.

to AEJ national campaigns. YJC membership

B.

YJC Responsibilities and Roles of Member Organization & AEJ

_ Member Organizations
1. Recruit and train an YJC with at least 3 members to plan and implement AEJ work within
your organization.
2. Maintain timesheets and individual work plans for YJC members.
3. Assign at least one staff person to coordinate the YJC and develop/support the YJC
members. This staff person will check in once per month with the AEJ Organizer for
discussion on progress, work planning, and troubleshooting.
4. Design an accountability and support system for completion of YJC work that is consistent
with internal organizational approaches, policies, and procedures.
5. Re-grant funding in the form of stipends or wages on a regular basis to the YJC members.
6. Completing six-month progress reports that includes simple narrative section and video.
7. Link AEJ national campaign to local work through member education, campaign planning,
and mobilizations.

Chapter 1: Program Overview

8. Regular accessing and updating of work plan, calendars on Basecamp, and contact
information for YJC listserve.
9. Uploading video reports, actions, and trainings to AEJ website. Ask for AEJ mini-grant if
NEED
TO
GET
A
IP
CAM

_ Alliance for Educational Justice

1. $20,000.00 for one year of YJC programming given in two installments of $10,000.00 to the
member organization.
2. Provide YJC Tool Kit covering a range of topics including (but not limited to) peer mediation,
federal policy, basic organizing training, evaluation tools, and youth-adult partnership.
3. AEJ staff (primarily the AEJ Organizer) will check in monthly with the YJC coordinator
as well as provide technical assistance with implementation of the YJC program such as
support with regional meeting planning, materials production, training or workshop design,
and planning of national and local AEJ actions.
4. Peer modeling of training and curriculum pieces at AEJ regional meetings and other forums.
5. Peer support and communications forums through AEJ website, YJC listserve.
6. Monthly campaign updates through AEJ Delegate Call, one on ones, and updated AEJ work
plan on Base Camp.
7. Regular YJC trainings released via Basecamp.
8. 0ROVIDE
9*#
ORGANIZATIONS
WITH
MINIGRANT
TO
PURCHASE
IP
CAM
9. Provide funds for travel to trainings, calling cards and other supplies if possible.

C.

Peer-To-Peer Sharing and Learning

It is our hope and intention that YJCs will

BASECAMP was constructed to

build relationship across organizations and

accommodate sharing and learning, and AEJ

cities to share successes, challenges, and best

staff will provide training for YJC members

practices. In addition to periodic YJC calls for

to further accommodate usage. For now,

YJC coordinators, we encourage all YJCs to

USE
"ASECAMP
AS
A
MECHANISM
TO
SHARE
LES

use BASECAMP to share footage, curriculum,

as well as the YJC list serve to communicate

and other aspects of your YJC activities.

amongst each other.

Youth Justice Corps : 2010 Toolkit

2: NUTS & BOLTS

A.

Basecamp - The Place to Get All Your AEJ and YJC Documents

LL
%*
LES
ARE
ON
Basecamp if you need any YJC documents, meeting notes, agendas,

programs, workshops, presentations or other info its all there! AEJ staff will create an
ACCOUNT
FOR
THE
9*#
#OORDINATOR
AND
AN
EMAIL
WILL
BE
SENT
AS
NOTICATION
OF
THE
ACCOUNT

creation. As YJC Coordinators send in YJC member names, accounts will be created for them
as well.

_ How to sign in:

_ How to send messages:

1. Go to https://edjustice.basecamphq.

1. CLICK on Project Name

com

2. CLICK on Messages tab at the top

2. Enter your username and password

3. CLICK add new message

3. Click sign in

4. ENTER title of message

4. If you dont have a username yet,

5. Add category (Optional)

e-mail Kimi to get signed up!

_ How to look at Project Files:

1. On the AEJ home page or Dashboard
YOU
WILL
ND
0ROJECT
LES
IN
TWO
PLACES
a. On the left side in table form and
b. On the right side in list form
2. CLICK the name of the project
(i.e. Policy Platform) to take you
to that project.

_ How to find files:

1. CLICK on the desired Project Name
2. Once on the Project page CLICK the last

6. Enter text in Message Body

7. TTACH
RELATED
LES
OPTIONAL

8. CLICK Browse
c. Select desired document, excel
spreadsheet, etc.
9. CHECK Participant names to send an
EMAIL
NOTICATION
OF
MESSAGE
10. CLICK Post Message
WHEN
NISHED

_ How to respond to a Message:

1. CLICK Add Comment
2. Enter text in comment box
3. CLICK Post this Comment

tab at the top titled Files

_ How to find to do lists:

1. On the Dashboard page, CLICK To Do
tab OR
2. CLICK a project name
3. CLICK To Do tab at the top of page.

If you need more assistance, Basecamp

provides audio and visual instructions.
Go to www.basecamphq.com/tour

Chapter 2: Nuts & Bolts

B.

Sample YJC Member Job Description

Are you interested in being a leader for your local organization to move a national campaign
for Quality Education for All? The Youth Justice Corps is a group of interns at Alliance for
Educational Justice (AEJ) that will help shape and lead our campaign on a local city and region.
Each YJC member will be required to do the following:
p
Recruitment and outreach for AEJ and their home organization
p
Participate in developing and implementing a six month work plan for how the AEJ national
campaign work will unfold through the YJC and member organization
p
Have an individual work plan
p
Develop and facilitate workshops on a monthly basis
p
Participate and facilitate national meetings including AEJ delegate calls
p
Work in a manner that respects and promotes AEJs guiding principles and national
platform
p
Participate in regular supervisory meetings with home organization staff
p
Working a minimum of 10-20 hours per week with written time sheets (as decided by the
local organization)

C.

Sample YJC Interview & Application

&OR
THE
CANDIDATE
TO
LL
OUT
Name: ________________________________________
School: __________________________

Grade: _____ Age: ____________ Gender: _____________

Telephone: ________________________ Email: __________________________

1. What kinds of leadership experiences have you had and with what groups?
2. What are some things you plan to do to ensure the youth you will be working with are engaged in
the national educational justice work?
3. S
A
9*#
LEADER
WHAT
DO
YOU
BRING
TO
YOUR
LOCAL
ORGANIZATIONmS
WORK
THAT
WILL
BENET
%*
AS
A
WHOLE

and your local organization?
4. What do you hope to gain from the experience of becoming a YJC leader?
5. Please review the YJC job description. What kinds of skills do you think are needed for this job?
What have you done within your local organization to demonstrate these skills?
6. 0LEASE
TELL
US
ABOUT
THE
TYPE
OF
LEADER
YOU
WANT
TO
BECOME
ONCE
YOU
HAVE
COMPLETED
YOUR
RST
YEAR

as a YJC leader?
7. This internship requires 10-20 hours of work per week (as decided by the local organization). What
are your other commitments and how will you balance your schedule to make sure your other
commitments are met (family, job, school, friends, etc)?
8. Is their a role you would like to take on after you complete YJC in your local organization and in AEJ?

Youth Justice Corps : 2010 Toolkit

D.

Sample YJC Work Plan Templates

The following are samples developed by some of our YJC organizations

for you to adjust and make your own!

Organizational
Work Plan
Goals:
p
Launch YJC and connect local work and membership to national campaign
p
Recruit and engage political and institutional allies to join the national campaign, especially
groups with parents
p
Complete campaign activities including: meeting with Education Committee chair, 1-2
public actions, and a press conference

Month

APR

Home
Organizational
Activities
p
New Youth
Orientations at
the last Friday
of the month
p
Workshop for all
sites on AEJ
p
Sign youth up
for action

YJC
Campaign
Meetings
p
Hold biweekly
strategy
meeting
with core
SBU /YJC
leaders

Tactics
& Actions
p
Meeting
with Chair
of Senate
Education
Committee

Ally Recruitment

p
Send letters to
Congressman
and NY State
Senators to
discuss NCLB
reauthorization
p
Mtgs with
large CBOs
that could
support our
national ed
work

Base
Building
p
Conduct
classroom
visits at
Kenney,
Clinton,
Morris, Ms
80
p
Street
outreach
happens
2-3 times
a week
at each
school

Trainings
Provided /
Support Needed
p
NCLB 101
with the
Advancement
project
p
Provide AEJ
demands
workshop
p
Power analysis
initial meeting
to decide
roles for Bronx
ELECTED
OFCIALS
p
Support
needed with
AEJ demands
workshop

MAY

JUN

JUL

Chapter 2: Nuts & Bolts

Youth Justice Corps : 2010 Toolkit

p
Create goals for workshop

& turnout on SST call

p
Edit curriculum for my

region
p
ID co-facilitator
p
Invite key allies to attend
p
Prep materials for
workshop

p
Phonebank for turnout

p
Prep with co-facilitator

p
Conduct workshop!
p
Evaluate and debrief
p
Send notes to SST & AEJ

p
Develop goals and deadlines

for AEJ action
p
Get input and feedback from
other interns/leaders
p
#REATE
IERHANDOUT

p
Present Action Plan at leader

meeting.
p
Sign people up for roles and
turnout
p
Prep materials for day of
action

p
Reminder calls
p
Prep speakers
p
Hold action!

p
Evaluate and debrief action

p
Gather any media coverage
p
Send thank yous to key
participants/speakers

p
Check in with staff supervisor

p
SST Call
p
Report back on SST call at
Leader Meeting

p
Check in with staff supervisor

p
Prep for SST call agenda,
follow up tasks, etc.

p
Check in with staff supervisor

p
AEJ YJC Call
p
Report back on YJC call at
Leader Meeting

p
One on one call with CMc

(Statewide Alliance Orgz)
p
Create workplan w/AEJ and SST
deadlines & mtgs
p
Prep for AEJ/YJC call agenda,
follow up tasks, etc.

GOAL 3:
AEJ & SST
Calls & Communication

MAY AEJ ACTIONS!!!

GOAL 2:
Federal $ Workshop

APRIL

p

p

p

p

p

p

p

p

p

p

p

p

p

p

p

p

Make agenda
Turn in notes!
Phonebank & update lists
Topics for mtg/Tasks to
Delegate:

Make agenda
Turn in notes!
Phonebank & update lists
Topics for mtg/Tasks to
Delegate:

Make agenda
Turn in notes!
Phonebank & update lists
Topics for mtg/Tasks to
Delegate:

Make agenda
Turn in notes!
Phonebank & update lists
Topics for mtg/Tasks to
Delegate:

Committee
Meetings

CFJ
Mtgs &
Events

p
Leader Mtg
FRI 3:30-5:30
p
Federal $$
Workshop

p
Thurs. 6pm
Board Mtg:
Academic
Masterplan
Vote!

p
Leader Mtg
FRI 3:30-5:30:
Elections or
History of Ed

p
Intern
Orientation!
Wed 4-6pm

4. Participate in AEJ and SST monthly calls and follow up tasks.

3. Facilitate workshop to educate 20 members on opportunities for Federal

Funding through School Turnarounds grants.

GOAL 1:
AEJ Action

AEJ/YJC Rep

Month:

Major Events/Activities Next Month:

Week 4
4/26

Week 3
4/19

Week 2
4/12

Week 1
4/5

WEEK

Position:

Name: Jolene Rodriguez

Monthly member
Work Plan

2. Coordinate regional participation in April AEJ action to generate 50 calls

to member of Congress regarding AEJ platform.

Top 3 goals for the month (SMART!)

E.

YJC Monthly Time Sheet

(Please maintain these regularly and turn in with your six month progress report.)

Organization: __________________________________________________________________________________
YJC Member Name: _________________________________

Date

Hours
Spent

Month: __________________________________

Task

Notes

TOTAL HOURS FOR MONTH

Chapter 2: Nuts & Bolts

F.

YJC 6-Month Progress Report

(To be turned in six months from start of the YJC about September 2010)
The Youth Justice Corps is a powerful group of young leaders transforming public education through
linking local and national organizing, building the base of AEJ groups, and spearheading national
educational justice campaigns.

_ NARRATIVE
0LEASE
BRIEY
DESCRIBE
THE
PROGRESS
OF
YOUR
9*#
BY
ANSWERING
THE
QUESTIONS
BELOW
1. Please describe your successes in achieving the work plan that you set out at the beginning of the
YJC program. _______________________________________________________________________________
____________________________________________________________________________________________
2. Please describe you challenges in launching the YJC program and the work plan that you set out at
the beginning of the YJC program. ____________________________________________________________
____________________________________________________________________________________________
3. 7HAT
SUPPORTS
OR
ACTIVITIES
FROM
%*
DID
YOU
ND
MOST
USEFUL
TO
YOUR
9*#
_______________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4. What supports or activities from AEJ were least helpful? What would you suggest instead? _______
____________________________________________________________________________________________
____________________________________________________________________________________________
5. What activities has your YJC done to link your local organizing to the national AEJ work? __________
____________________________________________________________________________________________
____________________________________________________________________________________________
6. What press and coverage or other media attention has your YJC or AEJ activities received? Please
forward copies or links to AEJ. _______________________________________________________________
____________________________________________________________________________________________
7. What lessons learned do you have to offer to AEJ and to other YJCs? ____________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

_ VIDEO
Please see digital storytelling workshop included in the toolkit curriculum.

Youth Justice Corps : 2010 Toolkit

3: Trainings
Acknowledgments
A special Acknowledgment must be given to our ancestors, who laid the foundation for the
Educational Justice movement. We hope to continue your legacy through our commitment to
developing the minds, spirits, and skills of the next generation of movement leaders.
AEJ would like to acknowledge each organization and individual who contributed, developed,
or supported the creation of any and all training materials found within the YJC toolkit. Your
commitment to Educational Justice and Youth Development are evident in the depth found
in each of the trainings. These trainings will provide Youth Justice Corps members with the
necessary skills set to effectively lead AEJs National Campaign for Quality Education on a local
city and regional level.
AEJ would like to acknowledge the following organizations and individuals
(listed alphabetically):

Aaron Nakai
California Fund for Youth Organizing
Californians for Justice
Charles McDonald
Coleman Advocates for Parents and Youth
California Fund for Youth Organizing
Janelle Ishida
Jeremy LaHoud
Jidan Koon
Joy Liu
Kimi Lee
Kristen Zimmerman
Movement Strategy Center
Mustafa Sullivan
Nick James
Paul Tran
Pecolia Mangio
School of Unity and Liberation (SOUL)
Youth Together

Chapter 3: Trainings

10

Youth Justice Corps : 2010 Toolkit

3A. AEJ Orientation

workshop
_ Goals:
A. introduce AEJ to members
B. share AEJs principles and vision
C. introduce member organizations
D. review AEJ working practices
E. prepare organizations for national convening or regional activities

_ Agenda
1. Educational Justice History

15 min

2. AEJ Roadmap

15 min

3. Build the AEJ Bus

15 min

4. How is My Organization Connected?

5. Wrap up - Next Steps

5 min
10 min

( if you want to incorporate more about movement building see SOULs workshop also
attached )

_ Total time:

60 min

_ Materials Needed:
p
AEJ timeline
p
blank timeline
p
AEJ road map
p
bus & bus parts
p
weather pieces
p
strategy stops
p
passengers for the bus
p
AEJ school house
p
Handout: AEJ vision and principles 1 sheet

Chapter 3: Trainings

11

1. History timeline

15 min

1. POST BLANK TIMELINE: Have everyone write on to timeline how they started with the
ORGANIZATION
OR
WORKING
ON
EDUCATION
JUSTICE
ISSUES
4AKE

MINS
TO
LL
OUT
WALL
CHART


2. Pick 3 stories that show: different paths to get to the organization, campaigns, & impact (2
mins)
3. POST EJ TIMELINE ON TOP OF OTHER TIMELINE (8 mins):
EJ s timeline make sure to talk about :
p
long history of the youth movement
p
youth organizations developed 20-30 years ago
p
point out different organizations
p
show steps to the birth of AEJ (meetings, working group, Philly meeting)
p
Highlight education issues and what has been happening to education over the last 20 years.
p
POST weather pieces above timeline (just on one side, so when road map up, it is only one side
to the left)
p
Private market driven system
p
less resources, cuts to teachers, supplies, classes
p
prisons more support than schools,
p
less choice or quality for poor people, people of color.
p
point out : new time/ opportunity with new administration OBAMA

2. WHERE ARE WE GOING? AEJ ROADMAP

15 min

1. Attach map to the history timeline (fold history timeline over and then add roadmap)
2. Post at end of road: Where is AEJ going?
p
AEJ VISION & GOALS statement read and share here
p
Happy school visual - see attached sheet write inside school house
p
Ask if anything is missing?

12

Youth Justice Corps : 2010 Toolkit

3. Build the bus: What is our bus made of?

15 min

1. Post bus frame and wheels on the bus AEJ PRINCIPLES - see attached sheet for list
p
Ask if anything missing?
2. Place strategy pieces on road map: How do we get there? stops to get us where we are
going
p
youth justice corps
p
parents justice corps
p
national lobby days
p
policy campaigns
p
convenings meet and build relationships
p
build grassroots power
p
media events
3. Who is on the bus? List out AEJ member organizations. (20 groups)
p
can put each one or all in one group on the bus

4. HOW does my organization connect?

5. Next steps

5 min

10 min

_ Materials
p
AEJ vision and principles statement
p
Blank AEJ Timeline
p
%*
TIMELINE
LL
IN
AS
MUCH
AS
YOU
WANT


p
SOUL workshop on movement building (bus, map, passengers)
p
** weather pieces make your own clouds, lighting and sun

Chapter 3: Trainings

13

Alliance for Educational Justice

visions & Principles
The Alliance for Education Justice (AEJ)

is a new national alliance of youth organizing

and intergenerational groups working for educational justice. AEJ aims to:
p
bring grassroots groups together to bring about changes in federal education policy,
p
build a national infrastructure for the education justice sector, and
p
build the capacity of our organizations and our youth leaders to sustain and grow the
progressive movement over the long haul

_ AEJ goals are:

1. Transforming the public education system to prepare all students for college and/or work at
living wages
2. Creating a space for full participation in democracy regardless of race, class, legal status,
gender or sexual orientation.
3. Building deep investment in our society for the basic human right of a free quality public
education, pre-K through college.
4. Creating and sustaining public schools that prepare young people with the critical
consciousness to reform and correct continuing injustices and barriers in our society.
5. Building public education as an institution based on principals of community good, not private
PROT
6. Ending the School to Prison Pipeline that promotes social control of poor young people and
young people of color and funnels them into the prison industrial complex.
7. Creating a public education system that actively includes youth and parent voice in school
governance.

_ The principles of our work together are:

1. Strengthening base-building organizing work around a national education reform agenda.
2. Promoting leadership from those directly effected, including youth and parents, with a special
focus on poor youth and youth of color.
3. Building collective unity among parents, youth, and other stakeholders.
4. Respecting and uniting with other movement building efforts to strengthen the struggles for
humanity, equality, and justice.
5. Building the capacity of our movement to sustain our work over the long haul.
14

Youth Justice Corps : 2010 Toolkit

_ Organizations involved:
p
Albany Park Neighborhood Council,
Chicago
p
Baltimore Algebra Project
p
Boston Youth
p
Brighton Park Neighborhood Council,

_ Allies (not membership

organizations) :
p
Annenberg Institute, NY
p
Movement Strategy Center
coordinating AEJ
p
Urban Youth Collaborative, NY

Chicago
p
Californians for Justice
p
Coleman Advocates for
Children and Youth, SF, CA
p
Community Coalition, Los Angeles
p
Desis Rising Up and Moving, NY
p
Future of Tomorrow /
Cypress Hills Dev Corp NY
p
Make the Road New York
p
Philadelphia Student Union
p
Inner City Struggle
p
Kenwood Oakland Community
Organization, Chicago
p
Mothers on the Move, NY
p
Padres y Jovenes Unidos, Denver
p
Sistas and Brothas United / Northwest
Bronx Community and Clergy Coalition,
New York
p
5NITED
3TUDENTS

3UNOWER
#OMMUNITY

Action, Kansas
p
Youth Together
p
Youth United for Change
p
Youth Education Alliance

Chapter 3: Trainings

15

** AEJ Timeline look for other photos available in separate photos on basecamp

16

Youth Justice Corps : 2010 Toolkit

Chapter 3: Trainings

17

18

Youth Justice Corps : 2010 Toolkit

3B. Class Race

Workshop

Goals and Agenda

_ Goals:

%NGAGE
STUDENTS
TO
HELP
THEM
REECT
ON
PERSONAL
AND
FAMILY
EXPERIENCES
ALONG
THE
LINES

of race, class, gender, sexual orientation, and citizenship status

_ Agenda:
p
Ice breaker
p
Class Race
p
Breaking Down the Race

_ Total time: 1.5 hrs

_ Materials Needed:

Reserve basketball court, or similar size space outside of classroom

1. Class Race

3 min

Students will participate in an exercise where they will be introduce to how race, class status, gender
and sexual orientation impact their personal lives and future.
Everyone (except the facilitator, you) begins the race in the middle of the court/space. Do not share
with the students its a race. Share with students that based on their answers to the statements they
will be either moving closer or farther from the goal line.

_ Statements:
1.

If your ancestors were forced to come to this country, or forced to relocate from where they were living, either
temporarily or permanently, or restricted from living in certain areas, take one step backward.

2.

If you feel that your primary ethnic identity is American take one step forward.

3.

If you were ever called names or ridiculed because of your race, ethnicity, or class background take one step backward.

4.

If you grew up with people of color or working class people who were servants, maids, gardeners, or baby sitters
working in your house (you paid them for these services), take one step forward.

5.

If you were ever embarrassed or ashamed of your clothes, your house, or your family car when growing up, take one
step backward.

6.

If you have immediate family members who are doctors, lawyers, or other professionals, take one step forward.

7.

If pimping, prostitution, drugs, or other illegal activities were a major occupational alternative in the community where
you were raised, take one step backward.

Chapter 3: Trainings

19

8.

If you ever tried to change your physical appearance, mannerisms, language or behavior to avoid being judged or
ridiculed, take one step backward.

9.

If you studied the history and culture of your ethnic ancestors in elementary and secondary school take one step
forward.

10. If you started school speaking a language other than English, take one step backward.
11. )F
YOUR
FAMILY
HAD
MORE
THAN
FTY
BOOKS
IN
THE
HOUSE
WHEN
YOU
WERE
GROWING
UP
TAKE
ONE
STEP
FORWARD
12. If you ever skipped a meal, or were still hungry after a meal, because there wasnt enough money for food in your
family, take one step backward.
13. If you were taken to art galleries, museums, or plays by your parents, take one step forward.
14. If one of your parents was ever laid off, unemployed, or underemployed, not by choice, take one step backward.
15. If you ever attended a private school, or summer camp, take one step forward.
16. If you or your family ever had to move because there wasnt enough money to pay the rent, take one step backward.
17. If your parents told you that you were beautiful, smart, and capable of achieving your dreams, take two steps forward.
18. If you were ever discouraged or prevented from pursuing academic or work goals, or tracked into a lower level because
of your race, class, or ethnicity, take one step backward.
19. If your parent/s encouraged you to go to college, take one step forward.
20. If you grew up in a single parent household, take one step backward.
21. If prior to your 18th birthday, you took a vacation outside of your home state, take one step forward.
22. If you have a parent who did not complete high school, take one step backward.
23. If your parent owned their own house, take one step forward.
24. If you commonly see people of your race or ethnicity on television or in the movies, in roles that you consider to be
degrading, take one step backward.
25. If you ever got a good paying job or promotion because of a friend or family member, take one step forward.
26. If you were ever denied a job, or paid less, or treated less fairly on the job because of your race or ethnicity, take one
step backward.
27. If you ever inherited money or property, take one step forward.
28. If you were ever accused of stealing, cheating, or lying because of your race, ethnicity, or class, take one step
backward.
29. If you primarily use public transportation to get where you need to go, take one step backward.
30. If you generally think of the police as people that you can call on for help in times of emergency, take one step forward.
31. If you or a close friends or family were ever a victim of violence, or ever felt afraid of violence directed toward you
because of your race, class, or gender, take one step backward.
32. If you can avoid those communities or places that you consider dangerous, take one step forward.
33. If your parents told you that you could be anything you wanted to be, take one step forward.

After the last statement tell participants to freeze in place and to observe everyone else. Ask
participants to share what patterns do they notice? Do they notice spaces between certain individuals
and/or groups? Do they notice small spaces between other individuals and/or groups?

20

Youth Justice Corps : 2010 Toolkit

Disclose to students that the exercise was preparing them for the Class Race. The positions that they
are frozen at are their starting positions. Tell participants that at the count of three, they are to run to
THE
GOAL
LINE
AS
FAST
AS
THEY
CAN

FTER
THE
RACE
HAS
NISHED
ASK
PARTICIPANTS
TO
HAVE
A
SEAT

2. Breaking Down the Race

3 min

3TUDENTS
WILL
HAVE
THE
OPPORTUNITY
TO
REECT
OVER
THEIR
EXPERIENCE
DURING
THE
RACE
AND
DISCUSS
WITH

one another their feelings.
Ask students to discuss the following questions. Record their answers on a butcher paper.
Depending on the number of participants and time the activity can be done in small groups
7HO
WON
THE
RACE

ND
WHY
DID
THE
WINNERS
REACH
THE
GOAL
LINE
RST
Given where you ended up in the room (where you froze), how did that affect how hard you ran
TOWARDS
THE
NISH
LINE

$ID
YOU
RUN
7HY
OR
7HY
NOT
What feelings or memories came up when you took steps backward or forward?
How did you feel while playing the game, listening to statements, and having to step forwards or
backwards?
3HARE
WITH
STUDENTS
THAT
EVERYDAY
LIFE
EXPERIENCES
SPECICALLY
THOSE
DEALING
WITH
EMOTIONS
AND

making decisions, are linked to history and violence. Those everyday experiences, both, make history,
and are a product of what has happened in the past, to our families and ancestors. Understanding our
present and historical experiences with race, class, and gender is a key to understanding the roots of
violence, or why violence occurs.

3. Closing

3 min

_ Closing Points
Understand that our personal and family experiences with race, class, and gender determine how hard
we have to work to overcome obstacles and achieve our goals

Chapter 3: Trainings

21

3c. They Schools

workshop

Goals and Agenda

_ Goals:
A. To deepen our understanding of the history of U.S. Public Education.
B. To unpack the American Dream and discuss institutional racism & institutional privilege
C. To discuss the connections between schools & prisons v. schools and college

_ Agenda:
1. Icebreaker / Check INs
2. Education History
3. The American Dream: Fact or Myth?
4. Break
5. What They Really Want - Prison V College
6. Wrap Up & Evaluation

_ Time:

2.5 hours

_ Materials Needed:
1. DVD or USB port and play the video from laptop - to play clip from Dead Prez song They Schools (http://youtube.com/watch?v=Xf1QcHs4vGY)
2. Blank sheets for ed timeline
3. Handouts:
a. Educational History Timeline cut up into pieces
b. Debate prep sheet
c. Dead Prez Lyrics
1. Butchers:
a. Blank Ed Timeline on butcher paper or a white board with the following sections:
Government Policy, Popular Movements, and Personal Experience.
Break the timeline into decades from 1900 to 2010.
b. Jefferson Quote
c. Che Quote

22

Youth Justice Corps : 2010 Toolkit

1. Icebreaker / Check-in

10 min

Review Agenda and Goals

Check-in on announcements / schedule for this week (delegations, etc.)

_ Icebreaker:

They Schools?

Students will watch and listen to the They Schools music video from youtube, with the lyrics to the
song. (HANDOUT 1 - Also see http://youtube.com/watch?v=Xf1QcHs4vGY).
DISCLAIMER: the language in this song is not appropriate to use in CFJ space, but it is real for the
artist. His expression of what it felt like to be a young black man in the public school system, where in
2006, 11% of black men between 25-34 years were in prison (they are 41% of the prison population,
but only 13% of the US population).

After watching the video ask reactions to video:

p
What are your reactions from the song?
p
Was there anything that you connected with in this song? Why?
p
What do Dead Prez mean by They Schools?
Thats right, they were talking about the experience of being in school and feeling like an outsider, like
they arent wanted, that they have no control or say over their education.
p
How many of you have ever felt that way about school?
This is what we are trying to change thru CFJ to reclaim public education. We are going to talk
now about Education History and how we got to this point. It is no accidents that over 50% of Latino
and African American students drop out. Its not accident that nearly 2 out of 3 English Learners do
not pass the CAHSEE in their sophomore year. Its something we talked about 2 weeks ago who
remembers???
p
INSTITUTIONAL RACISM

2. EDUCATION HISTORY

35 min

Opening: 5-10 min

What is the purpose of public education according to our teachers, administrators, your parents,
ELECTED
OFCIALSc
PREPARE
FOR
THE
FUTUREcLEARN
EDUCATE
ETC

3O
LETmS
GO
BACK
IN
TIMEcCAN
EVERYONE
HELP
BY
MAKING
THE
TIME
MACHINE
NOISE

MOTIONc
WWSSSSHHHc

7EmRE
GOING
TO
START
UP
WITH
A
QUOTE
FROM
ONE
OF
OUR
MOST
INUENTIAL
FOUNDING
FATHERS
IN
MERICA
Chapter 3: Trainings

23

Have someone read the quote [ write on board or butcher paper ] :

Can someone put Jeffersons quote into his or

Thomas Jefferson proposed a twotrack education system, with different
tracks in his words for,

her own words?

How is this the same or different from whats
happening today? [Only 12% of high school

the laboring and the

learned.
Scholarships would allow a very few of
the laboring to advance,
Jefferson says by

raking a few geniuses

from the rubbish.

students in California go to UCs or CSU, 50%

of African American and Latino students drop
out or disappear each year] What do folks think
about this quote? Is this what your parents have
in mind when you go to school each day??
We all know that there are motives behind
every force and we just got a taste of what the
Founding father of Education thought of when
creating our public school system.

activity: 5-10 min

What we want to do next is break down the history of education in a timeline style looking at different
important dates as they are related to education and race.
7E
ARE
GOING
TO
START
BY
HAVING
EACH
PERSON
WRITE
DOWN
THEIR
RST
OR
MOST
MEMORABLE
ENCOUNTERS
WITH

THE
EDUCATION
SYSTEM
OR
SIGNICANT
EVENTS
THAT
OCCURRED
DURING
THEIR
EDUCATION

PASS
OUT

SHEETS
OF

paper) Write one memory per sheet of paper and put the year it happened on the sheet. When youre
done, stick it on the timeline in chronological order. [5

min]

When youre done, come up and get a historical event cutout (divide the pile up by the number of
participants) for the timeline and place them on the timeline in the correct category (government
policy or popular movement history) by the year. If you need help, ask staff / facilitators! [5

min]

timeline: 15- 20 min

All right! Now we have a complete education timeline. Lets all stand up, and gather around so we
CAN
READ
IT

7E
ARE
GOING
TO
START
WAY
BACK
IN
HISTORYcCAN
)
GET
THE
TIME
TRAVEL
SOUND
EFFECT

MOTION

AGAIN
;WHSHHHHHHc=

7E
ARE
GOING
TO
CHOOSE
A
HISTORICAL
MOMENT
FROM
THE
PAST
AND
IF
YOU
PUT
IT
UP

step to the front, explain it & then explain one of YOUR memorable moments that occurred in your
EDUCATION
AND
MAKE
A
CONNECTION
BETWEEN
THE
TWOcYOU
CAN
GET
HELP
FROM
THE
AUDIENCE
IF
YOU
NEED

it. [ If you dont have time to do all the historical moments, just choose at least 1 per student ]

24

Youth Justice Corps : 2010 Toolkit

Remember, we are working on your PUBLIC SPEAKING SKILLS!!! Remind people of 3 main tips:
p
Speak loudly and clearly
p
Make eye contact with the audience
p
(AVE
A
CONDENT
POSTURE
AND
BODY
LANGUAGE

debrief: 5-10 min

Thanks everyone, you can sit down now.
What in the timeline surprised people?
p
What is the relationship between government policies, peoples movements, and our personal
experiences?
p
Where is the education system headed?
p
What can we do about it?
Thank you everyone. HIStory is an important part of lives. WHY?
p
Yes - its why we do the work that we do today, and learn from victories and defeats, but most
of all to know how far weve come and where weve come from.
The quote we are going to end on for this section is from the revolutionary who died for what he
believed in [write this on butcher paper or on the board].

Che Guevara said,

Education is the property of no one,

it belongs to people as a whole.
But if education is not given to the people
then the people must take it.

[ Have everyone repeat this quote - read 1 phrase at a time, and have them repeat it back. ]
This is what AEJ is about? reclaiming public education for the betterment of all people. We are
interested in taking education back for the people. Just like the Dead Prez song we are interested in
making schools more applicable to students of color, so that there are equal resources and knowledge
at ALL schools!

Ernesto Che Guevara (1928-67), Argentine physician who joined Fidel Castro and others to overthrow US
backed Cuban dictator Batista in the only successful socialist revolution in the Americas.
CIA backed forces later executed Che.

Chapter 3: Trainings

25

3. THE AMERICAN DREAM: FACT OR MYTH?

35 min

OK, so we just talked about the real HISTORY of Education. Lets go back to what people said
SHOULD be the purpose of education to learn, to improve your lives, prepare for the future...
get ahead...
Whos heard of the the American Dream. What does that mean?
The American Dream immigrant stories, how to get ahead, bootstraps, hardwork, determination,
if you work hard enough, you can do anything
Thats right, a big part of the AMERICAN DREAM is education. Its seen by many in our communities
as a ticket out a way to get ahead. But the truth is that the American Dream is a false promise.
7HAT
DOES
THAT
MEAN

(EREmS
A
STORYc
(write this on the board)

Working class, immigrant Latino becomes first in his family

to graduate from college, and goes on to get his PhD
and become a professor at UC Santa Cruz
Manuel Pastor

How would you explain this mans life thru the lens of the American Dream?

Racial Justice Lens

American
Dream Lens
p

INDIVIDUAL
analysis:
He worked

p

INSTITUTIONAL analysis:

Manuels father immigrated from Mexico

thanks to the Bracero Program which allowed many Mexican immigrants to

legally enter the US.

hard, played by

p
7ORKED
IN
THE
ELDS

the rules, got

p
Enlisted in the US Army.

ahead.

p
Got money for trade school thru the GI Bill after serving in the military.

Hes making

p
Became a metal worker. Joined a union earned a living wage.

money and

p
3ENT
HIS
KIDS
TO
PUBLIC
SCHOOLS
WITH
FUNDING
FOR
COUNSELORS
AND
QUALIED

living the good

teachers. (in 1970 CA was in the top 5 before Prop 13 passed, now we

LIFEc

are #47 in funding)

p
-ANUEL
GOT
ACCEPTED
TO
5#3#
q
THRU
AFRMATIVE
ACTION
PROGRAM
TO
INCREASE


of Latinos in schools)
p
1UALIED
FOR
NANCIAL
AID

NISHED
HIS
DEGREE

26

Youth Justice Corps : 2010 Toolkit

In the AMERICAN DREAM lens, basically he was an INDIVIDUAL who worked hard, played by the rules
and got ahead. But the truth is, that none of us live, work, or learn in a vacuum. We are all impacted
by the institutions in our community what INSTITUTIONS helped Manuel and his family?
p
Government immigration laws

p
Unions living wages

p
Military GI bill

p
Schools well funded in the 70s

Privilege walk: 20 min

So basically, the American Dream really boils down to the way that different people based on their
race, gender, class, immigration status, and neighborhood are treated by INSTITUTIONS.
Lets do an activity to demonstrate this: privilege

walk

Have everyone stand in a line in the center of the room.

_ Say:

I will read a series of sentences. If the sentence applies to you, step in the direction indicated.

This activity should be done in SILENCE.

_ Read the following sentences:

1. Birth Privilege:
a. If your ancestors were forced to come to the U.S.A., not by choice, take one step back.
b. If your primary ethnic identity is American, take one step forward.
c. If your parents did not grow up in the United States, take one step back.
2. Childhood Home:
a. If youve ever tried to change your appearance, mannerisms, or behavior to avoid being
judged or ridiculed, take one step back.
b. If youve ever had to skip a meal, or were hungry because there was not enough money to
buy food while you were growing up, take one step back.
c. If one of your parents was unemployed or laid off, not by choice, take one step back.
d. If your parents were white-collar professionals -- doctors, lawyers, etc. -- take one step
forward.
e. If your family owned the house where you grew up, or land of any description, take one step
forward.
f. If you were raised in a two-parent household, take one step forward.
g. If you ever had to share your house/apartment with more than 1 family, take one step back.
3. Childhood Community:
a. If you lived in an area where you had access to parks, grassy areas to play, take one step
forward.
b. If you had to rely primarily on public transportation, take one step back.
c. If you were raised in an area where there was prostitution, drug activity, or regular violence,
take one step back.
Chapter 3: Trainings

27

1. Learning Experience:
a. If you studied the culture of your ancestors in elementary school, take one step forward.
b. If you took private classes, lessons, or summer camp, take one step forward.
c. If you were encouraged to attend college by your parents, take one step forward.
d. If you saw members of your race, class, gender or sexual orientation portrayed on television
in degrading roles, take one step back.
2. Beyond Work:
a. If you were ever afraid of, or the victim of, violence because of your race, class, gender or
sexual orientation, take one step back.
b. If a chronic health issue has limited your opportunities, take one step back.
c. If you or your family has ever been without health insurance, take one step back.

Follow-Up for the Exercise

Take a moment to look around the room. Notice where you are, notice who is around you, and notice
how you feel right now standing in this place. None of these questions concerned things within your
personal control. As we stand now, we are a map of the social, political, economic and environmental
circumstances into which we were born and raised.
Stay where you are standing (debrief) call on different people to answer the following Qs
1. What do you notice about the room?
2. How did it feel to go through the process?
3. Any surprises with where you ended up?
4. (someone in the back) how does it feel to be where youre standing? What do you notice
about it?
5. (someone in the front) how does it feel to be where you are standing? Can people in the front
see folks behind them? (not unless they turn around and look).
6. What does that tell you about PRIVILEGE?
7. If we had a race to the American Dream here at the front of the room, who would win?
8. That is the point, to talk about PRIVILEGE and understand how it operates everyday in our
lives.
Though we did not create the circumstances of our birth, once we are aware of them, we gain wisdom
and responsibility about how we use our privilege and our experience in this work for justice. And this
is why AEJ exists community organizing is trying to change the face of who makes these decisions
about your schools.

4. BREAK!
28

5 min

Youth Justice Corps : 2010 Toolkit

5. WHAT THEY WANT - PRISONS V COLLEGE

35 min

Frontload & Prep: 15 Min

We just did the privilege walk to talk about access in our communities, and the power of institutions
in shaping peoples lives. Now we are going to look at one institution in particular, that has a lot of
power over the lives of young people. Whats your guess? ...SCHOOLS thats right.
What were the 2 quotes we read at the beginning of todays workshop? 1 was from Thomas Jefferson,
and 1 was from Che Guevarra. What was the difference between how they thought about education?
(tracking students v. education for liberation)
Right, so now we are gonna have a Che v. Jefferson throw down! Were dividing into 2 teams 1
team is going to debate the Jefferson angle on schools and the other gets Che. Well give each team
15 minutes to prep for the debate, and each team member should be prepped to go head to head
against the opposing team.
Count off! [ give each team member a debate prep sheet] 15 min
OK! Time for the debate!
Send 1 person (or you can send em up in pairs) to the debate table. You will have 3 minutes to go
head to head with your opponents. Teammates cannot talk, but you can hold up signs, or other visual
clues to help your team. The judge, AKA Board President Numero Uno, will award 1 point to the team
THAT
MAKES
THE
MOST
CONVINCING
ARGUMENTS
IN
EACH
ROUND

2EADYcSEND
UP
YOUR
RST
CONTENDER

debate: 15 min
Thank you everyone for your great debating skills. The winning team is ___ heres a prize...

Debrief: 5 min
p
What were the most convincing arguments you heard from the Jefferson team?
p
How did the Che team counter them?
p
What were the most convincing arguments you heard from the Che team?
p
How did the Jefferson team counter them?
If this were a real live debate and a decision that our Board Members had to make, what do you think
would convince them to support the Che platform essentially the need for ALL students to succeed,
to be prepared for their futures college, careers & community?
Thank everyone!

Chapter 3: Trainings

29

6. WRAP UP

5 min

Now to wrap up our day, were going to do a personal check out, to connect the dots on all the
ground we covered today. Lets all get up and tour our workshop.
1. Start in 1 corner of room we started with breaking down a Dead Prez song: They Schools
can 1 or 2 people share what they got out of that?
2. Move to the next corner then we went to our Education History. Can 1 or 2 people share
their highlights from that section?
3. Move to the next corner American Dream breaking that down, doing the privilege walk
what were your take-always?
4. Move to the next corner Che v. Jefferson debate! What did you learn from that?
Thanks everyone!

SOURCE: Adapted from CFJs Summer Youth Leadership Academys They Schools curriculum

30

Youth Justice Corps : 2010 Toolkit

Handout 1: Lyrics for the Dead Prez

Song, They School
DISCLAIMER: the language in this song is not appropriate to use in AEJ space,but it is real for the
artist & his expression of what it felt like to be a young black man in the public school system.

[ intro ]

[ HOOK ]

Why havent you learned anything?

They schools cant teach us sh*t

Man that school sh*t is a joke

My people need freedom,

The same people who control the school system

control

we tryin to get all we can get

All my high school teachers can suck my d*ck

The prison system, and the whole social system

Tellin me white man lies straight bullsh*t (echoes)

Ever since slavery, nawsayin?

They schools aint teachin us,

what we need to know to survive

[ Verse 1 ]

(Say what, say what)

I went to school with some redneck crackers

They schools dont educate,

Right around the time 3rd Bass dropped the cactus

album
But I was readin Malcolm

all they teach the people is lies

You see dog, you see how quick these motherf*ckers
be to like

I changed my name in 89 cleaning parts of my brain

Be tellin n*ggas get a diploma so you can get a job

Like a baby nine

Knowwhatimsayin but they dont never tell you how

I took a history class serious

Front row, every day of the week, 3rd period
F*ckin with the teachers had, callin em racist
I tried to show them crackers some light,

the job
Gonna exploit you every time knowwhatimsayin
thats why I be like
F*ck they schools!

they couldnt face it

I got my diploma from a school called Rickers

[Verse 2]

Full of, teenage mothers, and drug dealin n*ggas

School is like a 12 step brainwash camp

In the hallways, the popo was always present

They make you think if you drop out you aint got a

Searchin through n*ggas possessions

Lookin for, dope and weapons, get your lessons
Thats why my moms kept stressin
I tried to pay attention but they classes wasnt
interestin

chance
To advance in life, they try to make you pull your
pants up
3TUDENTS
GHT
THE
TEACHERS
AND
GET
TOOK
AWAY
IN

handcuffs

They seemed to only glorify the Europeans

And if that wasnt enough, then they expel yall

#LAIMIN
FRICANS
WERE
ONLY
THREEFTHS
A
HUMAN

Your peoples understand it but to them, you a failure

being

Chapter 3: Trainings

31

Observation and participation, my favorite teachers

When they beat us in the head with them books, it
dont reach us

They aint teachin us how to stop the police from

murdering us
And brutalizing us, they aint teachin us how to get

Whether you breakdance or rock suede addidas

our rent paid

Or be in the bathroom with your clique, smokin

Knowhatimsayin? They aint teachin our families how

reefer

to interact

Then you know they math class aint important less

you addin up cash

Better with each other, knowhatimsayin? They just

teachin us

In multiples, unemployment aint rewardin

How to build they sh*t up, knowhatimsayin? Thats

They may as well teach us extortion

why my n*ggas

You either get paid or locked up, the pricipal is like a

warden

Got a problem with this sh*t, thats why n*ggas be

droppin out that

)N
A
FOUR
YEAR
SENTENCE
MAD
NGGAS
NEVER
NISH

Sh*t cuz it dont relate, you go to school the f*ckin

But that doesnt mean I couldnt be a doctor or a

police

dentist

Searchin you you walkin in your sh*t like this a

military compound

[HOOK: first part of hook twice]

Knowhatimsayin? So school dont even relate to us

Cuz for real, a mind is a terrible thing to waste

Until we have some sh*t where we control the f*ckin

And all yall high class n*ggas with yall nose up

school system

Cuz we droppin this sh*t on this joint, f*ck yall

7HERE
WE
REECT
HOW
WE
GON
SOLVE
OUR
OWN

We gon speak for ourselves

problems

Knowhatimsayin? Cuz see the schools aint teachin us

nothin

how it is

They aint teachin us nothin but how to be slaves and

hardworkers

But if education aint elevatin me, then you

Make they businesses successful while its exploitin

Knowhatimsayin? And they aint teachin us nothin
related to
Solvin our own problems, knowhatimsayin?
Aint teachin us how to get crack out the ghetto

Knowhatimsayin? And I love education,

knowhatimsayin?

For white people to build up they sh*t

us

Them n*ggas aint gon relate to school, sh*t that just

knowhatimsayin it aint
Takin me where I need to go on some bullsh*t, then
f*ck education
Knowhatimsayin? At least they sh*t, matter of fact
my n*gga
this whole school system can suck my d*ck,
BEEYOTCH!!

SOURCE: http://www.actionext.com/names_d/dead_prez_lyrics.html

32

Youth Justice Corps : 2010 Toolkit

team Thomas Jefferson

Thomas Jefferson proposed a two track education system, with different tracks in his words for,

the laboring and the learned.

Scholarships would allow a very few of the laboring to advance, Jefferson says by,

raking a few geniuses from the rubbish.

Argue that tracking is the best way to educate students. Its only natural that some students dropout,
do low wage work or go to prison, and that others go on to college and meaningful careers its really
about the individual and their determination to succeed.

p
Each group will have 15 min to prepare for a debate.

p
Your audience are School Board members.
p
Each member of your team should prepare a 1 min argument, and rebuttal.

team Che Guevara

Che Guevara said,

Education is the property of no one,

it belongs to people as a whole.
But if education is not given to the people
then the people must take it.
Argue that students and parents need to be at the center of making decisions about their schools.
Schools should support ALL students to prepare for college, careers, and community engagement.

p
Each group will have 15 min to prepare for a debate.

p
Your audience are School Board members.
p
Each member of your team should prepare a 1 min argument, and rebuttal.

Chapter 3: Trainings

33

DEBATE OUTLINE
State your position: _______________________________________________________________________________________________
__________________________________________________________________________________________________________________

State the problem: ________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Present the facts: _________________________________________________________________________________________________

__________________________________________________________________________________________________________________

How your proposal is a solution to the problem: _____________________________________________________________________

__________________________________________________________________________________________________________________

Restate your position: _____________________________________________________________________________________________

__________________________________________________________________________________________________________________

DEBATE OUTLINE

State your position: _______________________________________________________________________________________________

__________________________________________________________________________________________________________________

State the problem: ________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Present the facts: _________________________________________________________________________________________________

__________________________________________________________________________________________________________________

How your proposal is a solution to the problem: _____________________________________________________________________

__________________________________________________________________________________________________________________

Restate your position: _____________________________________________________________________________________________

__________________________________________________________________________________________________________________

34

Youth Justice Corps : 2010 Toolkit

Education Timeline for students in groups

Education History Timeline cutout slips
1900

By 1900, 32 states have compulsory education laws mostly in the North and West. By 1950,
racist fears push the passage of compulsory laws in the South, so control can be established over
how children, particularly Black children, are socialized for the workforce and society.

1900 - 1915

Differentiated schooling is put into affect in both Northern and Southern schools. At the same
school, wealthy children would be
pushed onto a college prep track
and low-income children pushed
onto an industrial track, consisting
of vocational classes. In the South,
differentiated schooling not only
separated children across class lines,
but along racial lines, so whites would
be assured not to have the most
menial jobs upon graduation.

1905

The US Supreme Court requires California to extend public education to the children of Chinese
immigrants.

1910

A committee on urban conditions among African Americans, the National Urban League, is
FORMED
TO
HELP
SOUTHERN
"LACK
MIGRANTS
ND
JOBS
HOUSING
AND
EDUCATIONAL
OPPORTUNITIES
AND
TO

adjust to city life in the North.

1916

A small group of teachers meet in Winnetka, IL, leading to the creation of the American
Federation of Teachers a union that still exists today.

1920s

In the 1900s, 40% of all elementary schools students were receiving all or part of their
instruction in the German language. But by the 1920s, bilingual education becomes rare except
AMONG
THE
ELITE

n,IMITED
%NGLISH
0ROCIENTo
STUDENTS
FAIL
AND
DROP
OUT
AT
ALARMING
RATES
UNTIL

1963.

Chapter 3: Trainings

35

1930 - 1950

The NAACP brings a series of suits over unequal

teachers pay for Blacks and whites in southern
states. Southern states realize they are losing
African American labor to northern cities. These
two sources of pressure result in some increase in
spending on Black schools in the South.

1932

A survey of 150 school districts reveal

that three quarters of them are using
so-called intelligence testing to
place students in different academic
tracks.

36

Youth Justice Corps : 2010 Toolkit

1954

Brown v Board of Education of

Topeka decision. The Supreme
Court unanimously agrees
that segregated schools are
inherently unequal and must
be abolished. Almost 45 years
later in 1998, schools, especially
in the North, are as segregated
as ever. First used in southern
states, vouchers are used to
circumvent the Brown decision
and avoid desegregation.

1961

The Student Nonviolent Coordinating

Committee (SNCC) forms in Atlanta.
1964 Mississippi Freedom Summer is
organized by SNCC, CORE and other
national civil rights organizations.
Freedom Schools teach African American
youth and adults basic reading, writing,
and math skills, as well as about the
movement.

1966

The Rough Rock School is established on the Navajo reservation and controlled by Native
Americans. This is a victory following long struggles by Native Americans for control over their
childrens education. At Rough Rock, Navajo children learn English as a second language and
study their own culture and traditions.

1973

Keyes v Denver School District No. 1 decision. The Supreme Court makes school districts in
the North and West accountable for policies that have resulted in racial segregation (creating
schools in racially segregated neighborhoods, etc.) and declares that the whole school district
will be considered segregated and ordered to desegregate, based on results rather than intent.
The decision recognizes the validity of Latino segregation claims as well as Black segregation.

Chapter 3: Trainings

37

1980

Sexual harassment in schools is

found to violate Title IX of the
Education Act Amendments.
Schools receiving federal
funding are required to have
grievance procedures to address
sexual harassment.

1995

Federal money spent on prisons ($20 billion per year) is greater than the amount of money spent
on elementary education, secondary education, and job training combined (only $16 billion.

38

Youth Justice Corps : 2010 Toolkit

1999

Zero Tolerance policies adopted by public schools in the wake of in-school violence are proven
to be racially discriminatory. Comparing the number of suspensions and expulsions between
Black and white students shows that Black students are expelled or suspended as much as 3 to 5
times the rate of their white peers. Despite these inequities, the policies continue.

2002

President Bush signs the No Child

Left Behind act into law. In the
name of greater accountability
and school choice, NCLB
ends up punishing low-income
schools and students of color by
imposing unattainable goals for
standardized tests. The policy
also advances the privatization
and militarization of public
education.

Chapter 3: Trainings

39

40

Youth Justice Corps : 2010 Toolkit

3D. The Law and

Decision Makers: ESEA 101
workshop
Goals and Agenda
_ Goals:
A. Develop an understanding of who makes decisions about our Education in Washington D.C.
B. Brainstorm ideas of how youth leaders can help reshape the National education system
C. Create a shared youth led vision for education on a national level

_ Agenda:
1. Ice Breaker

10 min

2. Who Makes National Level Decisions? 20 min

3. Group Breakout

20 min

4. Visioning

30 min

5. Closing

10 min

_ Total time: 90 min / 1.5 hrs

_ Materials Needed:

Butchers, handouts

1. Icebreaker

10 min

2. Who Makes National Level Decisions?

20 min

Hand out the History of the ESEA timeline as well as the ESEA handout.

_ Say:

We are going to explore a brief timeline of the Federal Governments involvement in major

decisions around education. We are going to begin by learning about Brown v Board of Education and
Elementary and Secondary Education Act of 1965. These are two of the most important education
laws in the history of the United States. Then we are going to spend some time talking about the
impact of these laws on public education, and how these extremely important decisions get made.
Can I get a volunteer to read aloud from the ESEA Handout, please?
[ Have volunteers read aloud - Brown v Board, ESEA 1965 and ESEA 2001-2008 (NCLB).
After a volunteer reads each section ask for reactions and questions from participants. ]

Chapter 3: Trainings

41

These policies have a profound impact on how

Exactly, if we know how decisions get

each state and school district prioritizing your

made then we know who to target, who to

Public Education. Although it is really important

hold accountable, and how to move our own

for us to know what type of impact these policies

progressive policies on a national level!

have on our Public Education system, it is also

important for us to know how these decisions are
made. Why do you think this is important?

n.OW
WE
ARE
GOING
TO
BREAK
INTO
SMALL
GROUPS
AND
GURE
OUT
HOW
THESE
DECISIONS
ARE
MADE
BUT
RST

lets set the foundation. Everyone look take a look at the Education Flow Chart. Beginning at the top
we have President Obama and Secretary of Education Arne Duncan. In an ideal world decision-making
would work something like this:
[ Butcher Before Hand ]
p
Voters elect President Obama and demand quality education for all public school children in the
United States that prepares them for college and career upon graduation from high school
p
President Obama appoints Secretary of Education Arne Duncan to implement the voters vision for
quality education.
p
The Secretary of Education makes education policy recommendations and works with the United
States Congress to reauthorize the Elementary and Secondary Education Act.
p
The policies and ESEA pass through the Congress and are signed into law by the President.
p
States and School Districts across the country support and implement the policies, and students of
color and low-income students everywhere celebrate an enormous victory!
Sounds easy enough, right? Do you think thats how the process works? What do you think the
explosion marks around the pictures are?
(Explain they are special interest groups that have a particular agenda around education)
n4HE
PEOPLE
WITH
THE
MOST
INUENCE
OVER
&EDERAL
%DUCATION
DECISIONS
ARE
THOSE
SPECIAL
INTERESTS

groups. Teachers unions, conservative think tanks, billionaires like Bill Gates and Eli Broad, and even
THE
%*
WANT
TO
INUENCE
THE
/BAMA
DMINISTRATION
INTO
SUPPORTING
THEIR
VISION
FOR
EDUCATIONo


What are AEJs special interests? (Youth voice in policy decisions, keeping public schools public and
well funded, etc.) (Hand out ESEA Recommendations)
Now we are going to spend some time in small groups learning a bit more in detail on the role of
the Federal Government and just exactly who these special interest groups are. We are also going to
answer some questions around how we can strategize ways to ally, neutralize, and build relationships
with folks on a national level. After our time is up you all will report back what you found out, and also
what your group came up with.

42

Youth Justice Corps : 2010 Toolkit

3. Group Breakout
Break participants into three groups:

20 min
Federal Decision Makers, Opposition, and Allies.

Pass out worksheet and correlating document (Federal Decision Makers, Opposition and Allies), and
have group members review instructions
%ACH
GROUP
HAS

MINUTES
TO
REPORT
BACK
ON
THEIR
NDINGS

/N
THREE
SEPARATE
BUTCHERS
TAKE
NOTES
FOR

each group.

4. Visioning
_ Say:

30 min

Its pretty clear that there are many competing beliefs on the purpose of public education

in the United States. Clearly it is very important how for us to know the national education decision
makers and what decisions they are making for low-income students of color. But it is also critically
important for us to develop a collective understanding of what public education means to us and
represent that vision from here on out!
We are going to break out into small groups. Each group is going to get a question to answer that
will help build our collective youth led vision on education. Then we will close out with a large group
discussion.
Break into small groups of 4 and handout the Visioning Question and Answer Sheet and assign one
question. Give each group 15 minutes to answer the question. (Assign someone to take notes, and
another to report back)
5 minutes to report back. Take notes on butchers.
10 minute large group discussion on the last two questions on the worksheet.

5. Closing

10 min

Thank you all for participating. Lets review what we were able to accomplish today:
1. The role of the Federal Government on Public Education
2. AEJ ESEA Recommendations
3. Federal Decision makers, Allies, and Opposition
4. Collective Vision on Education
This is a great start for our alliance and an important step in the right direction towards a youth led
vision on education!
Lets evaluate the workshop! (Facilitator should butcher pluses and deltas)

Chapter 3: Trainings

43

Visioning Questions

1. What should the purpose of public education be in the United States?

(Education for democracy, international competition? Both or none?) ____________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
2. How do you measure quality public education? (Test scores or something else?) _______________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. How do you achieve a quality public education? (Does the process matter or only the product?) _________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
4. Is it important to create space for communities to envision what education should like? ______________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. Who has the right to answer these questions? (Federal Decision makers, Old white men, People of Color,
youth?) ____________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
6. Who can help us make this vision a reality? _________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

44

Youth Justice Corps : 2010 Toolkit

Ally & Opposition

Worksheet

In your small group, take turns reading aloud the information on your paper, and answer the following
QUESTIONS

/NCE
YOU
HAVE
NISHED
ANSWERING
EACH
QUESTION
IT
WILL
BE
YOUR
RESPONSIBILITY
TO
REPORT

back to the larger group the key points.
1. What is the major role of these individuals and organizations? What is their philosophy on public
education?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
2. Who are some of the key decision makers? What do they look like? Are any of them youth? Do you agree
with any of their policies? If so, which ones? Which ones dont you agree with? __________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. What are some ways AEJ could engage these organizations? ________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
4. Do AEJs Policy Recommendations align with these organizations / individuals? If so, why? If no, why
not? ______________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. In your opinion, is it important for AEJ to engage with these organizations / individuals? _____________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Chapter 3: Trainings

45

Federal Decision-Makers
worksheet

In your small group, take turns reading aloud the information on your paper, and answer the following
QUESTIONS

/NCE
YOU
HAVE
NISHED
ANSWERING
EACH
QUESTION
IT
WILL
BE
YOUR
RESPONSIBILITY
TO
REPORT

back to the larger group the key points.
1. What is the major role of the Federal Government in the public education system? ___________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
2. Who are some of the key decision makers within the Federal Government? What do they look like?
Are any of them youth? Do you agree with any of their policies? If so, which ones? Which ones dont you
agree with? ________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. What are some ways AEJ could engage the Federal Government so that youth voice is involved in
decisions being made? _____________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
4. Do AEJs Policy Recommendations align with Federal Policy? If so, why? If no, why not? _______________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. In your opinion, is it important for AEJ to engage with Federal lawmakers? __________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

46

Youth Justice Corps : 2010 Toolkit

Chapter 3: Trainings

47

Progressive Forces (Individual & Organizational Allies / Potential Allies)

National Education
Association (NEA),
the nations largest
professional
employee
organization, represents 3.2 million members at every
level of education, from pre-school to university
graduate programs. According to their values, the
NEA believes that all students have the human and
civil right to a quality public education. The NEA
lobbies to increase funding for education, make high
school graduation a national priority by investing
$10 billion over the next 10 years to support dropout
prevention programs, and improve achievement for all
students and close the achievement gaps, particularly
for low-income students of color.
American Federation
of Teachers (AFT), an
AFLIATED
INTERNATIONAL

union o f the AFL-CIO,
represents the economic,
social and professional interests of 1.4 million ed
ucators. Some of the issues that AFT advances
include challenging the privatization of public sch
ools, promoting educational excellence and equity
for English language learners, and supporting wellPREPARED
HIGHLY
QUALIED
TEACHERS

The Broader and Bolder Approach to Education

was developed as a statement for public education
reform during the initial timeline to reauthorize
No Child Left Behind. It argues for a more holistic
approach that asserts that school improvement, to be
full y effective, must be complemented by a broader
DENITION
OF
SC
HOOLING
AND
BY
IMPROVEMENTS
IN
THE

social and economic circumstances of disadvantaged

48

youth. Co-signers include Pedro Noguera, a noted

education policy expert and New York University
professor, and Linda Darling-Hammond.
The Campaign for
High School Equity
is an alliance of the
major national civil
rights organizations,
including the
NAACP, MALDEF, National Urban League, National
Council of La Raza, Leadership Conference on Civil
Rights Education, LULAC, National Association of
,ATINO
%LECTED
AND
PPOINTED
/FCIALS

%DUCATIONAL

Fund, Alliance for Excellent Education, National
Indian Education Association, and the Southeast
Asia Resource Action Center. The CHSEs mission is
to ensure that high schools prepare every student
for graduation, college, work, and life. CHSE policy
priorities include high school redesign, aligning high
school curriculum with college and career readiness,
and equitable funding and resources for low-income
students, students of color, and English Language
Learners.

The Education Trust is a national policy advocacy

and research organization that works for the high
academic achievement of all students at all levels,
pre-kindergarten through college, and closing
the achievement gaps that separate low-income
students and students of color from other youth.
Ed Trust focuses on closing the achievement gap
promoting policies that close opportunity gaps,
INCLUDING
EQUITABLE
DISTRIBUTION
OF
HIGHLY
QUALIED

teachers, promoting high expectations and access to
CHALLENGING
CURRICULUM
AND
ELIMINATING
NDING
GAPS

Youth Justice Corps : 2010 Toolkit

Chapter 3: Trainings

49

ESEA Timeline

Brown v Topeka Board of Education (1954 Supreme Court Decision)

Brown v Topeka Board of Education was a landmark Supreme Court decision
that overruled state laws that established separate public schools for black
and white children. The Court unanimously decided, Separate educational
facilities are inherently unequal. This decision opened the door for people
of color to gain equal access to public education, and also helped lead to the
passage of the Civil Rights Act (1964, 1965) and the Elementary and
Secondary Education Act, 1965. Unfortunately, some 50 plus years after
the passage of Brown v Board American schools are more racially and
economically segregated than ever! Critics believe there was such a severe
backlash from conservative whites that Brown v Board was never fully
capable of being enacted. Some politicians, including President Richard
Nixon made promises to go to great lengths to stop desegregation in
exchange for votes for his Presidency in 1972 (The Southern Strategy).

ESEA (Elementary and Secondary Education Act, 1965)

The Elementary and Secondary Education Act (ESEA) is a United States
federal statute enacted April 11, 1965. The Act funds primary and secondary
education, while explicitly forbidding the establishment of a national
curriculum. As mandated in the Act, the funds are authorized for
professional development, instructional materials, and resources to support
educational programs, and parental involvement promotion. The ESEA was
the most comprehensive federal education bill ever passed and was inspired
by President Lyndon Johnsons War on Poverty, the Civil Rights Movement
and Civil Rights Act of 1964, and the United States government need for a
thriving technology industry that could compete with Cold War Soviet
Russia.
Sections of the statute:
Title IFinancial Assistance To Local Educational Agencies For The Education
Of Children Of Low-Income Families

50

Youth Justice Corps : 2010 Toolkit

Title IISchool Library Resources, Textbooks, and other Instructional

Materials
Title IIISupplementary Educational Centers and Services
Title IVEducational Research And Training
Title VGrants To Strengthen State Departments Of Education
Title VIGeneral Provisions
The ESEA was initially authorized through 1970, but every 5 years the ESEA is
reauthorized. The most recent reauthorization took place when President George
W. Bush authorized the No Child Left Behind Act in 2001.

No Child Left Behind (2001-2008)

Punitive!
Implemented High Stakes Testing
Took away support from failing public schools and pushed a national
agenda for school privatization and charter schools
Narrow Curriculum (Does not allow for relevant curriculum. Also
places an emphasis on Math and Sciences)
Narrow Research (NCLB excludes important education predicators
such as race and class in research methods)
Opens Campuses to Military Recruiters

Chapter 3: Trainings

51

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Youth Justice Corps : 2010 Toolkit

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Chapter 3: Trainings

53






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54

Youth Justice Corps : 2010 Toolkit

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Chapter 3: Trainings

55

56

Youth Justice Corps : 2010 Toolkit

Power Analysis
Game

BUTCHER #1
_ Goals of Session:
A. To develop a basic power analysis for your local organizing campaign.
B. To develop campaign strategy skills by playing an interactive board game.

_ Agenda:
1. Icebreaker & Goals

10 min

2. Campaigns & Power

15 min

3. Setting-Up the Board Game

20 min

4. Whos Got the Power? - Interactive Board Game 45 min

5. Break

10 min

6. Debrief & Evaluation

20 min

_ Total Time:

2 hrs.

_ Materials Checklist:
p
Blank butcher paper, markers, tape
p
Prepped Butcher papers
p
Goals & Agenda
p
$ENITION
OF
0OWER

p
Organizations local campaign players
p
Organizations local campaign demands
p
For the Board Game:
p
Four game pieces for the Board Game: Our Organization, Allies, Opposition, and The
Target. These can be made out of cardboard cutouts or actual props, such as action
GURES
ETC

%ACH
GAME
PIECE
SHOULD
REPRESENT
THE
TEAMmS
IDENTITY
CLEARLY

p
An enlarged copy of Whos Got the Power Game Board (either enlarge it at Kinkos
or make a nice game board out of 4 butcher papers or poster boards taped into a large
rectangle).
p
Cutouts of the Board Game challenge scenarios for each team and each round.

Chapter 3: Trainings

57

1. Icebreaker, review CRAFT goals

10 min

quick icebreaker/energizer: 7 min

_SAY:

can someone read the goals & agenda of this session?

2. Campaigns & Power

_SAY:

10 min

Todays session will help us understand the power dynamics in our local district and how that

relates to our campaign strategy. In some ways, a campaign strategy is like a game of chess. Does
anybody here like to play chess? If you do, you know that in chess you need to think several moves
ahead in order to beat your opponent. In campaigns, we also need to think ahead and have a wellPLANNED
STRATEGY

"UT
WE
ALSO
NEED
TO
BE
CREATIVE
AND
EXIBLE
BECAUSE
EVERY
TIME
WE
MAKE
A
MOVE

things can change. So, were actually going to play a board game called Whos Got the Power to
help us think about our campaign strategy.

_SAY:

Who can tell me what are some of the reasons that OUR organization runs local campaigns?
p
To make positive changes in our schools and communities
p
To develop leadership of our members
p
To build POWER for our communities

_ASK: What kind of power are we talking about building for our communities?
p
The power to change conditions, policies, and institutions to make life better for our
communities.
p
Social and political power.
p
2EVIEW
A
PARAPHRASED
VERSION
OF
(UEY
0
.EWTONmS
DENITION
OF
POWER

BUTCHER #2
To paraphrase Huey P. Newton, founder of the Black Panther Party:
0OWER
IS
THE
ABILITY
TO
DENE
SOCIETY
AROUND
US
AND
MAKE
SOCIETY
INTO
WHAT
WE
WANT

_ASK:

Why is it important for communities of color, low-income folks, and young people to build this

kind of power?
p
Because racism and oppression have left us out of the political process.
p
Because this kind of power will help us create a more just society.

_SAY:

Without building power we wouldnt be able to change any of the conditions or policies in our

local schools, districts, or the State and National Policies.

58

Youth Justice Corps : 2010 Toolkit

3. Setting-Up the Board Game

_SAY:

20 min

The game were going to play will show how our strategy combines to power of our BASE and

our ALLIES to challenge the power of our TARGET and the folks who may be against us, also known
as the OPPOSITION. To set-up this game we need to know who the different players are. There are
going to be four different teams in the game representing these different players:
p
AEJ and our BASE
p
Our ALLIES
p
The TARGET
p
The OPPOSITION

_SAY:

,AST
WEEK
WE
WORKED
ON
A
BASIC
CAMPAIGN
STRATEGY
FOR
OUR
LOCAL
CAMPAIGNS
AND
DENED
SOME

of these players. (Take notes on butcher paper.)

p
Who did we say was our BASE? (Low-income students of color who are members list the
schools our members attend. Parents who are members)
p
Who are some of our ALLIES? (Have folks list the names of ally groups.)
p
Who is the TARGET of our campaign? Who did we say has the power to meet our
demands?
p
Who is the OPPOSITION - the people or organizations that might be against us or our
demands? (Have folks brainstorm potential opposition groups or people. Offer some
suggestions if you know folks who are opposed. It could include secondary targets who
youve met with who dont support the campaign.)

BUTCHER #4
Local Campaign Players
BASE: ___________________________________________________________________________________________________
ALLIES: __________________________________________________________________________________________________
TARGET: _________________________________________________________________________________________________
OPPOSITION: ____________________________________________________________________________________________

SAY: Lets count off by fours and divide into four teams.
p
Team #1 represents our TARGET.
p
Team #2 is Our organization and our BASE.
p
Team #3 represents our ALLIES.
p
Team #4 represents the OPPOSITION.
Have each team get into a group. Give each team their game piece and unveil the Game Board. Have
the teams make a circle around the Game Board.

Chapter 3: Trainings

59

_SAY:

Were gonna play Whos Got the Power, which is set-up like a chessboard, but it really

represents power related to our local campaign issue. Some of you may have seen something like this,
if youve ever done a campaign power analysis before. Along the left side of the game board theres a
scale that represents how much power each player has in the local school district. Along the bottom,
theres a scale that shows how much each player agrees with or opposes OUR organization and our
demands. The upper left hand corner represents the goal for OUR organizaion and our ALLIES. Its
where we need to move our TARGET and build our POWER to win our campaign demands.

_SAY:

Lets start off by placing each of the players game pieces on the board. Lets imagine OUR

organization is just getting started on our organizing and we havent launched our campaign yet, but
we have our demands and were ready to get kickin. (See the sample set-up as a guide.)

_Ask:

If the TARGET is the person or group of people who have the power to meet our demands,

but they havent heard of our demands yet, where should we place the TARGET on the game board?
p
Lets put the TARGET in the upper right hand corner. If we picked the right TARGET, we know
THEY
HAVE
NAL
DECISIONMAKING
POWER
AND
LETmS
ASSUME
THEY
DONmT
WANT
TO
BE
BOTHERED
WITH
A

bunch of youth making demands, so theyre starting out as DIE HARD OPPOSITION.

_Ask:

If OUR organization hasnt really built much power yet, where should we put OUR

organizations game piece?

p
Lets put OUR organization on the lower left hand corner. We know that we support our own
demands 100%, but lets imagine that nobody in the local school district really knows OUR
organization, so in terms of power, were NOT ON THE RADAR.

_Ask:

If we havent launched our campaign yet, where should we put our ALLIES?

p
Lets put them in the bottom row right above INCLINED TO SUPPORT, because we maybe
havent met with them yet and they havent agreed to support our campaign, but theyre allies.
Also, lets assume they havent done a lot of campaigns in the local school district, so our allies
arent on the radar either.

_Ask:

Finally, where should we put the OPPOSITION?

p
Lets put them on the right hand side of the game board as DIE HARD OPPOSITION and at
LEVEL 6 in terms of power: MAJOR INFLUENCE ON DECISION-MAKERS.

_Ask:

Why should the OPPOSITION start out at LEVEL 6?

p
The OPPOSITION represents the people who have an interest in keeping the system the way
it is. They already have power because theyre opposing groups like ours who represent
communities that have been kept out of power for years and years.

60

Youth Justice Corps : 2010 Toolkit

_Ask:

If OUR organization wants to win our campaign and get the TARGET to agree to our

DEMANDS, what needs to happen to the pieces on this game board?

#1: Our organization and our ALLIES

need to MOVE UP in POWER.
_Ask:

How can we build more power for our BASE and our ALLIANCE?

p
We need to recruit more members to build our BASE.

p
We need to recruit more ALLIES to be actively involved in our campaign. We can also support
ALLIES when they have campaigns to help build their power.

#2: The TARGET needs to move over to our side

and agree to our DEMANDS?
_Ask:

How can we get the TARGET to move over to our side?

p
We need to organize CAMPAIGN actions that put pressure on our targets to meet our
demands and get media coverage for our issues.
p
We can use other TACTICS like delegation visits with the TARGET and meetings with
3%#/.$29
42'%43
THAT
HAVE
INUENCE
ON
THE
42'%4
AND
CAN
BRING
THEM
TO
OUR
SIDE

#3: The OPPOSITION needs to move down in power or be

neutralized by moving closer to our side.
p
We can create MEDIA MESSAGES that argue against the OPPOSITIONs ideas.
p
We can do RESEARCH to counter the OPPOSITIONs arguments.
p
We might actually meet with some of the OPPOSITION to bring them closer to our side.

4. Whos Got the Power? Interactive Board Game

_Say:

45 min

The object of the game is for OUR organization and our ALLIES to win a CAMPAIGN VICTORY

by moving your game pieces up in power and moving the TARGET over to our side. The TARGET and
OPPOSITION teams can decide to help or hurt the campaign based on how well OUR organization and
our ALLIES play the game. During each round of the game, I will give each team a different scenario.
Your team will have 3 minutes to read the scenario and agree on your response. Your team should
respond based on the facts of the scenario.

_Say:

After you come up with your response, each team will read your scenario out loud and present

your response (in voice/character of their role). Be sure to have a different member present each
round. Each team will be allowed to say 1 counterargument to any of the other teams response.
(Reality check: Is that really how they would respond???) Depending on how your team responds &
Chapter 3: Trainings

61

how convincing your presentation is, different game pieces will move on the game board.
(AND
EACH
TEAM
THEIR
RST
SCENARIO
USING
THE
SCENARIO
CUTOUTS

5SE
THE
SCENARIOS

INSTRUCTIONS
BELOW

to help you guide the game play. Start out with Team #1 (the Target) and play for three rounds (three
scenarios per team).

62

Youth Justice Corps : 2010 Toolkit

Whos Got the Power? Game Scenarios & Facilitators Guide

ROUND #1
SCENARIO #1A
(for TEAM #1 the TARGET): A group of high
school students called ________________ has
just launched a campaign in your District around
the issue of college access. They show up to
a School Board meeting with more than 30
students to talk about how the District is not
providing low-income students of color with the
opportunity to go to college. Several TV stations
show up to report on their rally and the issue.
Youre okay with the fact that students want to
go to college, but you dont like them saying that
the District is unfair towards students of color.
You especially dont like the media coverage
making you look racist. The students make very
strong speeches at the School Board meeting
and demand things like more counselors and
MORE
COLLEGE
PREP
CLASSES

4HEY
NISH
THEIR
RALLY

by requesting a meeting with you.
ASSIGNMENT: Team #1 (the TARGET,
Superintendent or School Board members), you
have 3 minutes to come up with your response to
____ and their request for a meeting.
[If the TARGET agrees to meet with _____, the
TARGET should move their game piece 1 space
closer to ____s side and ___ should move up one
space in power. If the TARGET refuses to meet
with ______, they all stay in the same place.]

SCENARIO #2A

pumped up to go home to watch the local TV

news coverage of the event. One of your media
spokespeople has a pretty good interview on
the news. But after OUR organizations piece,
the news station interviews someone from an
opposition group called CIRCLE, which stands for
Citizens for Responsible Career & Life Education.
CIRCLE says that high school students dont
need more college opportunities, because most
students dont want to go to college. What
they need is good career training so they can get
jobs after high school. If students really want
to go to college, their parents should motivate
them to get the right classes and get ahead.
They say all students have equal opportunities,
regardless of their race or income. Because the
CIRCLE interview comes after OUR organizations
student, it looks the news is supporting the
OPPOSITION!
ASSIGNMENT: Team #2 (OUR organization),
you have 3 minutes to come up with a strategy
to respond the news coverage of CIRCLE, the
opposition group.
[If Team OUR organization comes up with a
good strategy to respond to the negative media
spin, then you should have the OPPOSITION
team move down on the game board. If Team
OUR Organization doesnt come up with a
good strategy to respond, you should move the
OPPOSITION team up on the game board.]

(for TEAM #2 OUR organization): You just

had a great campaign kickoff for your college
access campaign. Your leaders are really
Chapter 3: Trainings

63

SCENARIO #3A

SCENARIO #4A

(for TEAM #3 the ALLIES): You are members of

(for TEAM #4 the OPPOSITION): You are

a community organization made up of parents

members of an organization made up of business

and other community members. Youve done

owners, some teachers and other educators, and

organizing around immigrant rights and a

community members called CIRCLE. Your goal

living wage for workers. A group of students

is to make sure that schools are teaching lots of

called _____________ approaches you about

students about careers and jobs, so that there

supporting their campaign for college access in

are young people ready to work for businesses

the local School District. You know that higher

and companies. You think all this fuss about

education is important to your members, but a

college access is silly. Most students dont want

lot of your children are undocumented, so theyre

to go to college; they want jobs after high school.

not sure they can even pay for college. _______

But a research group at the University a just

asks you to mobilize some of your members

came out with a study that shows 75% of high

to support their rally next week. You are busy

school students, including students of color, do

working on a campaign to help pass Immigration

want to go to college. 80% of parents of color

Reform in the United States, but you know that

expect their children to graduate with at least a

education issues are also important to your base.

Bachelors Degree. The study also shows that

You have a big march coming up in two weeks

African American, Latino, and Native American

and you need lots of people to turnout.

students dont receive the same opportunities to

ASSIGNMENT: Team #3 (ALLIES), you have 3

be prepared for college as white students.

minutes to come up with a response to _____s

ASSIGNMENT: Team #4 (OPPOSITION), you have

request for support of their campaign.

3 minutes to come up with a response to the

[If the ALLIES come up with a response that will

research report.

BE
MUTUALLY
BENECIAL
FOR
THE
#&*
RALLY
AND
THE

[If the OPPOSITION comes up with a strong

Immigrant Rights march, the ALLIES should move

response to the research report, they should stay

one space left to ACTIVE SUPPORT. If they

in the same place. If they dont come up with

cannot support the CFJ rally, they should stay

a good response, move their piece down one

where they are.]

space.]

64

Youth Justice Corps : 2010 Toolkit

ROUND #2
SCENARIO #1B

SCENARIO #2B

(for TEAM #1 the TARGET): Youve noticed

(for TEAM #2 OUR organization): Youve just

THAT
/52
ORGANIZATION
IS
DENITELY
NOT
LETTING
UP

had a great meeting with one of the local School

on the issue of college access. Theyve actually

Board members who pledges great support

expanded their base to some new schools and

for your campaign. Unfortunately, one of your

recently met with School Board Vice President

parents picks up the local newspaper and shows

Garcia. The Vice President is very impressed

you the bad news. The School Board Vice

with the OUR organizations leaders and feels

President just got accused of taking bribes from

like their campaign demands are right on point.

SOME
OTHER
NONPROT
GROUPS
TO
VOTE
IN
FAVOR

The Vice President has openly supported the

of having the District sign contracts with the

OUR organizations leaders and has signed on to

NONPROTS

)T
LOOKS
LIKE
6ICE
0RESIDENT
'ARCIA

endorse the campaign. Garcia comes to you to

will be arrested and there may be evidence that

ask the District to support OUR organization and

the charges are true. Already, two of the other

their campaign demands. They want to know

School Board members have called for VP Garcia

what action steps you will take to help make sure

to resign.

OUR organizations leaders demands are met.

ASSIGNMENT: Team #2 (OUR organization),

ASSIGNMENT: Team #1 (the TARGET), you

you have 3 minutes to come up with a strategy

have 3 minutes to come up with a response to

to deal with the bad news about your biggest

the SB members request for support of OUR

supporter on the School Board.

organization. Are you willing to take any action

steps?

[If Team OUR organization comes up with a fairly

good strategy to respond to the issue, then let

[If the TARGET decides to take action to respond

them stay where they are. If they dont, have

positively to OUR organizations demands, have

them move down one space.]

the TARGET move 1 more space closer to OUR

organizations side. If the TARGET refuses to
take any steps to support OUR organization,
have them move 1 space to the right.]

Chapter 3: Trainings

65

SCENARIO #3B

SCENARIO #4B

(for TEAM #3 ALLIES): You also heard the news

(for TEAM #4 the OPPOSITION): A student

that School Board Vice President Garcia is being

representative from OUR organization recently

accused of taking bribes. But you have some

called your organization. You were surprised,

evidence that the accusations are false. One of

because OUR organization is focused on making

THE
NONPROT
ORGANIZATIONS
THATmS
A
MEMBER
OF

sure students have all the classes to go to

your Immigrant Rights Coalition actually tried

college and CIRCLE focuses on career education

to bribe Garcia to vote in favor of their contract

in high school. She said that some of the

with the District. But Garcia refused to take

student leaders with OUR organization wanted

the bribe. This other organization doesnt like

to meet with your organization to talk about a

Garcia, so they made up the story and went to

new approach to high school called Multiple

the news. You could go to the media and expose

Pathways. She said that Multiple Pathways

the lie, but it wouldnt look very good for your

combines Career & Technical Education with the

Immigrant Rights Coalition.

College curriculum, so students are prepared for

ASSIGNMENT: Team #3 (ALLIES), you have 3

both careers and college.

minutes to decide what you will do about the

ASSIGNMENT: Team #4 (OPPOSITION), you have

issue.

3 minutes to come up with a response to OUR

[If the ALLIES decide to expose the lie to the

media, they should move one space closer to

organization. Will you meet with the student

leaders?

OUR organizations side. If they decide to keep

[If the OPPOSITION decides to meet with OUR

quiet, they should move one space to the right.]

organization, move their piece one space closer

to OUR organizations agenda and move OUR
organization up one space. If they dont decide
to meet with OUR organization, move their piece
one space away from the OUR organization
agenda.]

66

Youth Justice Corps : 2010 Toolkit

ROUND #3
SCENARIO #1C

SCENARIO #2C

(for TEAM #1 the TARGET): As the

(for TEAM #2 OUR organization): One of the

Superintendent of the School District, you found

OUR organization staff members receives a call

out from one of the principals at a local high

from the Superintendent of the District. The

school that OUR organization is planning a big

Superintendent sets up a meeting with the staff

rally for college access at the next School Board

member to talk about your local campaign. The

meeting. You have just formed an Academic

Superintendent requests that OUR organization

Planning Committee that will address issues such

join the Districts Academic Planning Committee

as high school curriculum and college access

instead of having a rally at the School Board

issues. You would much rather have a couple of

meeting to demand more college access

OUR organization student members participate

opportunities.

in the committee meetings than have them

organize protests at the School Board.

ASSIGNMENT: Team #2 (OUR organization), you

have 3 minutes to come up with a response to

ASSIGNMENT: Team #1 (the TARGET), you have

the Superintendents request that you join the

3 minutes to come up with a plan to convince

Academic Planning Committee and cancel your

OUR organization to join the committee and

rally.

cancel their rally. How will you convince them to

take the friendly approach and not the direct
action approach?

[If OUR organization comes up with a response

that allows them to join the Committee and
continue with their rally, they should move up

[If the TARGET comes up with a good plan to

one space. If OUR organization cancels their

convince OUR organization to join the committee

rally, they should move down on space. If they

and cancel their protest, then OUR organization

DECIDE
TO
CONTINUE
THE
RALLY
BUT
DONmT
ND
A
WAY

should move one space down in power. If the

to join the committee, they should stay in the

TARGET doesnt come up with a good plan, all

same place.]

pieces should stay in the same place.]

Chapter 3: Trainings

67

SCENARIO #3C

SCENARIO #4C

(for TEAM #3 ALLIES): You just met with a

(for TEAM #4 OPPOSITION): You just found

group of OUR organization student leaders to

out that the School District is about to receive

talk about how their campaign is going. One

millions of dollars from the State to hire more

of the main challenges they have is getting the

teachers and counselors. Your members are

local Teachers Union to endorse their campaign.

planning to go to the next School Board meeting

Some of the teachers in the union feel that

to talk about how you think the District should

creating a college-going culture for all students

spend the money. Some of your members think

doesnt make sense. These teachers say that

that the funds should be spent to create more

not all students want to go to college and many

Career Tech classes, like cosmetology and auto

of them wouldnt be motivated to take college

technician classes, and to hire Career Counselors

prep classes. Two of the top leaders from

for every high school. Some other members are

the Teachers Union are also on the Advisory

interested in the idea of using the money for

Committee for your Immigrant Rights Coalition,

Multiple Pathways classes that teach students

so you have a close relationship with them. OUR

about careers but also meet the College

organization has asked to you talk to these union

Curriculum requirements.

leaders to help convince the Teachers Union to

endorse the OUR organization campaign.

ASSIGNMENT: Team #4 (OPPOSITION), you have

3 minutes to decide what your message will be

ASSIGNMENT: Team #3 (ALLIES), you have 3

for the School Board. Should the School District

minutes to come up with a plan to convince the

use the money for regular Career Tech classes

Teachers Union to endorse OUR organizations

or should they create new classes that prepare

campaign. How will you use your relationship

students for careers and college?

with the union leaders to get their support?

What arguments will you use to convince them
that a college-going culture is good for all
students?
[If the ALLIES come up with a good plan and
good arguments, have them move one space
up in power and one space closer to OUR
organizations agenda. If they dont have a
strong plan, have them stay in the same space.]

68

Youth Justice Corps : 2010 Toolkit

5. Break

10 min

6. Debrief and Evaluation

20 min

_ SAY:

Obviously, we could go on playing a game about our local campaigns for a long time. You can

see with the scenarios how complicated a strategy can be and how running a campaign is like a game
of chess. Lets take a look at the game board and where the pieces are.
p
Ask OUR organization team: What tactics did OUR organization use during the game to move
our campaign forward? (rallies, meetings with target(s), allies, and opposition, media messages,
research, etc.)
p
Ask ally team: Have our allies gotten more powerful and moved closer to our agenda? Why or
why not?
p
Ask target team: Has our target moved closer to our agenda? Why or why not?
p
Ask opposition team: Has our opposition lost power or moved closer to our agenda? Why or
why not?
p
Ask everyone: Has OUR organization moved closer to our goal of campaign victory?
p
Ask everyone: Have we increased our power?

_ ASK:

How would the game/power analysis look if we were talking about where our local campaign

is right now?
p
Where should our target be on the game board based on where our campaign is right now?
How close is the target to our side/agenda? Do they have 100% of the decision-making power?
[Move the TARGET to its actual place on the game board.]
p
Where should OUR organization be on the power analysis? How much power have we built so
far? [Move the OUR organization to its actual place on the game board.]
p
Who are some of our real allies locally? Where do they fall on the power analysis. [If you have
time make post-it notes of some of the key allies and put them on the game board.]
p
Who are some of the groups or individuals opposed to our campaign or goals? Where do they
fall on the power analysis? [If you have time make post-it notes of some of the key opposition
groups and put them on the game board.]
WRAP-UP: A power analysis like this is a living document, so we would update it as our campaign
moves ahead and as we learn knew things about the different players.
EVALUATION: Lets do a quick evaluation about todays workshop. Each person turn to your neighbor
and one thing they liked or learned about from the workshop and one thing they would change.

ADAPTED FROM CFJS SYLA 2008: Power Analysis

Chapter 3: Trainings

69

70

Youth Justice Corps : 2010 Toolkit

NOT ON RADAR

TAKEN INTO
ACCOUNT

MAJOR INFLUENCE
ON DECISION
MAKERS

ACTIVE
PARTICIPANT IN
DECISIONS

FINAL DECISIONMAKING POWER

DIE HARD
SUPPORT

ACTIVE
SUPPORT

INCLINED TO
SUPPORT

OUR AGENDA:
OUR DEMANDS

INCLINED TO
OPPOSE

ACTIVE
OPPOSITION

DIE HARD
OPPOSITION

the
OPPOSING AGENDA

Chapter 3: Trainings

71

NOT ON RADAR

TAKEN INTO
ACCOUNT

MAJOR INFLUENCE
ON DECISION
MAKERS

ACTIVE
PARTICIPANT IN
DECISIONS

FINAL DECISIONMAKING POWER

DIE HARD
SUPPORT

ACTIVE
SUPPORT

INCLINED TO
SUPPORT

OUR AGENDA:
OUR DEMANDS

INCLINED TO
OPPOSE

ACTIVE
OPPOSITION

DIE HARD
OPPOSITION

the
OPPOSING AGENDA

72

Youth Justice Corps : 2010 Toolkit

3F. Campaign Development

Workshop
Goals and Agenda
_ Goals:
A. 4O
INTRODUCE
PARTICIPANTS
TO
KEY
ORGANIZING
STRATEGY
CONCEPTS
AND
DENITIONS
B. To have participants begin to develop a basic strategy by identifying different elements for
their campaign.

_ Agenda:
1. $ENING
3TRATEGY
4ERMS
2. Small Group Exercise: Developing an Initial Campaign Strategy

_ Time:

50 min

_ Materials Needed:
p
#UTOUTS
OF
CAMPAIGN
DENITIONS
IE
DEMANDS
BASE
ALLIES
TARGET
TACTICS

WITH
KEY
WORDS
SEPARATED
FROM
THEIR
DENITION
SEE
ATTACHMENT
CUT
ALONG
DOTTED
LINES

p
3TRATEGY
DENITION
CUT
INTO
STRIPS
ALONG
DOTTED
LINES
SEE
ATTACHMENT

p
Strategy handout and worksheet

p
Butcher paper, tape, and markers

1. Defining Strategy Terms

20 min

_ Instructions:
At the beginning of the session, give 5 of the participants each one of the cutouts of the key words
IE
DEMANDS
BASE
ALLIES
TARGET
TACTICS


'IVE

OTHER
PARTICIPANTS
DENITIONS
THAT
SHOULD
MATCHUP

with each of the words. If you dont have 10 participants you can give some of them more than one
WORD
OR
MORE
THAN
ONE
DENITION

SAY:

Today were going to be talking about our strategy for our national campaign around the

reauthorization of the Elementary and Secondary Education Act, or No Child Left Behind. But
BEFORE
WE
START
TO
PLAN
OUT
OUR
STRATEGY
ITmS
IMPORTANT
THAT
WE
ALL
KNOW
SOME
BASIC
DENITIONS
OF
KEY

organizing words. Some of you have words related to a campaign strategy. Some of you have the
DENITIONS
OF
THOSE
WORDS

7HEN
)
SAY
nSTARTo
YOU
SHOULD
TRY
TO
ND
THE
PERSON
WHO
HAS
THE
DENITION

THAT
MATCHES
YOUR
WORD

7HEN
YOU
THINK
YOU
HAVE
FOUND
THE
CORRECT
DENITION
YOU
AND
YOUR
PARTNER

SHOULD
COME
UP
TO
THE
FRONT
AND
TAPE
THE
WORD
AND
DENITION
ON
THE
BUTCHER
PAPER

/KAY
YOU
CAN

start!
Chapter 3: Trainings

73

'IVE
PARTICIPANTS
A
FEW
MINUTES
TO
MATCH
THEIR
WORDS
AND
DENITIONS

7HEN
THEY
ARE
DONE
HAVE
ONE

PERSON
FROM
EACH
PAIR
READ
THE
DENITION

-AKE
SURE
THEY
MATCH
UP
AS
FOLLOWS
DEMANDS
(The Goods)
BASE
(Our Crew)
ALLIES
(Our Friends)
TARGET
(The Man)
TACTICS
(Action)

_ sAY:

=
=
=
=
=

3PECIC
THINGS
THAT
WE
WANT
TO
SOLVE
A
PROBLEM
OR
RESOLVE
AN

issue.
The people most directly affected by the problem or
oppressed by the institution.
Other people who would be down to help us or want to see
the problem solved.
The person who has the power to give us what we want and
X
THE
PROBLEM
Things we can do with our power as everyday people to force
the Man to give us what we want.

.OW
THAT
WE
HAVE
A
BASIC
DENITION
OF
THESE
KEYORGANIZING
WORDS
LETmS
THINK
OF
SOME

examples.

_ ASK:
p
In your local campaigns last year, what were some examples of demands that your organization
made?
p
Who was the base of your campaign? Who is most directly affected?
p
In the local campaign, who was your target?
p
7HO
WERE
SOME
OF
OUR
ALLIES
GHTING
WITH
YOU

p
7HAT
TACTICS
DID
YOU
USE
TO
PUT
PRESSURE
ON
YOUR
TARGET
%G
RALLY
AT
HIS
OFCE
COLLECT
PETITION

signatures, phone jams, press coverage.)

_ sAY:

3O
NOW
THAT
WE
HAVE
DENITIONS
OF
THESE
TERMS
LETmS
TRY
TO
PIECE
TOGETHER
A
DENITION
OF
A

n3424%'9o

(AND
OUT
THE
STRATEGY
DENITION
THATmS
MIXED
UP
INTO
DIFFERENT
SLIPS
OR
PUZZLE
PIECES


Give each slip to a different participant.)

_ sAY:

#AN
EVERYONE
WHO
HAS
A
SLIP
OF
PAPER
COME
TO
THE
FRONT
AND
TRY
TO
GURE
OUT
WHERE
IT
TS
IN

THE
DENITION

/NCE
YOU
THINK
YOU
HAVE
THE
RIGHT
PLACE
FOR
YOUR
SLIP
PUT
IT
ON
THE
BUTCHER
PAPER

74

Youth Justice Corps : 2010 Toolkit

'IVE
EVERYONE
A
CHANCE
TO
TRY
AND
PUT
HIS
OR
HER
PART
OF
THE
DENITION
IN
THE
RIGHT
PLACE
T
THE
END
THE
DENITION
SHOULD
LOOK
LIKE
THIS

_ ASK:

$OES
EVERYONE
UNDERSTAND
THIS
DENITION

)TmS
A
BASIC
nFORMULAo
FOR
HOW
A
YOUTH
ORGANIZING

campaign can actually make positive changes in our schools or communities. As young people and
parents, our action as a group can force the school system to meet our demands, but we cant just
take action without having a plan.

_ ASK:

Why is it important to have a plan before we try to organize actions and rallies? (Answers

include: Because we need to know what were talking about when we confront people in power;
because we need to be organized and disciplined in how we conduct our actions; because we need
to make sure we know who the right person or people are who really have the power to meet our
demands, etc.)

2. Small Group Exercise: Developing an Initial Campaign Strategy

_ SAY:

30 min

Now were going to break into 2 small groups to answer a few questions about AEJs Nation

Campaign for Quality Education campaign strategy. In your small groups, youre going to have a
worksheet to answer some strategy questions. Make sure each group picks a note taker to write on
butcher paper and a person to report back.
Break people into 2 small groups and have a facilitator work with each group. Give each group the
Strategy Handout and Worksheet. Give each team about 15 minutes to answer the questions and
pick a person for report back. Be clear that the target should be a person or group of people that we
can name. For example, the School District is not a clear target, but Superintendent Steinhauser
IS

LSO
MAKE
SURE
DEMANDS
ARE
CLEAR
AND
SPECIC

&OR
EXAMPLE
nMORE
STUDENTS
READY
TO
GO
TO

COLLEGEo
IS
NOT
A
DEMAND

n(IRING
MORE
TEACHERS
WHO
ARE
QUALIED
TO
TEACH
#OLLEGE
0REP
COURSESo
OR

Requiring all students to pass College Prep courses to graduate are clear demands.

_ SAY:

Now that weve had a chance to brainstorm an initial campaign strategy, lets have one group

VOLUNTEER
TO
REPORT
BACK

FTER
EACH
GROUP
HAS
REPORTED
MAKE
SURE
TO
CLARIFY
ANY
ANSWERS
OR
LL
IN

any gaps.)

Chapter 3: Trainings

75

Specific things that we want

to solve a problem
or resolve an issue.
The Goods
The people most directly

BASE

DEMANDS

A STRATEGY is a PLAN to organize our CREW and our FRIENDS to

take ACTION and force the MAN to give us the GOODS.

affected by the problem or

oppressed by the institution.

TACTICS

TARGET

ALLIES

Our Crew
Other people who are down
to help us or who want to see
the problem solved.
Our Friends
The person who has the power
to give us what we want
and fix the problem.
The Man
Things we can do with our
power as everyday people
to force the Man
Action

to give us what we want.

(Strategy Handout adapted from SOULs Political Education Workshop Manual.

Props to the Boondocks.)

76

Youth Justice Corps : 2010 Toolkit

THE PROBLEM:
DEMANDS
7HAT
SPECIC
THINGS

do we want to solve
this problem?

BASE
Who are the people
most directly
affected by the
problem?

ALLIES
What other people
are down to help us
or want to see the
problem solved?

TARGET
Who has the power
to give us what we
WANT
AND
X
THE

problem?

TACTICS
What actions can
we do with our
power as everyday
people to force the
Man to give us
what we want?
(Strategy Handout adapted from SOULs Political Education Workshop Manual.
Props to the Boondocks.)

Chapter 3: Trainings

77

DEMANDS

Specific things
that we want to
solve a problem
or resolve an
issue.

aka The Goods

BASE

aka Our Crew

78

The people
most directly
affected by the
problem or
oppressed by the
institution.

Youth Justice Corps : 2010 Toolkit

ALLIES

Other people
who are down to
help us or who
want to see the
problem solved.

aka Our Friends

TARGET
The person who
has the power to
give us what we
want and fix the
problem.
aka The Man

Chapter 3: Trainings

79

TACTICS

aka Action

80

Things we can do
with our power
as everyday
people to force
the Man to give
us what we want.

Youth Justice Corps : 2010 Toolkit

A STRATEGY is a
to organize
PLAN
to give us the GOODS.
our CREW and
and force the MAN
our FRIENDS
to take ACTION
Chapter 3: Trainings

81

3G. Tactics Intensive

Workshop
Get at em
1. Goals and Agenda

3 min

_ Goals:
A. Know the use of tactics as part of a larger strategy to win a campaign
B. Understand tactics escalation
C. Identify various kinds of tactics and considerations for when to use different kinds of tactics

_ Agenda:
1. Goals and Agenda
2. Campaign and Strategy Development Review

3 min
15 min

a. Tactics are activities / steps in a

larger campaign and strategy
b. Brainstorm Good Tactics List
3. Tactics Taboo

20 min

4. Tactics Escalation

35 min

c. Brainstorm Tactics

10 min

d. Categorize in escalating order

15 min

e. Debrief

10 min

5. School Games (Optional)

6. Check Out

_ Total Time:

40 min
5 min

1 hr, 55 min

_ Materials Needed:
p
Appendix A: Student Rights Group Quiz
p
Appendix B: Top Five Tips
p
Appendix C: The School Game Scenarios

NOTE: This session should happen after a session on Campaign and Strategy Development

82

Youth Justice Corps : 2010 Toolkit

2. Campaign Development and Strategy Review

15 min

_ Goals:
A. Review basic concepts from campaign development and strategy review
B. Drill home that tactics are part of a larger campaign and strategy

_ Materials Needed:
1. Copies of Good Tactics (Appendix A)
2. Butcher paper with the following vocabulary:
p
The Goods (demands)
p
Your Folks (base)
p
Your Friends (allies)
p
The Man (target)
p
Tactics

Tactics are the steps that you are going to take to build power
for your folks and force the man to give us what we want.
Step By Step
1. Ask youth who attended the campaign development and strategy workshop.
2. SK
VOLUNTEERS
TO
HELP
DENE
THE
VOCABULARY
ON
THE
BUTCHER
PAPER

SK
FOR
EXAMPLES
OF
EACH

vocabulary word.
3. 2EVIEW
DENITION
OF
3424%'9

3TRATEGY
IS
THE
PLAN
THAT
HELPS
YOU
WIN
YOUR
CAMPAIGN
4. $ENE
TACTICS
AND
TAKE
SEVERAL
EXAMPLES

)LLUSTRATE
HOW
TACTICS
ARE
SPECIC
ACTIVITIES
WITHIN
A

larger strategy. Explain that today we are going to get deeper with tactics and when to use
different kinds of tactics.

Chapter 3: Trainings

83

5. Explain that a common mistake that organizers make is to pick and do tactics before they have
created a strategy. Ask, What happens when people use tactics without a strategy?
Take several answers, emphasize the following:
p
Tactics without a strategy could lead to doing an action without having a target. So,
you bring all this attention to an issue but no one knows who is responsible for making it
right or equally bad, you could have the wrong target.
p
Tactics without a strategy could lead to doing an action without having demands. So
you picket the Superintendents house and she comes out, ready to negotiate and the
organizers say, We want better education. Yeah, well what exactly do you want the
Superintendent to do to make education better?
p
Tactics without a strategy could lead to doing an action that is not productive for what
you are trying to get. You might throw pies at the Superintendent as a tactic and really
piss him off when all you really needed to do was have a public accountability meeting
with him. He might have been more supportive of your demands than you thought.

Brainstorm
6. Ask youth to brainstorm What makes a tactic good? Write their responses on butcher
paper. Pass out the Good Tactic hand out and link their answers to the hand out.

3. Tactics Taboo

20 min

_ Goals:
A. Have fun and have youth explain different kinds of tactics that they know of

_ Materials:
1. Appendix B: Tactics Taboo cards copied on card stock and cut out

Step By Step
2EVIEW
THE
BUTCHER
PAPER

(AVE
STUDENTS
EXPLAIN
THE
SIGNICANCE
OF
EACH
VOCABULARY
TERM
AS
IT
RELATES

to campaign work.
Explain that since staying in school is part of each of our personal acts of resistance; we need to
approach advocating for our personal educational needs as a campaign. We use the same principles
of campaign work in our efforts to advocate for ourselves.
Go over the Top Five Tips handout

84

Youth Justice Corps : 2010 Toolkit

4. The School Game (Optional)

45 min

_ Goals:
A. Have youth get some experience in advocating for themselves
B. Have youth practice using campaign strategy for meeting personal advocacy needs

_ Materials:
1. Copies of different policy handbooks or brochures for your local school district (To Be
)DENTIED

2. Index cards with the following phrases one on each separate card: Good GPA, no
suspensions, College Prep class, free time to do AEJ, friends, attendance, family, college, more
free time, trust, power, scholarship, discipline, ally, SAT.

Step By Step
1. Take one volunteer to be the individual around which the game centers. The goal of the whole
group is get this person (Mac Dre for example) to graduate high school.
2. Mac Dre can choose a best friend who helps him/her to get through high school. The best friend
will be his/her policy advisor and researcher on his/her personal campaign to complete high
school. These two people sit at the center of the room. Give Mac Dres best friend the brochures
on your school districts policy.
3. Give Mac Dre a set of cards with these words only: Good GPA, AP class, free time to do YMAC,
friends, attendance, family, college. Mac Dre must have the GPA and attendance cards at the
end of the game to graduate high school. If he has 5 cards at the end of the game, he can go to
college. He can also get more cards if he picks the right answers.
4. Read the scenarios on Appendix C: The School Game Scenarios. After each scenario, give the
options.
Ask youth to stand in different corners of the room depending on which option you feel Mac Dre
should pick. Each group has a chance to explain why Mac Dre should choose their option.
Give Mac Dre and his/her best friend time to confer if they need it. The best friend should consult
the brochures for any policies or rules relating to the issue at hand. Give Mac Dre 2 minutes tops to
decide.
After Mac Dre chooses an option, follow the instructions next to the option.
Proceed to the next scenario.

Chapter 3: Trainings

85

The facilitator may give cards back in order to be less harsh (ie: If you could go back in time, which
card would you want to have back?)
At the end of the game, congratulate them for getting Mac Dre through high school.

Discuss
p
What did you learn about student rights in school?
p
What did you learn about advocating for yourself?

5. Check Out

5 min

_ Goals:
p
Have youth draw a personal lesson from the workshop

Step By Step
1. What is one thing from this workshop that you could see yourself using in the future?

86

Youth Justice Corps : 2010 Toolkit

Appendix A

Student Rights
Group Quiz
Statement
A teacher can suspend you from class

Answer
T but only for up to __days

9OUR
COUNSELOR
HAS
THE
NAL
SAY
ON
YOUR
GRADES
You have the right to meet with your counselor at
least once a semester
If you are sick from school for a number of days, you
have the right to make up the work
If you are suspended from school, the teacher is not
required to give you all the work that you missed
If you or parent has complained about something to
the school several times and dont get a satisfactory
answer, theres nothing more you can do
You can be barred from going to activities due to
suspensions
7HEN
YOU
LE
A
WRITTEN
COMPLAINT
THE
SCHOOL
HAD
TO

contact you within ___ days
The district wont tell you the contact information
of different staff who supervise the principals it is
considered private information
You can be suspended for too many tardies or cuts
You can make up credits at Community College
If you are in Special Education, you have the right to
ask the school for a tutor or more time to complete
tests
When you ask for a meeting with the principal, the law
says that they have to respond to you within 3 days
Teachers are required to notify you of their grading
policies and have to be able to show you why you got
a certain grade
You can be forced to transfer to another school if you
are absent too much

Chapter 3: Trainings

87

Appendix B

Top Five Tips

TO ORGANIZE FOR YOUR RIGHT TO GRADUATE!
What you have learned about making change through campaigns applies to making changes in
your life! Apply campaign methods to getting what you want out of school and make sure you
graduate.

TIP ONE DO YOUR RESEARCH

$O
YOUR
RESEARCH
TO
GURE
OUT
WHAT
YOUR
RIGHTS
ARE
-OST
OF
HOW
EDUCATION
OPERATES
IS
WRITTEN
OUT
IN

the Education Code of your state. Sometime schools act according to the law and sometimes they
DONmT

9OU
NEED
TO
ASK
AROUND
CONTACT
THE
DISTRICT
OR
DO
SOME
RESEARCH
TO
ND
OUT
LAWS
RELATING
TO

the thing youre trying to change.

_ Example:

You want to dispute your suspension. You look at the Student and Parent Handbook

FOR
$ISTRICT
AND
ND
OUT
REGULATIONS
ON
SUSPENSIONS

TIP TWO KNOW YOUR TARGET

Know who your target is. Find out who can give you what you want by asking around or researching
THE
LAW
4HEN
ND
OUT
WHO
SUPERVISES
YOUR
TARGET
JUST
IN
CASE
YOU
HAVE
TO
ESCALATE

_ Example:

9OU
WANT
TO
DISPUTE
YOUR
SUSPENSION

9OU
NEED
TO
ND
OUT
WHO
HAS
DECISIONMAKING

power to erase the suspension. By law, it is the administrator or your dean of discipline. This is the
PERSON
YOU
NEED
TO
TARGET
AND
CONVINCE

LSO
ND
OUT
WHO
SUPERVISES
THE
DEAN
IN
ORDER
TO
KNOW
WHO

to complain to if you dont get what you want. In most cases, the principal is the supervisor of the
DEAN

4HEN
ND
OUT
WHO
IS
YOUR
PRINCIPALmS
SUPERVISOR

3OMETIMES
JUST
ASKING
FOR
THAT
INFORMATION
CAN

scare them.

TIP THREE INVOLVE YOUR ALLIES

Get your allies involved! With school related complaints, your most powerful ally is/are your parents/
GUARDIANS

)F
YOUR
PARENTSGUARDIANS
ABSOLUTELY
DONmT
HAVE
TIME
TO
DEAL
WITH
YOUR
ISSUE
GURE
OUT

what adult will go with you to school (your aunt, cousin, grandpa).

_ Example:

You want to dispute your suspension. Have your parent/guardian or other adult call

the dean or come to the school to demand a meeting with the dean.

88

Youth Justice Corps : 2010 Toolkit

TIP FOUR
HAVE DEMANDS AND ALTERNATIVES
Have demands! You have to know what you are asking for as well as an idea of alternatives that you
would be willing to negotiate on. Have ideas and be pro-active to solve your problem.

_ Example:

You want to dispute your suspension and your aunt got a meeting with the dean.

During the meeting you tell the dean how you felt really disrespected by your teacher and provoked.
You explain that you want to go to college and are afraid that the suspension will affect your ability
TO
GET
SCHOLARSHIPS

9OUR
DEMANDS
ARE
TO
HAVE
THE
DAY
nDEANCE
OF
AUTHORITYo
SUSPENSION
ERASED

from your records. When the principal doesnt budge, you start to offer some other alternatives. You
offer to write a letter of apology to your teacher and serve lunch detention for a week in exchange for
getting the suspension erased.

TIP FIVE ESCALATE YOUR TACTICS

Just like any other campaign you need to decide on some tactics to use. Do not loose your temper
because that takes away your power. You need to speak through your actions/tactics and not through
raising your voice, cursing people out, etc (that doesnt work in a campaign either!).
Decide on several tactics and escalate when you need to. Usually for schools, it means going up the
chain of command and talking to your targets supervisors. The last strategy, when you are totally
FED
UP
CAN
INCLUDE
THINGS
LIKE
CONTACTING
3CHOOL
"OARD
MEMBERS
LING
FORMAL
AND
WRITTEN
COMPLAINTS

or contacting the press.
Keep records of all your tactics so when you contact the supervisor, you can tell them exactly all the
trouble you have already had to go through and how unresponsive your target has been.

_ Example:

You are still disputing your suspension. The dean has not gotten back to you. You

decide that the next tactic is to send a send an email to the principal and the principals supervisor.
9OU
CALL
THE
DISTRICT
OFCE
AND
GET
THE
PRINCIPALmS
SUPERVISORmS
EMAIL

9OUR
EMAIL
SAYS
n$EAR
-RS
0RINCIPAL
)
AM
TRYING
TO
ERASE
MY
SUSPENSION
FOR
DEANCE
OF
AUTHORITY
BECAUSE
)
FELT
THAT
)
WAS

provoked by the teacher who disrespected me in front of the class and violated my privacy by sharing that
)
WAS
UNKING
THE
CLASS

)
TRIED
TO
TALK
TO
THE
DEAN
AND
HE
HAS
BEEN
UNRESPONSIVE

)
CALLED
THREE
TIMES
IN

PRIL
AND
DIDNmT
GET
A
RESPONSE

-Y
AUNT
WENT
DOWN
TO
THE
OFCE
ON
-AY
nd and no one would schedule
an appointment for her. Then we were able to get a meeting with the dean on May 15 and he said he
would give us an answer by the end of the week. It is now June and we still havent taken care of my issue.
If its your job to help me be academically successful and Im just trying to go to college and erase my
suspension why wont anybody help me?

Chapter 3: Trainings

89

Appendix C

School Game Scenarios

Scenario 1
Part 1A.

9OUR
MATH
TEACHER
DOESNmT
KNOW
HOW
TO
TEACH
)TmS
THE
RST
TWO
WEEKS
OF
SCHOOL
AND

even though you go to class and pay attention, you just dont understand material and most of your
classmates dont either. What are you going to do?
a. Start cutting class because going to class is waste of time.
b. Complain to other people in your class about how the teacher sucks. Do it so loud that the
TEACHER
HEARS
q
MAYBE
SHEmLL
NALLY
GET
IT
c. Try talking to the teacher during lunch and see if s/hell give you more help or explain the
unit to you.

_ Outcomes:
d. You start cutting class Math is 4th period so its cool getting out for lunch early. After 2
marking periods, you realize you are not going to pass the class. Oh well, you werent going
to pass it anyways. You get your College card taken from you because Math is a required
course for college entry. (Go to Scenario 2)
e. You are complaining so loud that the teacher starts to get mad. When you try to ask for
help later, s/he doesnt want to even talk to you. You get your Good GPA card taken from
you because you end up with a C- in the class. (Go to Scenario 2)
f. The teacher says s/he doesnt have time to help you because s/he has to correct papers
during lunch and after school. Things go on as they were. (Go onto Part 1B)

Part 1B.

You already feel like you tried to get more help but didnt come up with anything. Plus you

turned down a lunch invitation from your crush to go talk to that teacher - damn it! Now what do you
do?
a. Start cutting class because you know you arent going to do well and the teacher wont help
you.
b. Try to get transferred out of the class.
c. Talk to the parent liaison at the school to see if there is tutoring offered at school.

_ Outcomes
d. You start cutting class Math is 4th period so its cool getting out for lunch early. After 2
marking periods, you realize you are not going to pass the class. Oh well, you werent going
to pass it anyways. You get your College card taken from you because Math is a required
course for college entry and your Free time card because you are grounded once your
attendance report comes home. (Go to Scenario 2)
90

Youth Justice Corps : 2010 Toolkit

e. You talk to your counselor about getting transferred out of the class but its already passed
THE
RST
MARKING
PERIOD

9OU
GET
THE
TRANSFER
BUT
NOW
YOUmVE
MISSED
ALL
OF
THE
CONCEPTS
IN

THE
RST
MARKING
PERIOD

9OU
MAKE
FRIENDS
WITH
A
CUTE
PERSON
IN
THE
CLASS
AND
GET
HIMHER

to tutor you. You get your Free time card taken away because theres no more time
to do other things for the next month as you catch up. But at least this new teacher makes
sense to you.
f. You talk to the parent liaison at your school and she says that there is a long waiting line for
tutoring. You ask where it is and decide to go anyways. The coordinator happens to be
your older brothers friend so they let you in! You get your Free time card taken from
you because youll be in tutoring for the rest of the semester.

Scenario 2
Part 2A.

You have a really big project that is due in a week in for History class. Problem is, you

dont have a computer at home. You feel like theres no way you can get all the research, writing,
and printing out of stuff done in a week. Plus, it is really classist for the teacher to assign something
that requires a piece of equipment that wealthier students have and low-income students dont have.
What do you do?
a. Talk to the teacher about your problem and see if you can do another version of the project.
b. Be pissed off about the classist nature of the assignment and dont say anything until the
project is due and you dont have it done.
c. Try to go to the library and use the computer there.

_ Outcomes
d. You tell the teacher that it is unfair that low income students like yourself dont have
computers. The teacher says its not her/his problem that you dont have a computer at
home. S/he has to be fair to everyone and cant give you a computer-free assignment.
S/he has heard about a free computer give away program at the Parent Center. You get a
Power card for speaking up. (Go Part 2B)
e. On the due date, the teacher asks you where your assignment is. You explain that you dont
HAVE
A
COMPUTER
AT
HOME
AND
COULDNmT
NISH
IT

)T
WAS
A
CLASSIST
ASSIGNMENT
ANYWAYS

You
get your AP class card taken from you because you were hoping to take AP History
next year but you wont get in now.
f. You go to the library and it only lets you use the computer once per day and only 30
minutes each time! Doh! You work your butt off and have a mediocre project because
you didnt have enough time on the computer. You get a discipline card for sticking it
through. (Go to Part 2B)
Chapter 3: Trainings

91

Part 2B.

You decide that you will check out the Parent Center because you heard there was a free

COMPUTER
PROGRAM
THERE

3URE
ENOUGH
THERE
IS
A
YER
ABOUT
IT
BUT
YOU
HAVE
TO
LL
OUT
A
FORM
AND
YOU

dont get the computer until next semester. What do you do?
a. Its an old refurbished computer and doesnt even get Internet! Its not worth the bother.
9OU
DONmT
LL
OUT
THE
FORM
b. 9OU
LL
OUT
THE
FORM
AND
TURN
IT
IN
RIGHT
THERE
c. 9OU
TAKE
THE
FORM
TO
LL
OUT
LATER

_ Outcomes
d. You keep having problems with not having a computer and eventually it catches up to you.
You get your Free time or Good GPA card taken from you.
e. You are able to at least write essays and reports at home for the next several years that
make your writing skills improve. You get a scholarship card because you have more
likelihood of getting scholarship now.
f. 9OU
LOOSE
THE
FORM
AND
CANmT
ND
IT

9OU
WILL
NEED
TO
GO
BACK
TO
THE
0ARENT
#ENTER
AGAIN


You dont gain a card but you dont loose one either.

Scenario 3
Part 3A.

9OU
ARE
SUSPENDED
UNOFCIALLY

9OU
SNAPPED
AT
ANOTHER
STUDENT
IN
CLASS
THAT
WAS

BOTHERING
YOU
AND
THE
TEACHER
SENT
YOU
TO
THE
DEANmS
OFCE
AND
SAID
NOT
TO
COME
BACK
UNTIL
YOUR

GUARDIAN
COMES
IN
FOR
A
PARENTTEACHER
CONFERENCE

7HEN
YOU
GOT
TO
THE
DEANmS
OFCE
YOU
WERE
SO

upset at being sent out that you were talking loud and trying to explain how stupid it was. The dean
got offended when you wouldnt quiet down and sent you home for the day. Your parent wasnt
NOTIED
OF
THE
SUSPENSION
AND
YOU
HAVE
NO
PAPERS
STATING
WHY
YOU
WERE
SUSPENDED

What do you
do?
a. Ask your guardian to come in for a parent-teacher conference.
b. Stay at home a couple days, you need a break anyways.
c. This sounds suspicious how can you be sent home without any paper work? Do some
research.

_ Outcomes
a. Your guardian is upset that you are in trouble and doesnt understand why you got sent
home since there is no paperwork. For good measure, s/he takes your phone and going out
privileges. S/he has a very hard time getting off of work so s/he cant go to the school until
Friday. You end up being out of class for 4 days waiting on your guardian to come in. You
get your Attendance card taken from you but you get a Trust card for telling your
guardian.
b. You come back to school after 3 days out and the teacher wont let you back into class.
3HE
SENDS
YOU
BACK
TO
THE
DEANmS
OFCE
WHO
SENDS
YOU
TO
ONCAMPUS
SUSPENSION
FOR
THE

92

Youth Justice Corps : 2010 Toolkit

rest of the period. You get your Attendance card taken from you.
c. 9OU
DO
YOUR
RESEARCH
ON
SUSPENSIONS
AND
ND
OUT
THAT
IT
IS
ILLEGAL
TO
SEND
STUDENTS

home without suspension paperwork AND notifying their parent. So this wasnt a legal
suspension anyways. You tell all this to your guardian and have him/her write you a note
requesting that you be let back into the class. You go back to school the next day and show
the dean the Student and Parent Handbook and the note from your guardian. Afraid that
YOU
MIGHT
LE
A
FORMAL
COMPLAINT
THE
DEAN
TALKS
TO
THE
TEACHER
AND
GETS
YOU
BACK
IN
CLASS

Scenario 4
Part 4A.

You are almost out of high school! Its the end of your junior year and you have

advocated for yourself so you can graduate and be a part time organizer. You cant wait to be a
SENIOR

9OUR
COUNSELOR
CALLS
YOU
INTO
THE
OFCE
ONE
DAY
AND
SAYS
THAT
YOU
DONmT
HAVE
ENOUGH
CREDITS

to be in your grade. And since its so late in your high school career, its impossible for you to catch
up during your senior year. Bottom line you just cant graduate. Your counselor encourages you to
enroll in a continuation school where you can make up credits more easily and graduate on time. You
are devastated and shocked. What do you do?
a. 9OU
ENROLL
IN
CONTINUATION
SCHOOL
AS
SOON
AS
POSSIBLE

9OU
GURE
YOU
CAN
MAKE
UP
YOUR

credits fast and come back to walk the stage with the rest of your friends.
b. You are pissed off both at yourself but also at the counselor for telling you so late in the
game. You ask for some advice from an adult that you feel knows about schools.
c. You go home early and cry. How could this happen after so much work? Maybe if you
sleep on it, an idea will come to you later.

_ Outcomes
d. You make up your credits and graduate from the continuation school. You have to make a
whole new set of friends and your whole family is disappointed. As a result, you loose your
Friends card and your Family card.
e. You ask your adult ally about whether continuation school is your only option. The adult
tells you that you can catch up on credit by taking the Districts night school and go to
summer school. You can also take classes at Community College as long as they are
equivalent to the high school classes. You decide to research these options. You lose your
Free time and Friends cards because youll be at school all summer and at night! But
youll graduate with them at the end of the year!
f. You wake up the next morning and go about life like before. You do this until the end of
school (3 more weeks). Then over the summer, you forget all about it. When you return to
SCHOOL
THE
COUNSELOR
CALLS
YOU
BACK
IN
THE
OFCE
AND
TELLS
YOU
THE
SAME
THING
ALL
OVER
AGAIN


You give up and decide to transfer. You lose your Friends and one other card because
you will be going to whole other school.

Chapter 3: Trainings

93

94

Youth Justice Corps : 2010 Toolkit

3H. WE ARE ALL MESSENGERS

workshop
Goals and Agenda
_ Goals
A. CFJ students will have a basic understanding of media literacy and
messaging as it relates to AEJs organizing work and mission
B. Students will identify their own personal educational story and
incorporate those stories into AEJs organizing work and mission
C. Students will be exposed to the basic Dos and Donts of Media Interviews and
have the opportunity to practice formal and informal messaging opportunities

_ AGENDA
1. Game Show

10 min

2. Review Agenda

5 min

3. Messaging 101

35 min

4. Break

5 min

5. Finding Your Story

25 min

6. Modeling

10 min

7. Role Play Messaging Opportunities

25 min

8. Closing

_Total Time:

5 min
2 hrs

_ Materials Needed:
1. Butchers:
a. Goals
b. Agenda
c. What is a message and What is Messaging?
d. Blank butcher to brainstorm Interview Dos
e. Blank butcher to brainstorm Interview Donts
1. 9 sheets of paper with the Game Show Questions printed on them
2. A microphone or prop to use as one for interviews
3. Handouts:
a. Finding Your Story
b. We are all Messengers

Chapter 3: Trainings

95

1. Game show

10 min

Divide the students into three teams by counting off by 3.

_SAY:

Welcome to AEJs newest game show, How to be a Media Player! Im your host ______.

Today, well be learning about being a messenger, no, not delivering mail on a bicycle, but HOW we
talk about CFJ, WHO we talk to, and WHY its important. If you like talking to people, great, this is
right up your alley and well build on that. If youre NOT comfortable talking to people, thats okay
too. CFJ is all about empowering students, and learning what it takes to talk to people is an important
life skill, and you can start slow and practice here in a safe environment, whether that be one-on-one
or on TV or to a whole room of parents and teachers.
Okay, now lets begin the game. Well be asking each team a question of their own. You dont have to
buzz in, but youll only be allowed 30 seconds to come up with an answer.
Form 3 teams just group them by where they are seated. If a team answers correctly, give them a
point. If a team answers incorrectly, do not give a point and do not give them an answer let other
teams get a chance to steal a point.

Questions

Answers

Team 1: What is the name of a local newspaper?

Team 2: What is the name of a local TV reporter?
Team 3: What is the name of an internet news site? CNN, Fox, New America Media, ABC, NBC, CBS
Team 1: How is the News made?

When it is covered by a news outlet.

Team 2: Who owns the San Jose Mercury News /

Long Beach Press Telegram and LA Times / Fresno
Bee / Oakland Tribune and SF Chronicle? (choose
your local paper)

A corporation, a company that has the rights of a person

AND
WHOSE
MAIN
INTEREST
IS
MAKING
A
PROT
FOR
ITS
OWNERS

the shareholders.

Team 3: How do newspapers make money?

By selling advertising for homes, cars, clothes, etc. The

more people read the paper, the more they charge for
the ads.

Team 1: What is the goal of AEJ?

To empower

Team 2: How does AEJ try to achieve its goals?

Through People Power, by organizing students and

parents, and empowering them with knowledge, skills,
and resources to make change in their communities

Team 3: What is public opinion?

Public Opinion is the general opinion of the people in

a place, like a city or state. Usually every year, there is
an election and politicians can see Public Opinion when
people vote. But now a days, polls also known as phone
surverys are taken all the time and politicians can know
how people feel about issues any time they want.

ND
NOW
LAST
WE
HAVE
THE
&INAL
"ONUS
1UESTION
WHICH
ANY
TEAM
CAN
ANSWER

4HE
RST
TEAM
TO
RAISE

their hand will be called on.
96

Youth Justice Corps : 2010 Toolkit

Bonus Question: What is the weather generally like in Alaska?

I use this question a lot. Since most of us havent been to Alaska, we do not have direct knowledge
that it is cold there. So how do we know it is cold? From different forms of media: school books,
MOVIES
MAGAZINES
NEWS
CLIPS
ANIMAL
DOCUMENTARIES
ETC

4HE
ANSWER
REECTS
THE
POWER
OF
MEDIA

and how it shapes what we know, think, see, and how we act.

2. Review Agenda

5 min

AGENDA
1. Game Show

10 min

2. Review Agenda

5 min

3. Messaging 101

35 min

4. Break

5 min

5. Finding Your Story

25 min

6. Modeling

10 min

7. Role Play Messaging Opportunities

25 min

8. Closing

5 min

3. Messaging 101

35 min

Ex: Butcher #1 What is a

Message?
What is a MESSGAGE?
p
A message is your side of the story. It covers WHO you are, WHAT you want, and WHY it is
important that you get it

What is MESSAGING?
p
MESSAGING is getting your MESSAGE out to people both through word of mouth like
phone calls and door knocking, but also through the mass media like TV and newspapers

Why are Messages or Messaging important?

Because getting media coverage and placing our Messages can:
p
)NUENCE
POLITICIANS
DIRECTLY
IF
THEY
READ
IT
OR
SEE
IT
WHICH
CAN
RESULT
IN
MORE
FUNDING
AND
BETTER

policies (which can result in better schools, more A-G classes, better teachers, safer and cleaner
schools, more counselors, etc.)
Chapter 3: Trainings

97

p
)NUENCE
POLITICIANS
INDIRECTLY
IF
SOMEONE
IS
MOTIVATED
TO
CALL
OR
EMAIL
A
POLITICIAN
TO
SUPPORT
US
p
-OTIVATE
SOMEONE
TO
ND
OUT
MORE
ABOUT
#&*
JOIN
#&*
VOLUNTEER
WITH
#&*
AND
DONATE
GOODS

services or money to CFJ

How do you Message? How do you get your Messages heard?

1. Prepare your message ahead of time.
2. Keep your message simple and under 30 seconds
(Remember the basics: Who? What? and Why? Who you are / What you want / Why is it
important)
3. Stick to your message.
4. Answer the question and then transition back into your message.
5. Use Marking Statements to let reporters and editors know when your message is coming:
p
The reason why Im here is
p
Whats really important is that
p
We want people to know
6. FTER
A
QUESTION
IS
ASKED
ANSWER
IT
BRIEY
AND
THEN
USE
n"RIDGEo
STATEMENTS
TO
COME
BACK
TO

your message.
p
But more than that, I want to add
p
To expand on your question, we should look at
p
In addition to that point, what wed like to see is

The Message Challenge Exercise

20 min
_SAY:

Now, were going to have a chance to practice messaging. Were going to divide into two
groups. Each group will be given a Mission and will have to develop a message for it. An
interviewer will ask the group questions and your goal is to 1) Stick to your message; 2) Say
your message in as many different ways as possible; and, 3) Not repeat yourself. The goal of
the other group is to guess what the other groups Mission is.
Give students 10 and minutes to prepare their messages for their silly answer and their
serious answer. Remind students that messages are usually 30 seconds or less. Each student
should just have one message for each Mission. Give another 10 minutes for the actual
question and answer message exercise.
Here the interviewer is going to ask a series of questions, both silly and realistic. The goal of
the group is to constantly revert back to their Message in order to achieve their Mission.

98

Youth Justice Corps : 2010 Toolkit

Round 1: Silly
p

Team 1:

We think that all students at our school should wear their clothes inside out.

p

Team 2:

7E
THINK
THAT
THE
OFCIAL
DANCE
OF
OUR
SCHOOL
SHOULD
BE
THE
3TANKY
,EG

SAMPLE QUESTIONS
p
Whats happening right

p
What is your name?

p
Where city are you from?

now?

p
What did you see?

p
Why are you here today?

p
What school do you go to?

Have the other team guess what the Mission was.

Round 2: Serious
p

p

Team 1:
Team 2:

Were asking the governor for more college prep classes in our school.
We want the superintendent of the _________ school district to have more college

counselors at our school.

Once that exercise is done, review basic AEJ messaging.

What are AEJs basic messages?

5 MIN
As part of AEJ, you will be always be an ambassador for AEJ, representing who we are and what we
do. It may seem like a scary or intimidating thing, but its not. AEJ is all about people like you, youre
the reason why we exist and we couldnt do what we do with out. Second, there are only three basic
messages you need to know and two of them are always the SAME.
p
What is AEJ?
p
Who are you and what do you hope to do in life?
p
Why are you here today / tonight?
This last one regularly changes based on what event you are at. You might be at a local rally to
prevent dropouts. Or you might be in D.C. to learn leadership skills and talk to legislators.
Or you might be marching to prevent budget cuts. Or you might be tabling at a fair to get the
word out.
We are always representing AEJ. We are always spokespeople. We are always messengers and
always messaging.

4. Break

Chapter 3: Trainings

5 min

99

5. Finding Your Story

20 min

Handout: Finding Your Story

_SAY: This year at CFJ we are making an effort to highlight the people of CFJ.

Why? Because CFJ

is made up by real people, with real lives, real dreams, and real challenges. It is easy for politicians
to dismiss a cause or an organization, especially when you dont know it or them, and because there
are often so many out there that it becomes confusing. BUT, when a person learns about a person,
there is a greater chance they will care or become involved, and what is a cause or an organization but
the people who make it up. And who makes up CFJ? Who are our most critical member? YOU, the
students.
The point of this exercise is to get you to focus on YOUR story. Your story, your experiences in life and
school are one of the most powerful tools you have, and also that CFJ has. When you talk about the
things that worked for you, we can ask for them to be continued. When you talk about the problems
in your school and your communities, we can demand that they be changed.
Now remember, we are not just doing this an exercise or homework. We are doing this activity for a
6%29
SPECIC
PURPOSE

TO
TALK
TO
THE
MEDIA
AND
TO
LEGISLATORS

4HOUGH
IT
CAN
BE
FUN
TO
RAMBLE
ABOUT

ourselves be MINDFUL that we are talking about ourselves to ACHIEVE our goal of making our schools
better and improving our education. That means, when we are talking to reporters or legislators, we
are CONVERSATIONAL (because that makes people comfortable and comfortable people are always
more receptive) but also STRATEGIC, because trust me, everyone we talk to is also being strategic.
p
What do politicians want? 4O
BE
REELECTED
TO
GO
TO
HIGHER
OFCE
TO
HELP
THEIR
COMMUNITIES



p
What do reporters want? (To get scoops, to get the best quotes from the hardest to reach
people, to see their name in print, to win awards, to get promoted, to go to a better paper or TV
station)
p
What do we / CFJ want? Better schools for our communities because a better education means
a better future, we want to build power in our communities, we want to be heard, yes, but then we
want ACTION.

_SAY: Break out into pairs with a person that you dont know so well or want to know better.
Worksheet: 10 min
First part is a worksheet. You will have 10 minutes to answer in whatever form you like: sentences,
notes, memos, scribbles, etc.

100

Youth Justice Corps : 2010 Toolkit

Pair & Share: 6 Mins

You have 6 minutes to share your answers, 3 minutes each. This is to get familiar with their answers, to
share in a smaller environment, and to get to know your fellow YJC members.

_SAY:

This activity is designed to get comfortable speaking about your story. Take it seriously,

because we will eventually be sharing in front of a bigger group, and next year with reporters and
ELECTED
OFCIALS

7HO
KNOWS
ONE
OF
YOU
COULD
BE
ON
46
OR
IN
THE
NEWSPAPER

ND
IF
YOU
REALLY
ENJOY

this, you can study it in college and do it for a living!
Once the pair share is done, ask for 3 highlights from the students to begin and prepare students to
share stories in a larger setting.

_SAY:

Who would like to share one interesting thing they learned about their partner in this activity?

Or one new thing you didnt know from before that surprised or impressed you?

6. Modeling Interview Dos and Donts

10 min

Model Donts: 5 MIN

1. Long-winded, rambling, mumbling answer
2. Acting unprofessional, mugging for camera person
3. Lying, making up answers, statistics
A sample poor interview of an AEJ student.

_SAY: This is

from ABC News and were at the last school board meeting of the year

where students are holding a rally. Im here with

p
Why are you here today? (Pause and give Interviewee a chance to give poor responses)
p
What is the name of the organization?
p
How much funding is going to be cut from the budget?
p
Is it true that students in this neighborhood dont really need more funding because they dont
care about school and just want to skip school and do drugs?
Quickly identify the +s and

Roles:

-s of each modeling on a butcher paper.

Interviewer _________________ , interviewee _____________________ , scribe ____________________

Chapter 3: Trainings

101

Model Dos: 5 MIN

1. Identify your name, age, school, and CFJ
2. Knowledgeable about issue
3. A poised speaker, good posture, looks camera or interviewer in the eye
4. When you dont know answer, say I dont have that information, I can get it for you later or put
you in touch with someone who can. But what I do know is...
A sample good interview of a AEJ student.

_SAY:

This is

from ABC News and were at the last school board meeting of the year

where students are holding a rally. Im here with

p
Why are you here today?

p
What is the name of the organization?
p
How much funding is going to be cut from the budget?
p
Is it true that students in this neighborhood dont really need more funding because
they dont care about school and just want to skip school and do drugs?

Roles:

Interviewer _________________ , interviewee _____________________ , scribe ____________________

Quickly identify the +s and

-s of each modeling on a butcher paper.

7. Role Play Messaging Opportunities

30 min

Video Record students role-playing interviews with the media.

Afterwards review the recording and have the students evaluate their performance.

8. Closing

5 min

2EVIEW
WHAT
STUDENTS
HAVE
LEARNED
AND
BRIEY
EVALUATE
THE
WORKSHOP
WITH
PLUSES
AND
DELTAS

102

Youth Justice Corps : 2010 Toolkit

FINDING YOUR STORY

= FINDING YOUR POWER
worksheet

4HIS
WORKSHEET
AND
EXERCISE
IS
DESIGNED
TO
HELP
YOU
ND
AND
SHARE
YOUR
INDIVIDUAL
STORY
WITH
THE

media, legislators, funders, and other groups CFJ works with.
/NE
OF
THE
KEYS
TO
LLING
IT
OUT
IS
TO be SPECIFIC. (Example: I want my school to have a college
counselor that visits classrooms, sets up college tours, and invites college recruiters to campus, is a
much clearer request than I want help to go to college.)

1.

Who are you?

2.

What are your educational goals?

3.

What do you want to be or do in the future?

4.

Who are you?
0ART
))

RE
YOU
A
RSTGENERATION
COLLEGE
STUDENT

(Basic info: name, age, grade, school you attend, city you live in)

RE
YOU
OR
YOUR
PARENTS

immigrants? Is English your second language? What do your parents do for a living?)
5.

What are the strengths of your school and community?

6.

What are the challenges of your school and community?

7.

What resources do you need to succeed?

What are you asking for? What are

you demanding? How have you kept up your end of the bargain?

NOTE: (ERE
YOU
ARE
SPEAKING
TO
THE
MEDIA
ADULTS
LEGISLATORS
SCHOOLS
TO
FULLL
THEIR
END
OF
AN

agreement that if students study hard, work to support their families, take care of their siblings,
aspire to college, and dream of a successful, engaged life, that the RESOURCES will be there.
Well, were holding down our end of the deal. Where are you? Do you believe in me?
And if you do, how will you support me and my dreams????
Please keep this hand-out in your folder. If you are ever interviewed or on a delegation visit, feel free
TO
PULL
IT
OUT
AND
USE
IT
TO
TALK
TO
THE
MEDIA
OR
ELECTED
OFCIALS

/NCE
YOU
ARE
COMFORTABLE
WITH
YOUR

story (you are in fact, the expert, right?), and other public speaking skills, you eventually wont need
the sheet and can speak without it.

Chapter 3: Trainings

103

What is a Message?
handout
What is a MESSGAGE?
p
A message is your side of the story. It covers WHO you are, WHAT you want, and WHY it is
important that you get it

What is MESSAGING?
p
MESSAGING is getting your MESSAGE out to people both through word of mouth like phone calls
and door knocking, but also through the mass media like TV and newspapers

Why are Messages or Messaging important?

Because getting media coverage and placing our Messages can:
p
)NUENCE
POLITICIANS
DIRECTLY
IF
THEY
READ
IT
OR
SEE
IT
WHICH
CAN
RESULT
IN
MORE
FUNDING
AND
BETTER

policies (which can result in better schools, more A-G classes, better teachers, safer and cleaner
schools, more counselors, etc.)
p
)NUENCE
POLITICIANS
INDIRECTLY
IF
SOMEONE
IS
MOTIVATED
TO
CALL
OR
EMAIL
A
POLITICIAN
TO
SUPPORT
US
p
-OTIVATE
SOMEONE
TO
ND
OUT
MORE
ABOUT
#&*
JOIN
#&*
VOLUNTEER
WITH
#&*
AND
DONATE
GOODS

services or money to CFJ

How do you Message? How do you get your Messages heard?

2. Prepare your message ahead of time.
3. Keep your message simple and under 30 seconds
(Remember the basics: Who? What? and Why? Who you are / What you want / Why is it important)
4. Stick to your message.
5. Answer the question and then transition back into your message.
6. Use Marking Statements to let reporters and editors know when your message is coming:
a. The reason why Im here is
b. Whats really important is that
c. We want people to know
7. FTER
A
QUESTION
IS
ASKED
ANSWER
IT
BRIEY
AND
THEN
USE
n"RIDGEo
STATEMENTS
TO
COME
BACK
TO
YOUR

message.
a. But more than that, I want to add
b. To expand on your question, we should look at
c. In addition to that point, what wed like to see is

CREDITS: Adapted From CFJ SYLA: Week 5, Day 2: Media and Messaging Training (Yvonne Tran), 2009

104

Youth Justice Corps : 2010 Toolkit

3I: Legislative Visit

Workshop
Goals and Agenda

represent
US*

_ Goals:
A. 4O
UNDERSTAND
THE
ROLE
OF
LEGISLATIVE
VISITS
IN
INUENCING
POLICIES
AND
BUDGET
DECISIONS
B. To allow students and parents the opportunity to generate their own stories for legislative visits
C. To practice the legislative visit agenda in teams

_ Agenda:
1. Opening & Icebreaker

5 min

2. Overview of Lobby Day

10 min

3. Story Prep for Legislative Visits

15 min

4. Legislative Visit Role Plays

30 min

5. Wrap-Up

10 min

_ Total Time:

70 min

_ Materials:
1. Blank paper and pens / markers for all participants
2. Handouts for all participants:
a. Personal Stories worksheet
b. Tips for Legislative Visit Teams
c. Legislative Visit Agenda
d. Legislative Visit FAQ sheet
1. Handout for all team leaders: Legislative Visit Report Form for team leaders
2. Butcher Papers:
a. Session Goals & Agenda
b. Icebreaker Questions
c. Targets and Goals for May 11th

Chapter 3: Trainings

105

1. Opening & Icebreaker

_ sAY:

5 min

Today were going to prepare for the meetings that we will be having with Congress

members in July to get their support for the National Campaign for Quality Education and AEJs
recommendations for the Reauthorization of the Elementary and Secondary Education Act. These
meetings are known as legislative visits because they provide a chance for you, the constituents, to
visit with the legislators and their staff who represent you and talk about your issues and experiences
so they can understand how their decisions are helping or hurting you.

_sAY:

Before we get started were going to do a quick icebreaker. I want you to break into pairs.

Each of you should ask your partner two questions. While your partner is answering the questions,
you should draw a picture that represents their answers or right down key ideas they talk about. You
have 2 minutes each to tell your answers to your partner.
Give people 5 minutes in pairs to discuss their answers with each other. After 5 minutes, ask a few
pairs to share their drawings and highlights about what their partner said.
The questions are:
1. What is one thing you are angry or worried about regarding the nations public education system, and why?
(Drop out rates, Budget cuts, etc?) ___________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

2. What is one reason you are excited to go to D.C. in July? ______________________________________________

___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

106

Youth Justice Corps : 2010 Toolkit

2. Overview of D.C. Lobby Visit

_ASK:
_ASK:

10 min

So who knows why were going to D.C. in July? Take a few responses.
Who knows who our main targets are in July?

p
/UR
MAIN
TARGETS
ARE
#ONGRESS
PEOPLE
WHO
SIT
ON
IMPORTANT
COMMITTEES
THAT
WILL
INUENCE
THE

reauthorization of ESEA.
p
Our secondary targets are Congress people who will vote on our priority legislation.

_ASK:

What are our goals for ESEA? What do we want? (Review AEJS ESEA recommendations)

3. Story Prep for Legislative Visits

15 min

_ASK:

Why do we use legislative visits as a tool for change? Get a couple of answers.

_Say:

We use legislative visits as a way to bring the people who are directly affected by the issue

in this case students, parents, and teachersinto direct conversation with the legislative decisionMAKERS

,EGISLATIVE
VISITS
WHETHER
IN
A
LOCAL
DISTRICT
OFCE
OR
IN
3ACRAMENTO
ALLOW
US
AS
CONSTITUENTS

to help shape the opinions of lawmakers on the issue of the state budget. Finally, its an opportunity
for you to tell your story and share your experiences. Too many times, legislators make decisions
without even hearing or understanding the experiences of the people who are directly affected by
those decisions, especially when it comes to young people.
[How will you give personal stories that are related or relevant to the policies were trying to
INUENCE =

_SAY: Were going to spend some time right now letting you get your personal story together, one
that is related to the issues and policies we will be talking about with legislators and their staff. Each
of you will be on a legislative team with 3 students and one staff team leader. We want to make sure
that you have a chance to prepare your stories for the legislative visits. I want people to get back into
the pairs you had for the icebreaker. Each of you is going to get a worksheet to write down your ideas
ABOUT
YOUR
PERSONAL
EXPERIENCE

9OUmLL
HAVE
VE
MINUTES
TO
JOT
DOWN
YOUR
IDEAS

4HEN
EACH
PAIR
WILL

HAVE
VE
MINUTES
TO
SHARE
YOUR
STORIES
WITH
EACH
OTHER
(AND
OUT
THE
0ERSONAL
3TORIES
WORKSHEET
AND
GO
AROUND
TO
HELP
FOLKS
GET
THEIR
IDEAS
OUT
FTER
VE

MINUTES
MAKE
SURE
PAIRS
ARE
SHARING
THEIR
STORIES

FTER
PAIRS
HAVE
NISHED
ASK
EACH
PAIR
TO
SHARE
ONE

or two highlights from their stories.

Chapter 3: Trainings

107

4. Legislative Visit Role Plays

_SAY:

30 min

Next were going to break into our teams for the legislative visits to actually practice the

legislative visit agenda. Before we get into teams, lets review the Tips for the Legislative Visit
Team.

_ Review: Tips for the Legislative Visit Team

NOTE: If you have extra participants who arent going to be part of a legislative team, then ask each
of them to join a team and play the role of the legislator or legislative staff member. If you dont have
extra participants, ask the staff team leader to play both their role and the role of the legislator.
During the practice, the mock legislator should ask some of the challenging questions on the F.A.Q.
sheet. Team leaders and students can feel free to answer
challenging questions if they feel comfortable.

_SAY:

.OW
WE
ARE
GOING
TO
GET
INTO
GROUPS
OF
VE
PEOPLE
OR
SIX
PEOPLE
IF
YOU
HAVE
FOLKS
WHO
CAN

role-play the legislator). The staff person will play the role of the Team Leader and students should
pick the other speaker roles. If one of you doesnt have an assigned role, you should share your
personal experiences during the role-play. Make sure that all of you use the real stories that you
just developed during the legislative visit role-play. You should take a few minutes in your group
to read over the Agenda and then pick roles. You should also review the Frequently Asked Question
sheet to be prepared for questions that legislators or their staff may ask. On May 11th, some of our
meetings will be with actual legislators and some will be with the legislative staff members that help
them make decisions. (Make sure each participant gets a full packet of the materials for the legislative
visits.)
Give each team 5-10 minutes to review the legislative visit agendas and FAQs. Go around to answer
any questions they have. Then give them 15-20 minutes to role-play the legislative visit

5. Wrap-Up

10 min

WRAP-UP QUESTIONS:
2. How did your legislative visit role-plays go?

_SAY:

3. Do you have any questions about the

to prepare for your legislative visits. Your

process?

Thanks everyone for taking the time

voices should be the most important when our

4. Was anything unclear?

Lawmakers and President Obama make their

5. What was challenging? What was easy?

decisions about the reauthorization of ESEA.

6. Does anyone have any good tips or ideas to

Practice your personal story, and review the tip

share?
108

sheet with your team members. Good luck!

Youth Justice Corps : 2010 Toolkit

Legislative Visit
Personal Stories
Worksheet

Name: _______________________________________________

City: __________________________________________

Please use this sheet to prepare your personal stories for your legislative visits. Hold onto it and use it
to create notes or bullet points for your legislative visits.

1. Why are you here today in D.C., taking time away from school/work, to talk about education issues? _______
(30 seconds) _______________________________________________________________________________________
2. What are the challenges that students and parents face in education in your region? (30 seconds)
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. What are your own individual challenges in reaching your academic goals? ______________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
4. How could your school or district help you to overcome them? _________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. Do you know how your school or district spends its money? ___________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
6. What would you spend it on if you made the decision? _________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
7. 7. How have students and parents in your region organized to successfully transform and improve
education? (2 minutes, including one good campaign story) ____________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Chapter 3: Trainings

109

Tips
for the Legislative Visit Team

Team Leader (Staff):

Your role is to facilitate the meeting kick things off, remind people when

to speak, make sure that the key questions are asked of the legislator or legislative staff person, and
MOVE
THINGS
ALONG

9OU
ALSO
ARE
RESPONSIBLE
TO
ASSIGN
SOMEONE
TO
TAKE
NOTES
AND
LL
OUT
THE
2EPORT

Form.

Note Taker:

You will record responses and other important things that come up during the visit.

Pay attention to the legislators or staffs opinion & take notes on their position.

Everyone:

Tips to remember:

p
-AKE
YOUR
COMMENTS
AS
SPECIC
TO
YOUR
REGION
AS
POSSIBLE

4ALK
ABOUT
YOUR
SCHOOL
DISTRICT

especially if the legislator or the legislative staff person is from your region. Share personal stories
/ experiences!
p
Practice as much as you can and relax! It gets easier and more fun as you go along!
p
Be friendly! Look directly at the person, smile, and act naturally.
p
"E
CONDENT

4HEY
ARE
IN
OFCE
OR
HAVE
THIS
JOB

TO
SERVE
your community.
p
Tell your own story, using vivid examples.
p
Ask them direct questions about what they think.

110

Youth Justice Corps : 2010 Toolkit

3J. Intergenerational Organizing

Youth-Adult Partnerships
workshop

1. Goals and Agenda

15 Min

_ Goals:
A. Understand the critical importance of creating multigenerational alliances in building a
grounded and sustainable Movement as well as the unique strengths that youth and adults
bring
B. Understand the various roles for youth and adults in youth leadership programs
C. Assess where our program is and where you would like for it go in terms of youth engagement
D. Begin an organizational dialogue about how to create a stronger youth-adult partnership

_ Agenda:
1. Welcome, Review of Agenda & Goals

15 min

2. Context

20 min

3. Assessing Youth Leadership

In Your Organization
4. $ENING
9OUTHDULT
0ARTNERSHIP

30 min


MIN

5. Building On Our Strengths

Models of Youth-Adult Partnership

20 min

6. Creating a Youth-Adult Partnership Manifesto

50 min

7. Closing

10 min

_ Total time:

190 min / 3.2 hrs

_ Materials Needed: Appendices

p
Appendix A: Ladder of Youth Engagement
p
Appendix B: Effective and Ineffective Youth-Adult Partnership Skits
p
Appendix C: Elements of Effective Youth-Adult Partnerships
p
Appendix D: Southern Echo: Model of Intergenerational Organizing
p
Appendix E: Sample Manifesto Format
p
Appendix F: Tips for Youth Adult Partnerships (extra hand out)

Chapter 3: Trainings

111

2. Context - Why Youth - Adult Partnership

20 min

Why do it?
p
Connect personal experience of being in the age continuum in a family with youth being in an
age continuum in the Movement
p
Show how the Movement and our work needs both youth and adults to be engaged
p
3HOW
HOW
MULTIGENERATIONAL
CONGURATIONS
ARE
A
DEEP
PART
OF
OUR
CULTURAL
HERITAGE
AND
THAT
THE

SEPARATION
AND
CONICT
BETWEEN
YOUTH
AND
ADULTS
IN
OUR
SOCIETY
IS
RELATIVELY
NEW
AND
CONNECTED

to the poverty, oppression, etc.

_ Materials Needed:
p
Table for an altar
p
Materials for an altar: candles, rocks, incense, water, other appropriate offerings
p
Sheets of paper and markers

Directions
Open by asking participants what an altar is and how they use altars in their cultural heritage.
Have each person take two sheets of paper. Ask participants to write the name of an elder they would
like to honor on one sheet of paper and one person younger than them that they are a role model to.
Ask people to share and place their sheets of paper on the altar.
Explain that we did this activity to high light how we are at once a youth as well as an elder to
someone younger than us we are part of a continuum. Make an analogy between the Movement
and a family. Show important role of both adults and youth and children in the continuum of a family
and how over time, our legacies, histories, stories are developed and passed on through the interdependent, inter-generational interaction of the family unit.

For example:

When you are a child, your parents, grandparents or other elders take care of you.

Then, as people age, the older folks pass on and the younger people have to take on their role. Right
now, your parents might be taking care of their parents. You might already be helping your parents
take care of the household. As you get older, you will also have children. Then, you will take care of
your children and as your parents get older you will take care of them too. As you get to be an elder
or grandparent, your children will be adults and start to take care of you. Its all a cycle where you
pass from one role to the next and its been this way for many, many generations.

112

Youth Justice Corps : 2010 Toolkit

Explain that care is not the only thing that gets passed down through generations. As for examples of
things that get passed down from generation to generation. Can include the following:
p
Food and recipes: tamales (Raza), gumbo (African American), joong (Chinese), pho (Vietnamese),
sofrito (Puerto Rican)
p
Cultural traditions: Danza Azteca (Raza), Jumping the Broom (African American), Visiting the
Cemetery during Ching Ming (Chinese), Dying Red Eggs for New Years (Mien)
p
Spiritual practives: visiting temple (Buddhist), going to church, ceremony, Sun Dance (Native
American)
p
Healing practices: hot toddies (African American), burning sage (Native American), scraping back
with spoon and oil (Vietnamese)

_ Ask:

How do these things get passed down? Highlight that these stories and traditional

knowledge is passed on in intergenerational forums where adults and children go do things or attend
events together you learn by observing and having a role. If the youth just did their own thing, we
would never learn these things. Many of us are just doing our own thing (while adults also are doing
THEIR
OWN
THING
AND
HAVE
DIFCULTY
RELATING
TO
US

AND
WE
ARE
LOOSING
CHANCES
TO
LEARN
A
LOT
OF
THE

knowledge that our elders have and practice. Our whole community suffers and looses in the end.
Connect these concepts to the Movement.

_ Ask:
p
If the Movement was our family, what does it mean to only work on youth issues or only adult
issues?
p
What types of knowledge or strength might be lost?
p
Why dont we work inter-generationally more?
Close out by connecting to the goals of this workshop and explaining that we will explore more how to
ADDRESS
THE
DIFCULTIES
OF
WORKING
INTERGENERATIONALLY
LATER
ON
IN
THE
WORKSHOP
Say something about how the feedback that this group creates about youth-adult partnerships in this
workshop will be shared with the adults in the organization. We will be doing skits later that will video
taped and viewed by the adults. Emphasize we want to start a productive dialogue about how we can
strengthen the youth-adult partnership in this organization. Ask for permission for videotaping.

Chapter 3: Trainings

113

3. Assessing Youth Engagement in Your Organization

30 min

Why do it?
p
Youth groups are usually part of some bigger adult led organization and that means we need
to see the degree to which youth are engaged (in leadership and decision making) in order to
GURE
OUT
WHAT
KIND
OF
YOUTHADULT
PARTNERSHIP
EXISTS
OR
DOESNmT
EXIST

IN
THE
ORGANIZATION
p
Have common language and understanding about the various kinds of youth engagement that
can exist and the roles that adults and youth play in each kind

_ Materials needed:
p
Butcher paper and markers to scribe peoples comments
p
Butcher Paper 1: Ladder of Youth Engagement (model after Appendix A)
p
Post its or half sheets of paper and markers

Directions
_ Explain

that youth groups are usually part of some bigger adult led organization. Although

adults in the group often will say we have a youth leadership group, youth leadership or youth
engagement (or involvement in decision making about the programming, activities or campaigns) can
COME
IN
MANY
DIFFERENT
FORMS

7E
ARE
RST
GOING
TO
SEE
THE
DIFFERENT
TYPES
OF
YOUTH
ENGAGEMENT

there can be and then assess where our organization is on the spectrum. Then in the later part of the
WORKSHOP
WEmLL
GET
TO
DENE
MORE
WHERE
WE
WOULD
,)+%
TO
BE
IN
TERMS
OF
YOUTH
ENGAGEMENT
IN
OUR

organization.
Give an overview of the Youth Engagement Ladder. The Youth Engagement Ladder was developed
by a guy named Roger Hart and its so useful to youth leadership organizations that its used by all
kinds of groups from people like us to large international groups like UNICEF. The ladder goes from
low levels of youth engagement on the bottom to high levels on the top. The highest form of youth
engagement is youth-adult partnership.

_ Hand out:

Appendix A: Ladder of Youth Engagement.

(AVE
VOLUNTEERS
TAKE
TURNS
READING
THE
DENITIONS
FOR
EACH
LEVEL

SK
THEM
TO
SHARE
AN
EXPERIENCE
OR

example of each level of the ladder and throw out examples of roles that youth and adults would play
AT
EACH
LEVEL

SK
FOR
ANY
QUESTIONS

(IGH
LIGHT
THAT
THE
RST

RUNGS
OF
THE
LADDER
ARE
OFTEN
CALLED

youth engagement or youth leadership but they really shouldnt even count as that.
Have participants list the major activities of the their group or organization on the post its or the half
sheet pieces of paper one activity per sheet.
SK
SEVERAL
PEOPLE
TO
GET
IN
THE
MIDDLE
OF
A
SHBOWL
AND
CATEGORIZE
THE
ACTIVITIES
ACCORDING
TO
HOW

much youth engagement went into the activity (according to Youth Engagement Ladder).
114

Youth Justice Corps : 2010 Toolkit

Debrief
SK
THE
MIDDLE
OF
THE
SHBOWL
TO
DEBRIEF
ABOUT
THEIR
EXPERIENCE
p
What was hard or easy about this exercise?
p
Any surprises?
SK
THE
OUTSIDE
OF
THE
SHBOWL
TO
SAY
ANY
DIFFERENCES
OF
OPINION
OR
OBSERVATIONS
THEY
HAD
ABOUT
HOW

the activities were categorized.
Ask the entire group about:
p
Any lessons that they can draw from how their group or organization operates with regards to
youth engagement?
p
Key differences of opinion?
p
Major unclear areas?
Now ask the group, where on the Youth Engagement Ladder would they like their program to be?
Close out by summarizing how the group has assessed their organization and where they would like
to go in terms of youth engagement. Since the highest level of youth engagement is youth-adult
PARTNERSHIP
WE
ARE
GOING
TO
SPEND
SOME
TIME
REALLY
GURING
OUT
WHAT
WE
MEAN
BY
YOUTHADULT

partnership in our next activity.

FACILITATORS NOTE: Most groups want to move in the direction of youth-adult partnership.
This level is what we mean by a true inter-generational partnership.

SOURCES: Roger Hart: Ladder of Youth Engagement

Chapter 3: Trainings

115

4. Defining Youth-Adult Partnership

45 min

Why do it?
(AVE
PARTICIPANTS
THINK
MORE
SPECICALLY
ABOUT
WHAT
AN
EFFECTIVE
YOUTHADULT
PARTNERSHIP
LOOKS
LIKE
IN

an ideal sense so they can relate their everyday experience in their organization to this ideal

_ Materials needed:
1. Butcher paper, Tape, and Markers
2. Butcher Paper 2: Pair and Share Questions
p
What strengths do youth bring to the table and what strengths do adults bring to the
table in Movement work?
p
What does an effective partnership between youth and adults look like and feel like?
Interpersonally and also in an organization?
p
What does an ineffective partnership between youth adults look like and feel like?
Interpersonally and also in an organization?
3. Handout Effective and Ineffective Youth-Adult Partnership Skits (Appendix B)
4. Hand out Elements of Effective Youth-Adult Partnerships (Appendix C)
5. Video tape recorder

FACILITATOR NOTE:
The skits will be video taped and later shared with the adults in the organization. Its important to set
the tone that the youth should be honest, and yet not mean, if they have a critique of the organization.

Directions
Ask participants to break into two and discuss the questions on Butcher Paper 2: Pair and Share
Questions.
After they discuss in their groups, explain that one group will do a skit on a effective (good, healthy)
youth-adult partnership and the other group will do a skits on an ineffective (bad, unhealthy) youthadult partnership. Ro-Sham-Bo between representatives of the two groups to pick which groups gets
what skit.

116

Youth Justice Corps : 2010 Toolkit

Hand out Appendix B: Effective and Ineffective Youth-Ault Partnership Skit. Ask them to individually
LL
OUT
ANSWERS
TO
THE
QUESTIONS
BASED
ON
THE
GROUP
THEY
ARE
IN
%FFECTIVE
OR
)NEFFECTIVE

AND
THEN

share with each other to produce their skit.
Perform skits for each other. While one group performs other group writes down things that they
noticed about the organization depicted in the skit and share at the end. Performing group shares
what they intended with the skit and touches on anything the other group missed.
Ask participants to share what they noticed and create on butcher paper a generalized list of
characteristics of an effective youth-adult partnership and effective youth-adult partnership. Hand
out Appendix C: Elements of Effective Youth-Adult Partnerships and go over any points they may have
missed in the list that the group created.
NOTE: Pull out here that youth-adult partnership is not where adults give over their role to provide
resources and guidance. Its not about adults feeling scared, guilty, or unable to exert their leadership
with youth people.

Debrief
Debrief by asking how having aspects of effective and ineffective youth-adult partnerships has
affected the work in your organization.

5. Building on Our Strengths: Model Youth-Adult Partnerships 20 min

Why do it?
p
Give people a sense that they have participated in some aspects of healthy youth-adult
partnerships, they and their organizations can do it well
p
Show some models for how other organizations have done youth-adult partnerships well

_ Materials Needed:
p
Butcher paper, Tape, and Markers
p
Hand out Youth-Adult Partnership Best Practices (Appendix D)

Directions
Explain that we have all experienced positive youth-adult partnerships before and we should learn
from our strengths in this area. Ask participants to share when they have in the past experienced one
or more of the Elements of Effective Youth-Adult Partnerships and describe it.

Chapter 3: Trainings

117

Pass out the Hand Out Southern Echo: Model of Intergenerational Organizing. Have volunteers
read parts of the document. Pose the following questions and scribe their answers:
p
What do you like about this case study?
p
What ideas would you like to propose to your program?
Close out by introducing the next activity which is to put together a youth-adult partnership manifesto
where you can propose any of the ideas or principles that you have learned during this session.

6. Youth-Adult Manifesto

50 min

Why do it?
Give people a chance to apply their learning to creating a vision for how they want to see youth-adult
partnership in their organization

_ Materials needed:
p
Butcher paper, Tape, and Markers
p
Lined paper and pens
p
Handout Sample Manifesto Format (Appendix E)
FACILITATORS NOTE:
Some pre-work with other agency staff needs to happen so that you have some idea of
how the manifesto and video will be presented to the other adult staff at the agency.
This is important to not set up youth for disappointment.

Directions
Open by explaining that now they will get a chance to create a manifesto about how they would like to
see youth-adult partnership in their program or organization. Ask if anyone knows what a manifesto
IS

$ENE
MANIFESTO
Hand out and go over the Sample Manifesto Format (Appendix E). Get volunteers to draft different
parts.
Allow the groups to have 20 minutes to draft their parts. Reconvene the large group and have the
groups read out their drafts. During each groups presentation, the other groups should jot down
what they liked and suggestions on the piece that was presented. Have the group share their
feedback on the different parts.
118

Youth Justice Corps : 2010 Toolkit

$ISCUSS
HOW
EITHER
HAVING
ANOTHER
MEETING
OR
A
SUBCOMMITTEE
WILL
PRODUCE
A
NAL
DRAFT
Discuss how this manifesto will be brought back to the larger organization: create some immediate
next steps and a timeline.

7. Closing

10 min

Bring it back to the goals of the workshop. Ask participants to share one major thing s/he learned in
the workshop and share one hope s/he has for the group in terms of youth-adult partnership.

SOURCES
$ENITION
OF
9OUTH
DULT
0ARTNERSHIPS
IN
PPENDIX
"
FROM
4EXAS
.ETWORK
OF
9OUTH
3ERVICES

Making It Work: A Guide to Successful Youth-Adult Partnerships.
Elements of Effective Youth Adult Partnerships, YouthNet, http://www.fhi.org/youthnet.

Chapter 3: Trainings

119

Appendix A

Ladder of
Youth Engagement

1.

Manipulation:

Happens where adults use young people to support causes and pretend that

the causes are inspired by young people.

2.

Decoration:

Happens when young people are used to help or bolster a cause in a relatively

indirect way, although adults do not pretend that the cause is inspired by young people.
3.

Tokenism:

When young people appear to be given a voice, but in fact have little or no choice

about what they do or how they participate.

4.

Assigned but informed:

4HIS
IS
WHERE
YOUNG
PEOPLE
ARE
ASSIGNED
A
SPECIC
ROLE
AND

informed about how and why they are being involved.

5.

Consulted and informed:

Happens when young people give advice on projects or

programs designed and run by adults. The young people are informed about how their input will
be used and the outcomes of the decisions made by adults.
120

Youth Justice Corps : 2010 Toolkit

6.

Adult-initiated, shared decisions with young people:

Occurs when projects or

programs are initiated by adults but the decision-making is shared with the young people.

Young people-initiated and directed:

7.

This step is when young people initiate and

direct a project or program. Adults are involved only in a supportive role.

8.

Young people-initiated, shared decisions with adults:

This happens when

development of projects or programs and decision-making is shared between young people and
adults. These projects empower young people while at the same time enabling them to access and
learn from the life experience and expertise of adults.

Outcome

View of Youth
Involvement
Youth as
Objects
Adults know
what is best for
young people.

Involves youth in adultcontrolled situations at

the discretion of adults.
Young peoples contributions
are insignificant and
underutilized. Young people
maintain a powerless position.

Youth as
Recipients
Adults
view youth
participation as
an experience
that will be
good for them.
Youth as
Partners
Adults view
youth as
important
contributors.

Chapter 3: Trainings

Rungs
of the Ladder
1. Manipulation
2. Decoration
3. Tokenism

Creates opportunity for

young people to learn from
the adult experts, which will
help them when they become
adult contributors.

4. Assigned but informed

Encourages youth to become

involved in all aspects of
the organization, group, or
project. Youth and adults
share power and are equal
partners in decision-making;
both bring strengths,
abilities, and expertise to the
table. The system of care is
youth-guided.

7. Youth initiated and

directed

5. Consulted and
informed
6. Adult initiative,
shared decisions with
youth

8. Youth initiated, shared

decisions with adults

121

Appendix B

Effective and Ineffective

Youth-Adult Partnership Skits
What is a Youth Adult Partnership?
A youth and adult partnership is a joint effort between youth and adults who are working together to
establish and achieve common goals. The partnership is one in which both parties share equal power
and control over making decisions on what gets done, who does what and how.

Guiding Questions for the Skits

p
When you walk into an organization, how can you tell if the organization is or isnt about youthADULT
PARTNERSHIPS

SET
UP
SPACE
c

p
When you observe people at this organization interacting, what are the adults saying to each other
about the youth? What are the youth saying to each other about the adults?
p
Do the youth and adults interact? How? What do the youth and adults say to each other? What
do they do together?
p
Who gets to make decisions about what?
p
How do the adults feel about the organization and the work? How do the youth feel about the
organization and the work? Is it similar or different and how?

122

Youth Justice Corps : 2010 Toolkit

Appendix C

Elements of Effective
Youth-Adult Partnerships
What Are Important Elements
of Effective Youth-Adult Partnerships?
p
Clear goals, expectations, and responsibilities for both youth and adults.
p
Mutual respect
p
Youth and adults have meaningful roles, not tokenism
p
9OUTH
HAVE
OWNERSHIP
AND
A
CLEARLY
DENED
ROLE
IN
DECISION
MAKING

p
Communication and active listening
p
Youth are involved in as many levels of the project or organization as possible or feasible (and they
are involved from the beginning of the project)
p
Recognition of the different strengths and needs that both adults and youth bring to the work
p
Commitment to youth-adult partnerships from all levels of the organization
p
Adults get support and training on how to work with youth
p
Youth get adequate support, training, supervision and mentoring to do the work
p
3CHEDULE
OF
MEETINGS
ARE
EXIBLE
TO
ACCOMMODATE
SCHOOL
AND
OTHER
COMMITMENTS
OF
THE
YOUTH
p
Meetings provide transportation and food
p
Checking in with the needs of adults and youth in the group regularly
p
Address misconceptions and biases that youth and adults have about each other
p
Recognition and assistance for youth in balancing their many other commitments to school, family,
work and social life

SOURCE: Adapted from Youth Lens, Youth-Adult Partnerships Show Promise, March 2003,
http://www.fhi.org/youthnet

Chapter 3: Trainings

123

Appendix D

Southern Echo
Model of Intergenerational Organizing

Southern Echo, Inc

PO Box 9306 | Jackson, MS 39286
P (601) 982-6400 | F (601) 982-2636
[email protected]
www.southernecho.org

SOUTHERN ECHOS APPROACH

Develop Grassroots Leadership

and their effective participation is essential if the

Southern Echo is a leadership development, education

struggle to empower the African American community

and training organization working to develop grassroots

in Mississippi is to be successful.

leadership across Mississippi and the Southern region.

The primary objective is to enable communities to make
the political, economic, environmental and education
systems, accountable to the needs and interests of the
African American community.

Southern Echos Inter-Generational Model

A special emphasis for Southern Echo is the active
inclusion of the young people in the community in
this process on the same basis as adults. The young
people have the fewest ties to the past, the least fear,
and have the potential for creating a broad vision of a
fair and just society.

Fighting Racism through Empowerment

Only when the African American community in
Mississippi, and other parts of the South, is empowered
and able to make the system accountable to the needs
and interests of the community, can the community
BEGIN
TO
GHT
RACISM
EFFECTIVELY

3OUTHERN
%CHO
WORKS

through its training and technical assistance programs
to provide the information which community people
need to develop the skills to become effective
community

organizers,

enable

people

in

their

respective communities to assume leadership roles,

and work together for the empowerment of the African
American community.

The young people are the present, as well as the future,

124

Youth Justice Corps : 2010 Toolkit

Truth telling and Overcoming Fear

Truth telling is central to the empowerment process. In the training sessions and in the community, community
people develop the willingness and skill to overcome their fear and tell it like it is. When people confront the real
problems which communities face, including who the gatekeepers are that hold back the community, it becomes
POSSIBLE
TO
BUILD
A
SOLID
FOUNDATION
WITHIN
THE
COMMUNITY
TO
GHT
FOR
CHANGE

An Example of Southern Echos Work: Holmes County, MS

On the eastern edge of the Mississippi Delta in the

of this process, the students learned mapping skills.

central sector of Mississippi, Citizens for Quality

They found 35 illegal dump sites and located them on a

Education (CQE), whose governing board includes

huge color-coded map of the county to illustrate their

younger people, worked with middle and high school

location.

students to build two environmental programs that

skills. They took photographs of each site and wrote

enabled younger people to understand how to create

ABOUT
THEM

)N
ADDITION
THEY
TOOK
VIDEO
LM
OF
THE

and undertake effective strategies to impact the

locations to show the extent of the dumping from a

formation of public policy at the county level.

number of angles.

In Holmes County, as elsewhere in the Delta, many of the

Finally, they learned skills of analysis, presentation

public schools sit in the middle of huge plantations on

strategy, public speaking, and how the decision-making

which aerial and ground spraying dump huge amounts

process works with the county board of supervisors.

of dangerous agricultural chemicals that endanger

The students organized their presentation, with an

those exposed. The students, working with support

emphasis on student presentation and the use of a

from CQE, conducted a campaign of community

variety of visual aids. As important, they learned the

education as to the dangers of aerial spraying because

legal duties and responsibilities of the supervisors.

the chemical plumes inevitably blow through the open

At the board hearing, when the supervisors hemmed

school windows in the spring and fall.

Then, with

and hawed and sought to duck responsibility for the

community support, they successfully negotiated with

issue, the students, supported by older and younger

THE
COUNTY
AGENTS
AND
OTHER
COUNTY
OFCIALS
TO
ORDER

people present at the hearing, argued successfully

a moratorium against aerial spraying of agricultural

that the supervisors had a responsibility to alleviate the

chemicals near the public schools.

hazardous conditions and enforce the environmental

Building on this success, students from the public

schools investigated the practice of illegal dumping
by citizens and businesses of both hazardous and
household waste in the county. These dump sites were

In addition, they learned documentation

prohibitions against the illegal dumping, or the state

would have to step in. The supervisors yielded to the
student demands and agreed to a strategy for the
elimination of the illegal dumps.

creating land and water environmental hazards. As part

Chapter 3: Trainings

125

Appendix E

Sample Manifesto Format

1. We the youth of (insert program name) seek to strengthen the youth-adult partnership of
INSERT
PROGRAMS
NAME

SO
WE
CAN
BE
A
MORE
POWERFUL
FORCE
IN
GHTING
FOR
JUSTICE
2. We need to strengthen the youth-adult partnership in our organization because:
3. 7E
DENE
YOUTHADULT
PARTNERSHIP
AS
4. We want to appreciate and build on the many strengths of our organization.
(List or express thanks for the positives of the organization and strengths that the adults and
youth bring to the work)

Positives of the
organization:

Strengths that the

adults bring to the
work:

Strengths that the

youth bring to the
work:

5. To build on these strengths towards a stronger youth-adult partnership, we would like to see:
p
Insert sentences about structural aspects that youth want to see communication,
coordination, funding, decision making (what would youth want to have more decision
making power over).
p
Insert sentences about interpersonal aspects that youth want to see both from
themselves as well as adults.
6. Insert any closing thoughts here or other statements:

126

Youth Justice Corps : 2010 Toolkit

Appendix F

Tips for
Youth - Adult Partnerships
Tips for youth Working with adults
1. Most adults have good intentions. Remember that they are simply not used to working in
partnership with young people.
2. Criticism doesnt necessarily mean adults are putting you down or that an adult doesnt
value your contribution. It may mean the adult is treating you the same way he/she would an
adult colleague. Remember that adults are used to critiquing each others work and offering
constructive ideas to improve a project. Just because an adult doesnt agree with someone, it
doesnt mean that he/she disrespects that person.
3. Adults may not be aware of the capabilities of young people. They can be told a hundred times
that young people are mature, but showing them that you can act maturely is the best way to
make the case.
4. Adults often feel responsible for the success or failure of the project. This is what makes it
hard for them to share power. They may need to know that you are willing to share in both the
successes and the failures.
5. Adults are just as uncertain as youth. They have just learned to hide it better.
6. Sometimes adults use phrases and expressions, whether consciously or not, that annoy young
PEOPLE
AND
ARE
RED
AGS
THAT
THEY
ARENmT
TREATING
YOUTH
AS
PARTNERS

,IKE
AN
ANNOYING
DRIP
OF

water, these phrases and expressions can ruin a relationship. Be prepared to speak up and tell
adults how you feel when they say certain things.
7. Dont be afraid to ask questions or for an adult to go over something again. Adults often use
words, phrases, and acronyms that you might not understand. Adults new to the program
usually do not understand them either.
8. Dont be afraid to say, No I cant do that or no I cant help on that project, etc. Adults will
understand that you have other important commitments, like you education, family, friends,
hobbies, and sports.

Chapter 3: Trainings

127

Tips for Adults Working with Youth

1. Share the responsibility of leadership. Provide guidance, but avoid total control.
2. Listen carefully to youth and try to understand their perspective.
3. Provide meaningful roles and assignments for youth.
4. Share all work activities, even tedious ones.
5. Treat young people as equals and develop a partnership relationship.
6. Keep youth informed about activities, even when problems occur.
7. Be energetic and excited about activities. Have a positive, open attitude.
8. Make activities fun and challenging.
9. Be clear about the levels of authority for youth and back their decisions
when they fall within the agreed upon guidelines.
10. Serve as role models for the youths, and be fair and consistent in your actions.

SOURCE: Texas Network of Youth Services, Developed by Advocates for Youths Teen Council,
http://www.tnoys.org/TNOYSServices/PromotingYouthDev

128

Youth Justice Corps : 2010 Toolkit

3K. Building Internal

Solidarity
workshop
Goals and Agenda
_ Goals:
A. Increase the power of the Movement by building unity in our organizations through
UNDERSTANDING
CONICT
AND
OUR
REACTIONS
TO
CONICT
B. 5NDERSTAND
THAT
CONICT
IS
NEITHER
GOOD
NOR
BAD
q
CONTRADICTION
IS
AN
IMPORTANT
TRANSFORMATIVE

force that should be named, harnessed, and struggled over in order to build unity and increase
understanding.
C. )DENTIFY
COMMON
SOURCES
OF
CONICT
INTERNAL
PERCEPTIONS
STEMMING
FROM
ONEmS
OWN

INTERPRETATIONS
AND
EXPERIENCES

STRUCTURAL
IDEOLOGICAL
AS
WELL
AS
TOOLS
TO
DEESCALATE
CONICT

_ Agenda:
1. #ONTEXT$ENING
#ONICT


MIN

2. #OMMON
3OURCES
OF
#ONICT


MIN

3. 5SING
#ONICT
TO
4RANSFORM
/URSELVES
& Grow in the Work

70 min

4. (ANDLING
#ONICT
IN
2EAL
,IFE

Scenarios

65 min

5. Closing

10 min

_ Total time:

170 min / 3 hrs 5 min

_ Materials Needed:
p
APPENDICES:
p
Appendix A:

COINTELPRO Basics

p
Appendix B:

All About Being Triggered

p
Appendix C:

Emotional Elevator

p
Appendix D:

Active Listening

p
Appendix E:

I Messages

p
PPENDIX
&

$EALING
WITH
#ONICT
IN
2EAL
,IFE

3CENARIOS

Chapter 3: Trainings

129

1. Context - Defining Conflict

15 min

Prep Materials
1. Butcher Paper 1: SHEET
WITH
THE
FOLLOWING
DENITION

Conflict is a disagreement through which the parties involved

perceive a threat to their needs, interests or concerns.
2. Butcher Paper 2: sheet with the following quotes:

There is no progress without struggle.

Frederick Douglass

Difficulties are meant to rouse, not discourage.

The human spirit is to grow strong by conflict.
- William Ellery Channing

Conflict is the gadfly of thought.

It stirs us to observation and memory. It instigates invention.
It shocks us out of sheep like passivity,
and sets us at noting and contriving.
- John Dewey

3. Parking Lot Butcher Paper: for off topic items and items for Building Internal Solidarity Part 2
FACILITATOR Note: Read over Appendix A and be prepared
to paraphrase the handout if pressed for time.

Directions
Explain that the ultimate goal of this workshop (part 1) and the workshop afterward (part 2) is to move
TOWARDS
USING
CONICT
PRODUCTIVELY
TO
BUILD
UNITY
WITHIN
OUR
ORGANIZATIONS
ULTIMATELY
TO
BUILD
A
HEALTHY

sustainable movement that is capable of victory.
SK
FOR
SOME
EXAMPLES
OF
CONICT
THAT
THE
GROUP
HAS
SEEN
NEGATIVELY
IMPACT
THE
WORK

SK
HOW
DOES

CONICT
USED
UNPRODUCTIVELY
IMPACT
THE
WORK
AND
ULTIMATELY
THE
-OVEMENT
Go over COINTELPRO and how the government has exploited the lack of internal solidarity in order to
bring down powerful organizations as well as leaders. (See appendix A).

CREDITS: California Fund for Youth Organizing (Jidan Koon, Mateo Nube, Neelam Pathikonda), 2007

130

Youth Justice Corps : 2010 Toolkit

4RANSITION
BY
EXPLAINING
THAT
NOT
ONLY
DOES
DEALING
WITH
CONICT
IN
NEGATIVE
WAYS
HAVE
SERIOUS

CONSEQUENCES
WE
DONmT
DEAL
WELL
WITH
CONICT
BECAUSE
IT
MAKES
OUR
GHT
OR
IGHT
INSTINCTS
KICK
INTO

gear. We often act out of that fear instead of rationally dealing with the situation.
)N
FACT
A
BASIC
DENITION
OF
CONICT
IS
SHARE
"UTCHER
0APER



Conflict is a disagreement through which the parties involved

perceive a threat to their needs, interests or concerns.
%XPLAIN
THAT
A
CONICT
IS
MORE
THAN
A
MERE
DISAGREEMENT

7HAT
MAKES
IT
MORE
THAN
A
DISAGREEMENT

IS
THE
0%2#%04)/.
OF
4(2%4

"ECAUSE
OF
THE
FEELING
OF
THREAT
AND
FEAR
THAT
CONICT
BRINGS
UP
IN
US

IT
MAKES
US
ACT
IRRATIONALLY
AND
IS
OFTEN
JUDGED
AS
NEGATIVE

(OWEVER
CONICT
IS
NEITHER
GOOD
NOR
BAD

AND
IT
IS
A
NATURAL
OCCURRENCE
IN
RELATIONSHIPS
AND
ORGANIZATIONS

)N
FACT
WHEN
YOU
DEAL
WITH
CONICT
IN

a productive way, it is important to transformation, growth, and understanding.
Share the quotes on Butcher Paper 2. SK
PARTICIPANTS
TO
REECT
ON
THE
QUOTES
AND
HOW
THEY
RELATE

TO
CONICT

4AKE

q

COMMENTS

(IGHLIGHT
THAT
IN
THIS
WORKSHOP
PART


WE
ARE
GOING
TO
LEARN
HOW

TO
USE
CONICT
q
OR
STRUGGLE

PRODUCTIVELY
IN
OUR
LIVES
AND
IN
OUR
ORGANIZATIONS

7E
ARE
GOING
TO
GIVE

tools to help us understand why we, as individuals
FEEL
THREATENED
IN
CONICTS
AND
ONCE
WE
CAN

pinpoint why we feel threatened, we can stop reacting in blind fear (or anger) and instead act out of
A
STRONG
GROUNDED
PLACE
TO
DEESCALATE
OR
RESOLVE
CONICTS

)N
THE
PROCESS
WE
GROW
TO
UNDERSTAND

ourselves and others more.
)N
THE
NEXT
SESSION
PART


WE
WILL
FOCUS
ON
HOW
CONICT
PLAYS
OUT
IN
THIS
ORGANIZATION
AND
HOW
WE
CAN

COLLECTIVELY
USE
CONICT
MORE
PRODUCTIVELY

)SSUES
AND
QUESTIONS
WILL
PROBABLY
COME
UP
IN
THIS
SESSION

ABOUT
ORGANIZATIONAL
CONICT
AND
HOW
WE
COLLECTIVELY
ADDRESS
IT
q
WE
WILL
PUT
THESE
IN
THE
n0ARKING

Lot to talk about in the next session.

SOURCE: $ENITION
OF
CONICT
COMES
FROM
5NIVERSITY
OF
7ISCONSIN
q
-ADISON
http://www.ohrd.wisc.edu/onlinetraining/resolution/aboutwhatisit.htm

Chapter 3: Trainings

131

2. Common Sources of Conflict

_ Materials:

10 min

Butcher paper and markers to scribe peoples comments

Directions
,ET
PARTICIPANTS
KNOW
THAT
THERE
ARE
MANY
DIFFERENT
SOURCES
OF
CONICTS
AND
IN
THIS
WORKSHOP
WE
WILL

FOCUS
ON
THREE
MAJOR
SOURCES
OF
CONICTS
WITHIN
SOCIAL
JUSTICE
GROUPS

'O
OVER
EACH
TYPE
AND
ASK

PARTICIPANTS
TO
GIVE
SOME
EXAMPLES
OF
WHEN
THEY
HAVE
SEEN
CONICTS
CAUSED
BY
EACH
TYPE

_ Structural:
Something about the way the work or the organization is structured creates an atmosphere or
ENVIRONMENT
THAT
BREEDS
CONICT
WITHOUT
SPACES
TO
RESOLVE
IT

Examples (if participants dont have them):

p
Lack of guidance or check ins, people doing work without spaces to coordinate, debate, or share
leads to miscommunications
p
A culture where honest dialogue is discouraged no ground rules or impartial facilitators to create
space for dialogue, always working and never checking on process
p
Power imbalances where organizations value certain voices over others (especially along Isms lines)
p
,ACK
OF
CLEAR
DECISION
MAKING
GUIDELINES
q
WHO
HAS
SAY
OVER
WHAT
ISNmT
DENED
AND
THIS
LEADS
TO

power struggles, people expecting a say when they dont have it or people being told they have a
say when they dont

_ Ideological:
Differences of approach, strategy, and opinion about the work itself. These kinds of differences are
healthy in any organization and should be part of deepening our understanding of social change (not
dogmatism). Where this gets tricky is when we take ideological debates personally.

_ Internal:
Someone says or does something that brings back another deeper hurt that youve experienced. We
call this being triggered. We often take out all our past hurts on the situation right in front of us and
THIS
USUALLY
ESCALATES
CONICT

4HERE
IS
ALSO
THE
DIFFERENCE
BETWEEN
INTENT
AND
IMPACT
SOMEBODY
DOES

something without intentionally causing you pain but the impact is that you feel pain because of how
you interpreted the interaction.
4RANSITION
BY
EXPLAINING
THAT
ALL
OF
THESE
SOURCES
OF
CONICT
ARE
INEVITABLE
IN
-OVEMENT
WORK

9OUR

organization or coalition is not abnormal or particularly dysfunctional. We need to be clear about the
ROOT
CAUSES
OF
CONICTS
IN
ORDER
TO
ADDRESS
THE
ROOTS
INSTEAD
OF
PUTTING
IT
ON
nPERSONALITY
DIFFERENCESo


)F
THERE
IS
A
STRUCTURAL
REASON
FOR
A
CONICT
BETWEEN
A
SUPERVISOR
AND
SUPERVISEE
THAT
MEANS
THE

structure needs to change instead of chalking it up to s/he just doesnt like me.

132

Youth Justice Corps : 2010 Toolkit

-ANY
TIMES
A
CONICT
HAS
ASPECTS
OF
ALL
THREE
SOURCES
q
AND
THEREFORE
THE
SOLUTION
WILL
TAKE
SOME

combination of changing your own personal outlook on the situation, making adjustments in the way
your organization or program runs, and agreeing to disagree about ideology.
)N
THIS
SESSION
WE
ARE
GOING
TO
FOCUS
ON
THE
THIRD
SOURCE
OF
CONICT
q
THE
INTERNAL
ORIGINS
OF
HOW
WE
SEE

AND
EXPERIENCE
THINGS

7E
WILL
FOCUS
ON
THE
STRUCTURAL
AND
IDEOLOGICAL
SOURCES
OF
CONICT
IN
THE
NEXT

session (Building Internal Solidarity Part 2).
4HE
NEGATIVE
EFFECTS
OF
CONICT
ARE
RARELY
ABOUT
THE
CONICT
ITSELF
q
IT
IS
USUALLY
ABOUT
ONEmS
REACTION
TO

IT

)N
ORDER
TO
SEE
CLEARLY
THE
ROOT
CAUSE
OF
A
CONICT
WE
NEED
TO
RST
LOOK
AT
THE
SITUATION
FROM
A
MORE

GROUNDED
PLACE
THAN
THE
EMOTIONAL
FEARFUL
ANGRY
PLACE
THAT
WE
USUALLY
ARE
IN
THE
MIDDLE
OF
A
CONICT


The next activity is about how we as individuals can get to that clear, grounded state to come up with
A
PROACTIVE
PLAN
OF
ACTION
WHEN
WE
ENCOUNTER
A
CONICT
IN
OUR
ORGANIZATION

3. Using Conflict to Transform Ourselves & Grow In the Work 70 min

_ Materials:

Butcher paper, Tape, and Markers

1. Butcher Paper 3: Emotions and Feelings

Disrespected

Protective

Calm

Angry

Closed

Panicked

Sad

Aggressive

Fearful

Overwhelmed

Confused

Numb

Shocked

Threatened

Indifferent

Enraged

Scared

Resistant

Hurt

Passive

Devastated

1. Butcher Paper 4: Example Emotional Elevator (See Appendix C)

2. Handouts:
p
All About Being Triggered sheets (Appendix B)
p
Emotional Elevator sheets (Appendix C)
p
Active Listening (Appendix D)
p
I Messages (Appendix E)

Chapter 3: Trainings

133

FACILITATOR NOTE:
9OU
PROBABLY
NEED
TO
GIVE
PEOPLE
A
HEADS
UP
THAT
THIS
CAN
BE
AN
EMOTIONALLY
DIFCULT
EXERCISE
AND

that if people need to step out of it, they should. Also, set aside some time to check in with people
individually after the workshop if you see people need a place to debrief or get more support.
If you as the facilitator feel that the general vibe of the workshop gets too emotional, propose that
the group take a break.Acknowledge that many old traumas are being brought up for people and
recognize people for being brave and going there. Some strategies you may use to re-focus the
GROUP
AFTER
THE
BREAK
INCLUDE
HAVING
PEOPLE
FREEWRITE
BRIEY
ON
WHAT
THEY
ARE
FEELING
AND
WHAT

they need from the group in order to continue with the rest of the workshop. Then ask people to
voluntarily share and see if you can come up with a plan of action from there. During the break, check
in with people that appear particularly affected and encourage them to take care of themselves,
suggest stepping out or simply observing (without participating) the workshop if they want.
You also need to have 1 2 good personal examples of being triggered for the activities.
Pre-prepare these for the Recognizing When Were Being Triggered and
Emotional Elevator sections.

134

Youth Justice Corps : 2010 Toolkit

Directions
Explain that in this next part of the workshop, we will learn how to stop reacting in negative ways
TO
CONICT
AND
INSTEAD
USE
CONICT
AS
OPPORTUNITIES
TO
REVEAL
OUR
OWN
PAST
HURTS
DECIENCIES
IN
OUR

organizational structures, and ideological differences in our organizations?

Recognizing When We Are Triggered

%XPLAIN
THAT
WE
WILL
NOW
LEARN
HOW
TO
RECOGNIZE
WHEN
ARE
BEING
TRIGGERED
INTERNAL
SOURCE
OF
CONICT

Have people (either standing or sitting) close their eyes. The facilitator steps forward towards people
as s/he says these things:
p
You dont know what youre doing
p
Stupid
p
Youre dumb
p
Rip (or slang that refers to a slut)
p
Animal
p
Youre dirty
p
Youre worthless
p
Shut the f*ck up
p
Go back to your country
p
Wow, youre so smart for a ____insert race____
p
Youre pretty for a ___insert race or body type____
p
You are wrong
p
N*gger, chink, spik, dyke, fag, wetback,
towel head, bitch
p
Facilitator can add statements as appropriate
After walking around the room for several minutes, have people keep their eyes closed and take
several deep breaths. Ask them:
p
Notice how your body feels. Where is it tight? What do you feel in your chest, your stomach,
your face?
p
What emotions are you having right now?
Ask people to open their eyes and sit in circle. Ask them to share how they felt in their bodies as
well as emotions when the words were said as well as when the person stepped towards them. Use
a Butcher Paper 3: Emotions and Feelings to help people articulate feelings add onto the list as
people bring up new feelings.

Chapter 3: Trainings

135

Explaining that this activity uses extreme examples to illustrate what it feels like when you are
triggered. Triggered means a current situation triggers feelings and emotions that you have felt
in the past due to a similar past experience. Our reactions to being triggered are disproportional
to the situation at hand because we are reacting to the current situation as well as all of our prior
experiences. So, we feel fear or rage in this room although you know that the facilitator is just doing
an exercise because the facilitator is triggering all of your past experiences with being called these
names. Normalize the feelings this is our natural response to being hurt in the past. Pass out All
About Being Triggered Handout. Connect the participants previous responses to the activity to the
handout.
NOTE: Facilitator should offer a personal example of being triggered. Ask participants
to think back to time when they were triggered or when they may have triggered
someone else when the reaction to the event was totally disproportional to the event
itself. Ask several people to share their experience if they feel comfortable.

Ask participants to jot down for themselves things that trigger them. They should remember this list
and add to it when they notice they are triggered. This is the part where they can increase their own
self awareness and also be able to articulate to others what is going on for them.

Escalation
4RANSITION
BY
EXPLAINING
THAT
MANY
CONICTS
START
WITH
OUR
REACTIONS
TO
BEING
TRIGGERED

7E
KICK
INTO

GHT
OR
IGHT
MODE
OR
WE
REACT
OUT
OF
ALL
OUR
PAST
HURTS
ON
SOMEONE
THAT
MAY
NOT
EVEN
KNOW
THEY
ARE

TRIGGERING
US
4HE
ANGER
DEFENSIVENESS
OR
HURT
THAT
WE
RESPOND
WITH
TENDS
TO
ESCALATES
A
CONICT
OR

disagreement.
All of this usually happens with out us being aware of it. This workshop teaches us another way to
OPERATE
AND
IT
WILL
TAKE
SOME
PRACTICE
TO
ACTUALLY
REDUCE
UNHEALTHY
CONICT
IN
OUR
LIVES

7E
ARE
TRYING

TO
CREATE
A
HEALTHIER
WORLD
ITS
NO
MISTAKE
THAT
GETTING
CAUGHT
UP
IN
THE
SURVIVAL
MODE
OF
IGHT
OR
GHT

and past hurts (as a result of the hostile world, violent culture, war) gets in the way of being able to
change the world. To have a different world, we have to be different people. We cant change the
WORLD
USING
THE
MASTERmS
TOOLS
LIKE
USING
RE
TO
GHT
RE
WE
CANmT
GHT
HATE
WITH
HATE
OR
CONICT
WITH

MORE
CONICT
q
ESPECIALLY
WITHIN
OUR
OWN
ORGANIZATIONS

7E
ARE
NOW
GOING
TO
LEARN
TO
GHT
RE
WITH

water.

136

Youth Justice Corps : 2010 Toolkit

Emotional Elevator Activity

4HE
%MOTIONAL
%LEVATOR
ACTIVITY
IS
A
TOOL
TO
DEESCALATE

)NSTEAD
OF
RAMPING
UP
A
CONICT
IT
TEACHES

us how to ramp down and understand when we are triggered, why we are triggered, and how to
productively deal with the situation at hand.

_ Pass out: the Emotional Elevator Handout.

Go over the components and then do one example

(facilitator use his/her previous personal triggering example) on Butcher Paper 4: Example Emotional
Elevator.
Have participants think back to the last time they were triggered within the context of social justice
work.
p
SK
THEM
TO
LL
OUT
THE
LAST
COLUMN
IN
THE
%MOTIONAL
%LEVATOR
p
Ask several folks to share their column if they are comfortable.
2EMIND
PEOPLE
THAT
YOU
SHOULD
NOT
REACT
WHEN
YOU
ARE
TRIGGERED

#REATE
A
SPACE
TO
REECT
AND
GO

DOWN
YOUR
%MOTIONAL
%LEVATOR

FTER
SHIFTING
YOUR
MIND
STATE
OUT
OF
GHT
OR
IGHT
FEAR
REACTIONS

YOU

can think more clearly about how to address the situation.

Pair & Share: 5 min

Ask people to Pair and Share for 2.5 minutes each partner on the following question: Now that you
know some ways to recognize when you are triggered (Step 1), what are some ways to create a space
FOR
YOURSELVES
TO
REECT
3TEP


AND
ACTUALLY
SHIFT
YOUR
MIND
STATE
3TEP

o

group Share: 5 min

FTER
ABOUT

MINUTES
OF
0AIR
AND
3HARE
ASK
PEOPLE
TO
SHARE

S
MUCH
AS
POSSIBLE
GET
SPECIC

EXAMPLES
AND
SPECIC
PHRASING

3CRIBE
PEOPLEmS
RESPONSES
ON
BUTCHER
PAPER

3OME
EXAMPLES
COULD

be:
p
Journaling
p
Saying I want to talk about this more. Right now Im having a lot of emotions and I need to
HAVE
SOME
TIME
TO
GURE
OUT
WHAT
)
WANT
TO
EXPRESS
TO
YOUo
p
%XERCISING
JOGGING
STRETCHING
LIFTING
WEIGHTS
ETCc
p
Sitting in a quiet place, alone
p
Talking it through with a trusted friend
p
Writing a letter
p
Cancel other obligations in order to take care of yourself and your emotions. Tell people, I
know we have something scheduled and its important to me. I need to reschedule because I
have something I really need to care of right now.

Chapter 3: Trainings

137

Pro-actively Resolving Conflict

%XPLAIN
THAT
NOW
WE
WILL
LEARN
SOME
TOOLS
TO
PROACTIVELY
ADDRESS
A
CONICT

S
FRIENDS
AND
COLLEAGUES

many of us already know how to do parts of these tools: Active Listening and I Messages. After you
go through Steps 1 3, and you decide what you need from yourself and the other person in the
CONICT
IN
3TEP

ITmS
TIME
TO
ACTUALLY
COMMUNICATE
THESE
THINGS
TO
THE
OTHER
PARTYIES
IN
THE
CONICT


We all know that how we say things or hear things makes all the difference in whether the other
person hears us or feels comfortable being honest.

Pair and Share: 5 min

Ask people to Pair and Share for 2.5 minutes each partner on the following question: What does a
good listener do? What does an Active Listener do to make you feel heard? Scribe their responses
and make sure the following are included:
p
Validate the speaker by summarizing what the speaker said to check that s/he heard it right
p
Eye contact
p
FRMATION
NODDING
nUNH
HUHoING
p
Open body language (not arms crossed, eye rolling, etc.)
p
Paying attention (not text messaging, distracted)
p
Not judging or reacting (not sucking your teeth or giving un solicited advice) just listening
p
Not pre-occupied with how youre going to respond, most of your energy is in trying to
understand where the other person is coming from
p
Not interrupting

_ Ask the group, What is an I Message?

Scribe their responses. Go over the I Message Hand out

with a personal example.

"RIEY
SUMMARIZE
WHAT
THE
GROUP
HAS
LEARNED
IN
THIS
SECTION

4RANSITION
INTO
THE
NEXT
ACTIVITY
BY

EXPLAINING
THAT
NOW
WE
KNOW
THE
THEORY
OF
CONICT
q
LETmS
TRY
TO
USE
OUR
TOOLS
TO
ADDRESS
REAL
LIFE

COMMON
CONICTS
THAT
WE
EXPERIENCE
IN
SOCIAL
JUSTICE
WORK

SOURCE: Emotional Elevator and All About Being Triggered, Rockwood: The Art of Leadership Binder

138

Youth Justice Corps : 2010 Toolkit

4. Dealing with Conflict in Real Life: Scenarios

65 min

Dealing with Conflict In Real Life: Scenarios

_ Materials
p
Butcher paper, Tape, and Markers
p
Hand out #ONICT
)N
2EAL
,IFE
3CENARIOS (Appendix F)
Facilitator Note: You might ask someone ahead of time to practice
BEING
THE
RST
OTHER
PARTY
IN
THE
CONICT
SKIT

Directions
_ Explain that applying all the things weve just learned in real life is the hard part!

We are going

TO
TAKE
ONE
EXAMPLE
OF
A
CONICT
THAT
MANY
ORGANIZATIONS
EXPERIENCE
AND
TRY
TO
WORK
IT
OUT
TOGETHER

using the tools weve learned.

_ Pass out the #ONICT
)N
2EAL
,IFE
3CENARIOS

_ Ask
PARTICIPANTS
TO
READ
THE
RST
SCENARIO
_ Ask participants the following questions and scribe their answers.

This is helping them to develop

AN
ANALYSIS
OF
THE
CONICT
p
What might be triggering either of these people?
p
What emotions might these two people be feeling?
p
Are there ideological differences at play?
p
RE
THERE
STRUCTURAL
SOURCES
OF
THIS
CONICT
p
7HAT
MIGHT
EACH
PARTY
NEED
TO
DO
TO
THE
RESOLVE
THE
CONICT
PERSONALLY


7HAT
MIGHT
EACH

party need from the other person?

Role Play
SK
PARTICIPANTS
TO
PRETEND
THAT
THE
TWO
PARTIES
HAVE
DECIDED
TO
COME
TOGETHER
TO
DISCUSS
THE
CONICT
Ask for one person to volunteer to role play with you and use Active Listening and I Message
techniques. Explain that other participants can tag into the role play.
Let the role-play go on for a while. You can help it wrap up by less resistant.

Debrief
What struck you about this interaction? What did the various role players do well in active listening
AND
)
-ESSAGES

7HAT
WAS
EFFECTIVE

7HAT
WAS
HARD
ABOUT
IT

NY
OTHER
REECTIONS

Chapter 3: Trainings

139

Role Play: 15 min

Ask the participants to break up into 3s. Each group will take either the second or third scenarios and
role play the different parts. The third person serves as a coach that will give pair feedback at the
end during the interaction s/he should notice where the role players were strong in terms of how
they used I Messages or Active Listening. The Coach should have the scenario handout and give
each person their role. The people should not see each others role sheets.
Give groups several minutes to read over the scenario. Then ask each person to take 5 min to silently
go over the following questions on their own:
p
What might be triggering the person you are role playing?
p
What emotions might you be feeling?
p
Are there ideological differences at play?
p
RE
THERE
STRUCTURAL
SOURCES
OF
THIS
CONICT
p
7HAT
DO
YOU
NEED
TO
DO
TO
THE
RESOLVE
THE
CONICT
PERSONALLY


7HAT
DO
YOU
NEED
FROM
THE

other person?
Let the groups start their role plays for about 10 min. Ask the coaches to give feedback to the role
players.

Debrief
p
(OW
DID
YOUR
GROUP
END
UP
RESOLVING
OR
NOT
RESOLVING

THE
CONICT
p
What did the various role players do well, what was effective? What was hard about it?
p
NY
OTHER
REECTIONS
#LOSE
OUT
BY
ASKING
EACH
PERSON
TO
CHECK
IN
BRIEY
ABOUT
WHAT
PARTS
THEY
SEE
THEMSELVES
USING
IN
REAL

life.

5. Closing
_ Materials:

10 min

Scratch paper and pens.

Directions
Bring it back to the goals of the workshop.

_ Pass out

SCRATCH
PAPER
AND
ASK
PARTICIPANTS
TO
WRITE
DOWN
THREE
POSITIVE
AFRMATIONS
ABOUT

THEMSELVES
AND
HOW
THEY
DEAL
WITH
CONICT

_ Ask

PARTICIPANTS
TO
SHARE
ONE
MAJOR
THING
SHE
LEARNED
AND
SHARE
ONE
OF
THEIR
POSITIVE
AFRMATIONS

with the group.

140

Youth Justice Corps : 2010 Toolkit

Appendix A

COINTELPRO Basics
How the Government Uses Conflict Within the Movement
to Hurt Us
WHAT WAS COINTELPRO?
COINTELPRO was the FBIs secret program to undermine the movements for social justice that
swept the country during the 1960s. Though the name stands for Counterintelligence Program, the
targets were not enemy spies. The FBI set out to eliminate radical political opposition inside the
US. When traditional modes of repression (exposure, blatant harassment, and prosecution for political
crimes) failed to stop the growing social justice movement, the FBI took the law into its own hands and
secretly used fraud and force to sabotage constitutionally- protected political activity. Its methods
went far beyond simple surveillance, and amounted to a domestic version of the covert action (secret
policing or war) for which the CIA has become infamous throughout the world.

HOW DID IT WORK?

4HE
&")
SECRETLY
INSTRUCTED
ITS
ELD
OFCES
TO
PROPOSE
SCHEMES
TO
nMISDIRECT
DISCREDIT
DISRUPT

AND
OTHERWISE
NEUTRALIZE
nSPECIC
INDIVIDUALS
AND
GROUPS
#LOSE
COORDINATION
WITH
LOCAL
POLICE

AND
PROSECUTORS
WAS
ENCOURAGED
&INAL
AUTHORITY
RESTED
WITH
TOP
&")
OFCIALS
IN
7ASHINGTON
WHO

demanded assurance that there is no possibility of embarrassment to the Bureau. More than 2000
INDIVIDUAL
ACTIONS
WERE
OFCIALLY
APPROVED
4HE
DOCUMENTS
REVEAL
THREE
TYPES
OF
METHODS
1.

Infiltration:

Agents and informers did not merely spy on political activists. Their main

FUNCTION
WAS
TO
DISCREDIT
AND
DISRUPT
MANY
TIMES
CREATING
CONICTS
WITHIN
ORGANIZATIONS
TO
CAUSE

organizations or groups to break up or turn on each other.
2.

Other forms of deception:

The FBI and police also waged psychological warfare from the

outside--through bogus publications, forged correspondence, anonymous letters and telephone

calls, and similar forms of deceit.
3.

Harassment, intimidation and violence:

Eviction, job loss, break-ins, vandalism, grand

jury subpoenas, false arrests, frame- ups, and physical violence were threatened, instigated or
directly employed, in an effort to frighten activists and disrupt their movements. Government
agents either concealed their involvement or fabricated a legal pretext. In the case of the Black
and Native American movements, these assaults--including outright political assassinations--were
so extensive and vicious that they amounted to terrorism on the part of the government.
Chapter 3: Trainings

141

COINTELPRO enabled the FBI and police to build

While genuine political issues were often involved

UP
THE
MOVEMENTSm
INTERNAL
STRESSES
AND
CONICTS

in these disputes, the outcome could have

until activists turned on one another. Whites were

been different if government agencies had not

pitted against Blacks, Blacks against Chicanos

secretly got involved to stop compromise and

and Puerto Ricans, students against workers,

fuel hostility and competition through placing

workers against people on welfare, men against

instigators in groups, starting rumors, making

women, religious activists against atheists,

false communications between groups, and other

Christians against Jews, Jews against Muslims.

forms of manipulation.

nNONYMOUSo
ACCUSATIONS
OF
INDELITY
RIPPED

Two well known examples of when COINTELPRO

couples apart. Backers of womens and gay

liberation were attacked as dykes or faggots.
Money was repeatedly stolen and precious
equipment sabotaged to intensify pressure and
create suspicion and mistrust.

and government covert action was able to use

INTERNAL
CONICT
WITHIN
MOVEMENTS
TO
CAUSE

movements to turn on each other are the murder
of Malcolm X by another faction within the
Nation of Islam and the execution of Anna Mae

Otherwise manageable disagreements were

Aquash by other leaders of the American Indian

INAMED
BY
#/).4%,02/
UNTIL
THEY
ERUPTED
INTO

Movement.

hostile splits that shattered alliances, tore groups

apart, and drove dedicated activists out of the

#/).4%,02/
USED
EVERYTHING
FROM
INLTRATORS

and agents to convince others in their groups

movement. Government documents implicate

the FBI and police in the bitter break-up of such
pivotal groups as the Black Panther Party, SDS,

that other members were snitches, sending fake

letters to other leaders supposedly from key
MEMBERS
STARTING
CONICTS
AND
DISAGREEMENTS

and the Liberation News Service, and in the

AND
ACCUSING
LEADERS
OF
INDELITY
CHEATING

TO

collapse of repeated efforts to form long-term

coalitions across racial, class, and regional lines.

tear couples apart.

SOURCES
How COINTELPRO Helped Destroy the Movements of the 1960s.
HTTPWWWMEDIALTERORG-&&53$ON#OV/PSHTML
Ward Churchill and James Vander Wall, Agents of Repression: The FBIs Secret Wars against the Black
Panther Party and the American Indian Movement, 1990.
Brian Glick, COINTELPRO Revisited - Spying & Disruption.
http://www.whatreallyhappened.com/Rancho/Politics/Cointelpro/cointelpro-methods.html

142

Youth Justice Corps : 2010 Toolkit

Appendix B

All About Being Triggered

What happens
when we are triggered?
p

What are some common signs

of being triggered?

7E
CLICK
INTO
DEFENSIVE
GHT
OR
IGHT

p

Not breathing, rapid breathing

mode because our instinct is telling

p

0HYSICAL
SENSATIONS
BODY
TENSION
CLENCHED
STS
TIGHTNESS
IN

us we have experienced this before

p

shoulders, upset stomach, headaches, etc.

and it hurts, I am threatened

p

Judgmental or blaming thoughts

Because this happens on an

p

$IFCULTY
IN
PAYING
ATTENTION
SPACING
OUT
FALLING
ASLEEP

instinctual level, we often are not

p

Obsessively repeating thought patterns, replaying what

aware or in control of how we feel

and what is happening.
p

happened and experiencing how you feel (angry, sad, etc)

p

Because we cannot depend on

Internally (in your own mind) or externally (to other people)

arguing points; justifying yourself

our thinking or logical mind to see

p

Emotional outbursts

clearly when we are triggered, it

p

Talking really, really fast

is useful to identify some common

p

Feeling sorry for yourself; feeling victimized

signs or being triggered (see below).

p

"OLTING
THE
nIGHTo
PART
OF
THE
REACTION

HIDING
ISOLATING

yourself

What can we do when triggered?

1. Step 1: Name It recognize what is happening for you
2. 3TEP

#REATE
TIME
AND
SPACE
TO
REECT
q dont react when triggered (!)
3. Step 3: Shift your mind state
GET
OUT
OF
GHT
OR
IGHT
MODE

BY
p

Breathing

p

Moving your energy from outside reaction to

p

p

Connect to your purpose,

put the situation into a larger perspective

inside, centering yourself

p

Drop it!

Feel your deeper feelings

p

Self humor, exaggerate, get playful

(go down the Emotional Elevator)

p

Meshing

4. Step 4: Respond to situation be pro-active from your strong centered place instead of reactive
p

7HAT
IS
THE
ROOT
CAUSE
OF
THE
CONICT

RE
THE
IDEOLOGICAL
DIFFERENCES
AT
PLAY

RE
THERE
STRUCTURAL
CHANGES

THAT
NEED
TO
BE
MADE

7HAT
INTERNAL
SOURCES
OF
CONICT
AND
HURT
ARE
AT
PLAY
WITHIN
YOU

p

7HAT
DO
YOU
NEED
FROM
YOURSELF
TO
RESOLVE
THIS
CONICT

p

7HAT
DO
YOU
NEED
FROM
THE
OTHER
PARTYIES
IN
THE
CONICT

p

How will you communicate your needs to other party/ies?

/NE
ON
ONE
WITH
A
MEDIATOR
IN
A
LETTER
INFORMALLY
OR
FORMALLY c

Chapter 3: Trainings

143

Appendix C

Emotional Elevator
Floors
on the
Elevator
4th Floor:
Trigger

3rd Floor:
Initial
reaction

2nd
Floor/s:
Layers
of
feeling

Example

Your Personal
Example

She tells me I did

something wrong

Defensive - No I didnt!,
Who is she to tell me Im
wrong?
Weak, sick feeling in stomach
Anger, obsessively replaying
the scene in your head and
feeling angry all over again
Hurt, How could she say
that?
Scared: Shes right. Im
not OK., What will other
people think of me?
Unlovable, incompetent

1st Floor:
Core
feeling

Basement:
Origin

144

Alone, defective,
devastated
In my fathers eyes, I never
seemed to do anything right.
He withheld his love and was
always critical of me.

Youth Justice Corps : 2010 Toolkit

Appendix D

Active Listening
You can tell you are actively listening when you:
p
Validate the speaker by summarizing what the speaker said to check that you heard it right;
n3O
YOUmRE
SAYING
THATco
p
Have eye contact
p
FRM
THE
OTHER
PERSON
NODDING
nUNH
HUHoING
p
Have open body language (not arms crossed, eye rolling, etc.)
p
Pay attention (not text messaging, distracted)
p
Are not judging or reacting (not sucking your teeth or giving un solicited advice) just listening
p
Are not pre-occupied with how youre going to respond, most of your energy is in trying to
understand where the other person is coming from
p
Are not interrupting

Appendix E

I Messages
I Messages are a way to show another person your process of going down the Emotional Elevator. It
allows the other person to address inaccurate perceptions you have as well as understand why you feel
the way you do (and have compassion/empathy for you). The last part of an I Message is putting out
WHAT
YOU
WANT
TO
DO
ON
YOUR
END
AND
WHAT
YOU
NEED
FROM
THE
OTHER
PERSON
TO
RESOLVE
THE
CONICT
1. When you (insert action)
2. It made me think (insert perceptions that led to the emotions you felt)
3. Which made me feel (insert emotions)
4. (Take ownership here of any negative actions you might have taken as a result of your
emotional reactive state)
5. What I want to do for myself is (insert action)
6. And what I need from you is (insert action)

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145

appendix f

Dealing with Conflict

In Real Life Scenarios
Scenario 1, Person A:
Im Doing All the Work!
Youve been doing work about Juvenile

food. You were close to the Farmers Market and

Justice for several years now. You know how the

said, Im by the farmers market anyways - Ill just

programs run and take a leadership role in many

buy the food. You were not about to risk Person

programs.

You are co-coordinating a Summer

B ruining the event by forgetting to get food or

Leadership Workshop for middle schoolers with

buying the wrong stuff. Then you spend until 9

0ERSON
"

0ERSON
"
IS
SO
IRRESPONSIBLE

T
RST

p.m. getting all your tasks done for the event.

you thought that maybe Person B just had a lot

on his/her schedule but now, Person B has not
done anything s/he was supposed to. If s/he does
something, s/he usually does it wrong. Last week,
YOU
HAD
HERHIM
MAKE
YERS
AND
SHE
MADE
THEM

on white paper AND did not put the location on
THE
YER

You speak to Person B with yes no answers

the whole day. When Person B approaches you
after the event all happy that it went well, you roll
your eyes because s/he didnt even apologize for
not getting the food. Then s/he had the nerve
to give you a what the hell? kind of look. You
feel unappreciated and disrespected.

This is

You havent brought this up to Person B but

exactly what your mom does to you ask you to

you feel really frustrated by now. You have had

do everything around the house, take care of your

to spend lots of extra time helping Person B

siblings, and then yell at you when your grades

complete tasks you feel like you might as well

are not so good. How can you have time to study

do it yourself!

when youre doing your moms job of running the

Its the day of the Summer Leadership

Workshop. It went well BUT Person B had said s/
he was buying the food. When you called him/her

house?
Its the day after the event and Person B has
requested to talk with you. You agree.

yesterday at 12 noon, s/he still hadnt bought the

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Scenario 1, Person B:
Im Lost!
4HIS
IS
YOUR
RST
TIME
WORKING
AS
A
LEADER
IN
A

The day before the event, you were going

group. In the past, youve been a participant and

to buy the food for the Workshop but Person A

usually you would just volunteer for phone banking

called you to check up on you at 12 noon. You

and that was just straight forward. Now, youre

were already going to go buy food in the evening

happy that you have a lot more responsibilities

when your brother could drive. Before you could

because you are co-coordinating a Summer

say anything, Person A said s/hed buy the food at

Leadership Workshop with Person A. Problem is,

THE
&ARMERmS
-ARKET

9OU
SAID
NE
BECAUSE
0ERSON

the older youth leader, Person A, wont trust you

A is always wanting to do everything anyways. At

to do your job.

least then you wont get criticized for buying the

You feel lost as to how to complete some of

your tasks and then, when you try something,
Person A always has a criticism about it.

Like

LAST
WEEK
YOU
DID
THE
YER
AND
FORGOT
TO
PUT
THE

location on it. It didnt seem like that big of a deal,
no one told you it was supposed to be on there.

wrong thing.

Thats how your grandpa always

treats you like you dont know anything. He

wont allow you to do anything on your own and
he always criticizes how you do things. He wants
you to do things exactly as he says and this makes
you feel like you cant do anything without him.

9OU
GURED
THAT
YOUmD
JUST
REVISE
IT
AND
RECOPY

The day of the Workshop, everything went

THE
YERS

"UT
0ERSON

MADE
SUCH
A
BIG
DEAL

well. But Person A was really acting snappy. You

about it you felt really like you didnt know what

know s/he wants you to thank him/her for all s/

you were doing. You feel scared to try anything

hes done but you feel as though s/he took your

else. At the same time, you want to do stuff but

job. AND s/he didnt even notice all the signs

you dont want to ask Person A for help because it

you made for the event, the worksheet, and other

makes you feel small. You dont want his/her help

ways you contributed. Then when you say That

because s/he acts like s/he knows it all. So youve

went good!, Person A had the nerve to roll his/

avoided doing things that you didnt know how to

her eyes at you!

do or forgetting about them.

Its the day after the event and youve requested

to talk to Person A. S/he agreed.

Chapter 3: Trainings

147

Scenario 2, Person A:
No One Listens to Us!
You are the lead youth member of a foster

Thats how its always been for you the last

CARE
ADVOCATE
PROGRAM

)TmS
YOUR
FTH
YEAR
IN

one to get informed or consulted about anything

the program and you are ready to transition into

in your household. Youre the middle child and

independent living you think the program might

its almost like youre invisible. Your voice doesnt

hire you as an intern next year. Problem is, you

matter.

dont want to continue with the organization.

Youve noticed that they say its youth led but its
not!
You have noticed that several core components
of the program dont really have youth input you

Well, youre not taking it anymore!

You

challenged Person B at a meeting about how the

program doesnt really listen to youth and now s/he
says you were disrespectful. S/he has requested
to meet with you and you agreed to.

never get input on the budget or the kinds of

trainings you will go through. You only get asked
about fun activities, food, and where would you
like to have the retreat?
The most recent example of the lack of youth
voice is that the organization didnt listen to the
youth when they hired the adult staff person
position. The director, Person B, got all the youth
leaders involved in doing the interview process
and then had the youth rank the candidates. The
person that they ended up hiring was the third
ranked candidate for the youth. The youth really
LIKED
THE
RST
TWO
CANDIDATES
AND
NOW
YOU
FEEL

manipulated, used, and tokenized.

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Scenario 2, Person B:
Im Oblivious and Busy!
You are the director of a foster care advocacy

show that they had a lot of experience in leading

group. The peer advocate program is going

advocacy programs. You feel like the youth dont

THROUGH
A
TRANSITION
IN
ADULT
STAFNG
AND
BARELY

have as much experience as you do in hiring people

making it by without an adult staff member. One

AND
SOME
DONmT
KNOW
EXACTLY
WHAT
QUALICATIONS

of the star students of the program, Person A, has

the adult staff person needs.

recently gotten all the youth to really distrust the

program by saying that it doesnt really listen to
the youth.

You would really like an apology from Person

A for disrespecting you. All your life people have
disrespected you because you were loud and had

You really thought you had a great relationship

a strong attitude. You stood out, always insisted

with Person A youve supported her/him through

on doing things differently and people wanted

many of his/her teenage years. When s/he openly

to control you and tell you what to do. You can

challenged you at the last meeting saying that

hardly believe that Person A is also telling you how

the program doesnt really care about what the

to run an organization that you started!

youth think, you felt shocked and unappreciated.

You have worked so many over time hours, at
the expense of your own children, to keep this

Youve asked to meet with Person A to talk

things out.

ORGANIZATION
AOAT

9OU
REALLY
SEE
THIS
ORGANIZATION

as part of your family and it hurt to have someone
as close as Person A say you dont care about
youth voice!
You suspect that the youth are angry because
they went through the hiring process for the new
adult staff for the program and you didnt end
UP
HIRING
ONE
OF
THEIR
RST
TWO
CHOICES

9OUR

ASSESSMENT
WAS
THAT
THEIR
RST
TWO
CHOICES
WERE

great presenters (friendly) but their resumes didnt

Chapter 3: Trainings

149

Scenario 3, Person A:
You Are So Ignorant
About My People!
You are a Guatemalan youth working for social

THAT
THE
SITUATION
IS
IPPED
OTHER
ETHNIC

justice in a multi-racial community. Your groups

communities dont want to work on something

CAMPAIGN
THIS
YEAR
HAS
BEEN
TO
GHT
FOR
IMMIGRANT

that impacts Raza communities. You feel like other

RIGHTS
AND
IT
HAS
BEEN
REALLY
DIFCULT
GETTING
ALL
THE

youth in your group arent being good allies. Then

different ethnic communities to sign on to your

Person B complained that the group is getting

campaign. It seems like only the Raza folks are

too centered around Mexican issues because

really invested in the immigrants right struggle

other races of people dont want to join the group

plus the Raza students in the program are the

to work on the immigrant rights campaign. You

ones putting in a lot of work on the campaign.

got so pissed it was the last straw to be called

You care deeply about the immigrants rights

issue and feel frustrated that at the May 1st action,
your group wasnt able to turn out that many
people. The day afterward, when the group was
DEBRIENG
THE
-AY
ST
ACTION
THERE
WAS
A
LOT
OF

NGER
POINTING
AS
TO
WHY
THE
GROUP
DIDNmT
TURN
OUT

a lot of people. Another youth, Person B, said that
you all should pick an issue that pertains to more
other ethnic groups because the campaign seems
really Latino focused.
You feel like you work on issues that are
particular to other ethnic communities and now

150

Mexican. It just goes to show how little people

know about Raza culture, history, and issues.
You snapped at Person B and walked out of the
meeting. We were disappointed at the May 1st
turnout, tired, and angry. You feel like all your life
people dont pay attention to Raza communities
even though it is the largest People of Color group
in California. Youre sick of having to deal with
that even in your own social justice youth group.
The day afterward, the adult staff person
invited you and Person B to a mediation.

You

agree.

Youth Justice Corps : 2010 Toolkit

Scenario 3, Person B:
Im Sorry,
Dang!
You are part of a social justice youth

this issue but you didnt. You did share that you

organization working in a multiracial community.

felt that the group is getting too centered around

You are of an ethnicity that is not Raza. This year,

Mexican issues and then Person A, another

the youth group is working on immigrant rights

YOUTH
LEADER
JUST
IPPED
OUT
AND
GOT
HELLA
MAD

and focusing on getting people out to a May 1st

at you. S/he snapped I am NOT Mexican. Im

action.

Guatemalan. Immigrant rights is for everybody!

Its not an issue you feel really connected to

You said, Excuse me Im sorry, dang!

but you agreed to work on it any ways. A lot of

You know you arent supposed to say Mexican

your peers dont feel interested in joining the

but it just slipped its what everyone else says

group because they are not interested in the topic

to refer to Raza. It was an innocent mistake and

because they dont see how immigrant rights

you apologized for it but Person A still walked

affects them. You feel its mostly a Latino issue.

out of the meeting and did not come back. You

You feel like the Raza youth in the group have

are feeling really unincluded in the program right

more of an advantage in outreach an recruitment

now. All your life, you have been isolated and not

around this issue and over the last year youve seen

understand because you were one of the few of

the group grow to a mostly Raza group. You are

your ethnicity in school. Theres always been more

beginning to feel like your ethnicity is not being

Raza people around and you just want a chance to

included and their voices arent really valued.

HAVE
TINGS
REECT
YOU
AND
YOUR
HERITAGE

The May 1st action didnt get as many people

The adult staff member asked to have a

as the group hoped. You almost wanted to say

mediation between you and Person A.

I told you people wont get motivated around

agree.

Chapter 3: Trainings

You

151

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Youth Justice Corps : 2010 Toolkit

3L. tranformational
movement building
Starter Packet for AEJ
INTRO TO TMB
A. Transformative Movement Building
B. OTSC Stories

INTRODUCING TMB
1. Stories About Transformation
2. Who We Are vs. Who We Want to Be
3. The S Word - What is Spirit in Organizing

EXAMPLE ACTIVITIES
1. Waking Up Our Bodies

2. Ancestor in Training (Bloc)

3. 3 Breath Introduction
4. Centering with Extension
5. Piper Meditation
6. Five Senses Journal Writing
7. Rhythm Activity: Group Alignment
8. Altar: Group Centering Around Purpose (Sim)
9. Wisdom Circle: Seeking Advice (Sim)
10. Body Map (Bloc)
11. Bumper Sticker - Finding Your Purpose (Bloc)

12. Five Directions Groups

13. Breathing and Qi
14. Stretching
15. Guided Visualization

R
+ Tree of contemplative practice from the Center for the Contemplative Mind
Chapter 3: Trainings

153

TRANSFORMATIVE MOVEMENT BUILDING

MSC F
S C
Movement Strategy Center uses the term
transformative movement building to describe
the diverse efforts of groups and individuals to
fundamentally change our political, material,
social

and

spiritual

reality.

Transformative

movement building links the process of individual

transformation to group and social transformation.
In this framework, inner change and outer change
are deeply connected. Transformative movement
builders seek to synthesize wisdom and practice
from spiritual traditions (often focused on deep
inner transformation) with social change traditions
of the Left (generally focused on social analysis
and systems change). Transformative movement
builders share a deep commitment to holistic

MSC

intentionally

grassroots,

frontline

focuses

on

organizations.

TMB

in

Frontline

organizations are groups based in the needs and

leadership of communities most impacted by social
injustice. These communities and organizations
are called frontline because they experience
disproportionate impacts around issues such as
education cuts, climate change, or welfare reform.
These communities are most often communities of
color and low income. While many of these groups
have faith-based counterparts, the groups we
focus on are secular. Frontline organizations have
a major stake in questions of social, political and
spiritual transformation, but they have often been
excluded from the formal dialogue on spiritual or
transformative organizing.
By

intentionally

practicing

together

we

individual, group and social change, driven by a

can become more aware of why and how we are

connection to something larger than themselves.

doing our organizing work. Through integrating

Transformative practices allow us to tap

into deep wells of insight and innovation.
They include:
t

Spiritual practices

t

Creative practices

t

Cultural practices

transformative practice we want to become more

strategic, more collaborative, more creative and
more sustainable.
It is important for you to know what you are
practicing and why. Practicing can help us become
more centered, bolder, more powerful and more
effective in our work. It can also help us develop
deeper relationships, tap into the love and vision
we have for each other, the world and ourselves.
And, it can help us be more balanced so we do not
burn out or neglect other important parts of our
lives like our families.

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S C
MSC has identified five steps in this process of
cultural change (see diagram):
t

Individual change

t

Leads to change in the organizational community

t

Leads to change in the organizing model and practice

t

Leads to greater social impact and systems change

t

Culminating in deep cultural change

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155

WHERE
1. Operating from a Sense of Urgency Crisis Mode
Everything is critical, nothing can wait, explained Jen Soriano, formerly with The Center for Media Justice.
There is a sense of urgency and anxiety about missed opportunities. This makes everything much more high stakes.
People wear themselves out by just reacting, writing papers, attending meetings. They do a lot without making
much occur, except to create outcomes for foundations, says Norma Wong of The Institute for Zen Studies.

2. Embodying the Dominant Culture

We all hate on each other at some level. Jermaine Ashley, Oakland Kids First

3. Recycling Trauma
We need to rehumanize each other, said Ettinger. This requires a value shift on the Left.
Many of us come into this work because we, or the people we love, have experienced deep injustice.
However, if our wounds have not healed, trauma can severely limit our ability to be present with each other.
Without awareness, we recycle trauma and create new wounds within the movement.

4. Attachment to Anger and Struggle

Our movement culture uses struggle as a word to define itself. We are always struggling against something.
The term itself connotes hardship and extreme exertion. While this definitely describes a portion of our work
in this movement, it is not and should not be the entirety of it.

5. Maintaining an Exclusive and Narrow Movement

In the end, people want to feel safe, loved and part of something, said Ai-jen Poo.
But right now we lack the ability to make people feel the movement encompasses them.

6. Ambivalence with Power

In our movement work we rarely imagine ourselves as the power holders.
This ambivalence is rooted in and reinforced by our movement self-image as the underdogs of society.
It is also reflected in our relationships with targets, where we have created a rigid dichotomy of good versus evil.
To be on the side of justice and good we position ourselves as watchdogs rather than decision makers.
While watchdogs are important, their role is to react not to lead or govern.

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 NEW WAY
1. Integrating Individual & Group Transformation: The nature of transformation is that is does
not happen in the absence of absolute change. It includes you. Norma Wong, Institute for Zen Studies
2. Big Visioning & Reclaiming Values: When we vision what we really want our communities
and movements to look like, we tap into a sense of imagination, creativity and hope. What is most
important about visioning a new way is that the answers we unearth can inform our present-day
work. Furthermore, understanding our interconnectedness means including all living things in our
vision for liberation. We cannot be free unless we are all free.
3. Centralizing and Investing in Relationships & Community: Movements are about moving
people. The need to be connected and belong is a basic part of our shared and evolutionary history. As
organizers we need to understand and work with this truth of human nature.
If we are going to create any meaningful change, we must model new relationships
to ourselves and the world around us. Ai-jen Poo, Domestic Workers United
4. Evolving Our Understanding of Power
The system creates enemies, opposition and social conflict, of course, but we cant be prescriptive about it.
We have to complicate the picture instead of oversimplifying it. The power mapping we do is just not complex
enough. Jason Negrn-Gonzales, Movement Generation Justice & Ecology Project
5. Expanding Our Idea of Useful Work: We need all types of work in our movement to make it
successful. We need organizers, strategists, teachers, artists, farmers, nurses, engineers, scientists
and politicians. Our goal is not to make everyone into a professional organizer, but to create a
movement that is relevant, attractive and accessible to all kinds of people.
6. Building Alignment and Synergy: You can recognize alignment within groups by the ease with
which decisions are made and communication occurs. It is easy to feel when it is present, and equally
easy to feel in its absence.
7. Cultivating Patience and Reflection: The enormity of the task at hand requires us to reflect Why am I doing this? What kind of change do I expect to bring about in this world? What do I need to
do to make this change occur?
8. Creating Space to Heal and Transform Ourselves: Acknowledging the world as an oppressive
place means also acknowledging its negative impact on our minds, bodies and spirits. Healing
from this oppression is an important task for activists and organizers. It is essential if we want to
successfully change systemic conditions.
9. Expanding Awareness and Agility to Act: Through practice we can develop an expanded
awareness of our surroundings, the present moment and our power to make change.
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157

COMING OUT: STORIES FROM THE TRENCHES

Despite the often-unhealthy practices within

life so that they dont die or fall into an abyss of

our movements, many individuals have taken it

suffering. They wanted to be around to do this

upon themselves to heal their minds, bodies and

important work.

spirits and live differently. Frequently, this choice

is born of a physical, mental, emotional or spiritual
breakdown.

After these individuals begin to experience

spirituality or discover a new way of being, they
can go on to change the organizations they are

When Rose Sackey-Milligan directed the Social

part of, inspire others to heal and change their

Justice Program at the Center for Contemplative

understanding of the work. While the relationship

Mind in Society in Northampton, Massachusetts,

between individual healing and collective healing

she led contemplative retreats for activists and

is not linear, the impacts are profound. This is

organizers. Unfortunately, most people entered

how all living systems change, said Ettinger. We

our retreats out of a sense of self preservation and

impact the people in our lives and the people we

survival. They were worried about sustaining their

work with.

the organization feel like they were giving their

lives to build a pyramid without communication or
a shared sense of vision.

G S
Gihan Perera sighed, sitting at his desk in the
office of the Miami Workers Center, a grassroots
community organizing project for low-wage workers
in Miami. There must be a better way, he thought. At
the time, the Workers Center was experiencing high
turnover due to staff conflict and overwork, as well
as dwindling enthusiasm and participation among
members, and new lows in turn-out to events and
meetings. As a leader in the organization, Perera was
depleted and felt more like a surgeon placing BandAids on third-degree burns than an inspiring leader

158

Gihan Perera thought back to how he started in

social justice work. The need for deep, fundamental
social change had always boiled in his blood. At a
young age, he had accompanied his aunt and uncle
to protests for better wages and against war. In
high school, he started a peace and justice club. The
excitement from building and creating something
with others sustained him. He had become executive
director of the Miami Workers Center five years
earlier, and was both excited and frustrated by what
hed been able to accomplish in that time.
Things

changed

when

Perera

attended

organizing for economic and racial justice. His work

Rockwood Leadership Institutes two-year program

had become less relevant to the peoples lives he was

for executive directors. At the time, he felt

trying to change. He felt isolated and disconnected

challenged in his leadership. While the Workers

from his social justice colleagues. Lack of a broader

Center began as a handful of people with shared

strategy for community organizing made many in

political ideology, it had grown into something

Youth Justice Corps : 2010 Toolkit

more. He needed help. Initially, he thought he

making come from the heart completely shifted

needed management techniques and tools to help

Pereras approach to organization building. For

him grow and maintain the staff. What he found at

example, rather than starting with a strategic plan,

Rockwood was something much more personal and

the Workers Center carved out time for visioning,

profound. He resisted at first. Looking back, he says,

then used its vision to strategically plan. Pereras

I thought I needed a movement MBA to figure out

realization also changed the way he approached

this crisis, not some spiritual hokey pokey. It took

supervision and staff development. Instead of

six months for Perera to realize he needed a shift in

doing check-ins, Perera began using coaching and

his personal leadership practice. It

mentorship models. We needed

wasnt systems or supervision skills

to

that I needed the crucial element

and spiritual alignment within

create

personal,

political

was recognizing how my ability to

While I understand my

our organization. This kind of

lead came from my center. When I

experience to be spiritual,

alignment called for far more than

am centered, I make good decisions

I hesitate to define it

just skills or political development.

and build an organization that is

that way because, often,

grounded in the present.

spirituality is defined

This was a total shift for Perera,

a hardened anti-spiritualist who
equated spiritual practice with
religious practice. I had been
deeply committed to Left ideology.
But, I began to see that it had
become a crutch for me. It had
become formulaic. I was clinging
to ideology in a way that didnt

as the negation of the

material reality as
if you can transcend
the realities of power,
privilege and oppression.
All I know is that in our
current political moment,
we need a new way
forward.

sometimes sensed a conflict between his heart and

his head, he knew he generally chose his intellect
over his feelings. But your head can play tricks
on you when its the only approach. I was starting
to see that I was doing my best politically when I
followed my heart and my instincts. I was beginning
to understand that an intellectual approach is not
enough to create a movement. But, I didnt think
about this as spirituality.
The realization that leadership and decision
Chapter 3: Trainings

his organization from a place of

values. People need to feel like
they are part of something in their
lives. This meant shifting the
culture of the organization, which
meant transforming everything
the organization did, from the
campaigns to the politics. The inner
work was the glue, Perera says. We
all needed to become emotionally
and spiritually intelligent for this

allow me to trust myself and open

up to being even more radical. While Perera had

Perera knew he had to build

to work.
Perera realized quickly that he needed a
community to support him in maintaining his new
spiritual practice. He signed up for other leadership
trainings and eventually found himself in front
of a Peruvian shaman. The shaman gave Perera
these words: Faith is required when there is a
gap between what you know to be true and what
you believe to be true. When there is no gap, when
everything is aligned, you no longer need faith. The
search for spirituality is to find that alignment, to
159

live in the present. Perera has reflected on that

propositions that ended affirmative action and

lesson many times. We need to put ourselves in

bilingual education in California. In her twenties

the mental, emotional and spiritual realm that

she had a seemingly unending capacity for work. She

allows us to open up to new ways of doing things,

was inspired by the knowledge of history and the

he concludes. We need to let go of our intellectual

sense of possibility that her parents passed down

approach, throw away the standard script and use

to her. Movement building is not a pipe dream,

our centeredness, our inner knowing and spiritual

asserts Koon. There are real wins that people have

wisdom. We are on a trapeze and we have to let go

seen over generations. Its happening in other parts

to catch the next one. It takes faith, courage and

of the world. Its do-able.

surrender.

Like so many movement builders, ten years of

Since this shift in approach, the Miami Workers

organizing and activism led Koon to burn out. The

Center has experienced a huge increase in its

work that used to give her energy made her tired.

membership, victories and overall effectiveness.

She felt guilty and over-privileged if she rested.

They just won a seat on the official election

Everything felt urgent. Work had become an escape

committee for transit in the city. Now, with other

from reflecting on her life and the movement.

powerful stakeholders in the city, Miami Workers

When Koon turned 30, she looked around at her

Center is reviewing developer bids for a $10 million

life. She realized she could not keep going the way

transit proposal. Three years ago, it would have

she was. Her personal life was falling apart. She felt

taken five days of political discussion to make a

emotionally out of touch with her partner. She felt

decision like the transit proposal. But today, it feels

no sense of identity outside of her work. She didnt

very natural to do it. We have re-imagined how

know what to do.

we approach relationships, strategies, tactics and

alliances. Our view of the government and targets
has shifted. We have taken a chance and changed
the leverage. It feels right.

Interestingly, the answers started coming

when Koon reflected on her year as a church-based
organizer just after she graduated from college.
That year she spent almost every single Sunday in
many different kinds of churches. In church she felt
an immediate presence of something larger than
herself. However, because she had grown up in an
atheist family, she thought of her organizing in

J S
Jidan Koon started organizing in Berkeley,
California, when she was in high school. Her
parents were movement leaders in the Bay Area
and she inherited her their passion for justice
and organizing. She attended the University of
California at Berkeley where she fought to save
the ethnic studies department and against state
160

terms of social justice not spirituality. I realized,

recalls Koon, that this is what I had been looking
for. Soon after, she began to meditate in the
Vietnamese Buddhist tradition of Thich Nhat
Hanh, eventually going on to form and host a
sangha (meditation community) for people of color
interested in movement work.
Today, she looks back on her past with
Youth Justice Corps : 2010 Toolkit

compassion and balance. Social justice people

start Serve The People (STP), an organizing project

have this martyr thing going on, she observes.

for Southeast Asian youth in Oakland. It is

We see how messed up things are and its hard to

important that we are reaching out to unorganized

draw boundaries. Koon now maintains a spiritual

groups and providing a space that incorporates

practice that includes meditation, journal writing

culture and spirituality, maintains Koon. At STP

and art making. My practice is about being

meetings, there is always an altar. We created an

expressive in a consistent way. Its about getting in

altar to reflect our culture, our families and our

touch with myself and being mindful.

ancestors. Now, thats where we start every meeting.

Meditation and Buddhism have nurtured

Koons ability to experience what freedom feels
like. In the past, she thought of freedom as the
promised land, like a utopia that was far into the

It helps us stay grounded in our culture. Serve the

People also integrates other practices including
healing circles, qi gong and meditation into their
work.

future. Through meditation, Koon no longer focuses

Koon is excited to create more spaces for people

on a mythical future, but holds that reality in the

to genuinely connect with one another. There

present. Meditation gave me a taste of liberation

needs to be more relationship building with the

in the present, she asserts. Now I know what Im

broader community, she maintains. We need to

talking about when I talk about freedom.

stop separating movement people out from our

The impact of this freedom is enormous.

She believes it has helped her notice how much
judgment she cast in her life, how much she walked
around reacting to others and external situations
instead of being grounded in herself. I now have
a different relationship to guilt. I can now work
better with different kinds of people and be more

larger communities. We have to get to the root of

why we do unhealthy things and identify ways to
heal. In my case, I was a workaholic afraid to stop.
For others, healing is about other things. Spiritual
transformation is an individual thing. Movement
building should be the place where structural fights
and personal transformation meet.

compassionate. I have more space to be me; I am

more compassionate with myself. She also feels
a deeper understanding of current conditions, as
well as an expanded understanding of movement
building. Now I can see more clearly what is
winnable. And, I can see the worth in working
across political difference and meeting others
where there are at. I can have conversations about
politics without making other people feel wrong or
less advanced.

K S
Kathy Sanchez was 9 years old the first time she
encountered ancestral dream-space, a way to pray
through ones dreams, which is a tradition in the
Pueblos of northern New Mexico where she lived. At
the time she felt deeply lost and in need of support.

Koon is putting her newfound insights into

Violence against women and girls was widespread

practice, helping to develop new organizational

in her community, and women had not yet found

forms outside the nonprofit structure. She helped

the power or voice to change these conditions.

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161

Leadership, inside and outside of her tribal lands

Over the next decade, Sanchez poured herself

often rewarded mens unaccountable attitudes and

into her studies. With her aunties support she

behavior toward women.

went to college and then graduate school as a young

The violence in Sanchezs community stemmed

from colonization and the related trauma of
oppression and poverty. Over time these forces had
pushed most of the tribes spiritual and healing
practices underground. The culture of violence
fractured her community creating painful divisions
and dualities male versus female, native versus
western, spiritual versus material. Women were no

mother. In graduate school she studied education

and worked to increase the number of Native
teachers. When Sanchezs professor asked her to
lead a conversation with other educators on how
to better support and retain Native students she
turned to dream-space again for guidance. Only
in asking for internal guidance, she knew, will
thoughts create reality.

longer permitted to be wisdom carriers by tapping

That night she had a dream that would shape

their connection to life and the mother of all life,

and guide the rest of her life. She dreamt of a

Mother Earth.

butterfly with one wing representing Native

Dysfunction in Sanchezs immediate family

meant she sought safety at her grandparents and
aunties homes. In their homes she began to learn
how to use her ancestral connectedness through
the dream-space, Tewa language and in the asking
known to others as prayer as a way to access
spirit and find guidance.

culture and knowingness and the other wing

representing Western culture and knowledge.
Instead of conflict, the butterfly embodied and lived
in these two worlds harmoniously. The butterfly
model became a spiritual philosophy that would
help Sanchez transcend and heal the divisions that
fragmented Native womens lives. The dream gave
her the visual and narrative tools to communicate

Staying with my elders shaped me, she recalls.

this vision to her professors and other students and

They would pray in their language [Tewa],

to guide the process as it moved forward.

asking different realms for support, giving over

their thoughts and questions. Praying was done
throughout the day. This was really important and
central to my spiritual rootedness. When things got
crazy in the American context I still had my thoughts

When Sanchezs auntie passed away in 1989,

she was devastated. She joined a support group
with other Pueblo women who were struggling with
grief, loss and issues of violence. By sharing their

and prayers in Tewa.

Sanchez longed for a new

reality for herself, other girls
and the people in her tribe.
Dream-space offered her an
accessible spiritual practice
to guide her search.

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stories, these women began to find a new sense of

to interconnectedness. By trying to live according

power and healing. They also developed a larger

to the butterfly model, Sanchez has modeled a

vision of healing and transforming the culture of

path for healing and spirit-rootedness in her

violence that had shattered their lives. The idea for

community. Pueblo women now have a framework

Tewa Women United began to take shape. Sanchez

to see themselves and be seen as natural leaders.

emerged as a bridge-builder in the group and used

And, there is a concerted movement to form

the butterfly model in later years to translate the

networks and collaborations to address and heal

vision, values and dreams of the women into a

from intimate, cultural and systemic violence in

nonprofit legal structure.

their northern New Mexico communities.

Tewa Women United (TWU) soon began to

play a transformative role in the community,
first among women within the support group,
then beyond. Rather than framing their work as
womens equality, however, they spoke to the deep

R S

need of all community members, men and women,

to heal and belong: We say equality is the support

Rose

Sackey-Milligan

became

politically

of each other men and women, inner [Native]

conscious when she was 16, during the period of

communities and outer [non-Native] communities

decolonization in Africa and the Caribbean, and the

so all can recover.

Civil Rights Movement in the United States. The

This stance helped TWU uproot a pattern of

cultural violence where people attack others in
order to feel self-esteem. In doing so, TWU helped
people become a positive force in the community.
Sanchezs sense of spirit-rootedness helps her and
others at TWU find the humanity in all people, even
in those causing harm.
Most people dont see transformation as a
process and path, she explains. They see it as an
end. You can talk about dismantling racism, but
if dont go into how you will transform the beings
who are racist, you will not have transformation. If
you focus on cultural violence, but are not doing the
deep cultural work to transform the community, it
will remain.
Ultimately,

first ten years of her political activity were marked

by a pervasive hope that change could happen. She
was inspired by the periods powerful grassroots
organizing led by people of color. Individuals could
and did find a sense of power through the possibility
that revolutionary change was right around the
corner. I really believed it would happen at the
time, she recalls.
When revolutionary change did not occur and,
instead, the government targeted revolutionary
groups through destructive, covert mechanisms
like COINTEL-Pro, Sackey-Milligan began to lose
hope. She had been taught that the path toward
transformation should focus on political education,
strategy and citizen empowerment. She began to
understand that these strategies alone would not

Sanchez believes real transfor-

be sufficient to make significant changes. I began

mation requires hard work and a deep commitment

to get burnt out, tired and dispassionate. And,

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163

that is when I began to think that

practice and an African traditional

a different kind of change was

religion derived from the Yorb

required.

During the Civil Rights

people in Nigeria, West Africa. She

relates that these three practices

Sackey-Milligan searched for

Movement we didnt have

something deeper. I didnt call

the awareness that I see

it spiritual at the time, she said.

now. It feels like youth are

But, something was happening

learning from the mistakes

inside me that I needed to

of older generations about

address. Sackey-Milligan thought

how we treated the Earth

that if she found what she was

and interact in community.

looking for outside the movement,

It feels like we are returning

directed the Social Justice Program

she could re-enter political work

to

at the Center for Contemplative

with more focus and awareness.

community love, support

Mind

What she found was far more than

and care. Consciousness is

Northampton,

awareness.

traditional

ideas

of

evolving; I am in awe.

lead to health, wholeness and joy. She realized that

the level of rage she carried about injustice kept
her trapped. I had to release a lot of these negative
energies, she said. I needed to embrace the values
of compassion. Sackey-Milligan realized how
empty this rage left her. I longed to fill this vacuum
in my heart and soul. I felt I was barely surviving
and not really living. She soon realized spirituality
was the missing component.

She is able to relate and engage to

different communities including
cultures

she

finds

extremely

oppressive and difficult to bear.

Sackey-Milligan

in

Society

formerly

located

in

Massachusetts.

There she focused on creating space

for other activists and organizers

Sackey-Milligan spent a long

time exploring and discovering a path that could

ground me and keep me whole.

to find health, centeredness and

well being. She currently serves as co-director
(with Ral Quiones Rosado) of c-Integral based
in Puerto Rico. Political struggle is not separate
from the individual, she said. The path of spirit
is the path of becoming a better, more aligned
human being. Sackey-Milligan is excited about
the heightened interest movement activists have
in combining spiritual practice with political work.
We didnt have the awareness that I see now during
the period of worldwide African liberation during

Sackey-Milligan found it hard to find groups

the 1960s. It feels like youth are learning from the

of people with whom she could share her ideas of

mistakes of older generations about how we treated

faith and action. Her peers in political struggle did

the Earth and interact in community. It feels like

not support her and considered her wimpy. They

we are returning to traditional ideas of community

wanted to talk about organizing campaigns and

love, support and care. Consciousness is evolving. I

were not interested in thinking about different

am in awe.

ideas, actions or strategies. I felt isolated, she

remembers.
Today, Sackey-Milligans spiritual practice
includes a strong yoga practice, a mindful meditative
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Today, Nube doesnt see himself as someone

with a spiritual practice. Yet, he has become more
open to ritual, gratitude and acknowledging the

M S
Mateo Nube grew up in Bolivia and moved to
the U.S. in the 1990s to attend the University of

intrinsic beauty of being alive. He explains, I feel

like Ive been a spiritual person my whole life. I just
wasnt comfortable using that term.

California at Berkeley. Although Mateo grew up

Nubes current practice of regular gardening

in a military dictatorship, he got his passion for

serves as a spiritual space for him. Every morning,

justice from his mother who was a Leftist in the

he spends time in the garden before his family

1960s and 70s. Looking back, Mateo believes that

awakens. There is something about connecting to

his early commitment to revolution was a form of

the core the sun, soil and water that gives me a

religion. My heaven became entering the plaza

spiritual boost, he explains. I like the exploration

with red flags. It was like the Evangelicals waiting

of growing food, touching the soil, and relating to

for rapture, except I was waiting for revolution. It

plants and insects.

was revolutionary rapture.

Nubes spirituality has helped him rethink

As Mateo grew older, he became deeply confused

standard notions of movement building. We have

as he witnessed the U.S. and other powers crush

to move away from Western frames of thinking and

Central American revolutions and learned about

understand our material and immaterial needs,

the serious contradictions within revolutionary

said Nube. He is bringing this new perspective to

movements. When the Soviet Bloc collapsed, I

his role as the director of The Movement Generation

realized my picture-book revolution was a lot less

Justice & Ecology Project, an organization

probable. I also realized that marching into the plaza

engaging economic and racial justice organizers

wasnt the end; it was the beginning. That is when

in work around ecology and climate change. My

the real work started. This realization hit Nube

new spiritual conception of being alive has helped

hard. I felt politically lost and very discouraged.

me to understand the Earth and nature in its

Nube felt he had put all his eggs in one basket

wisdom, limits and needs. We as humans have the

and now had to figure out whether his God even

opportunity to live symbiotically with nature, but

existed.

that will require a huge transformation in all of us.

Nube began organizing and popular education

work in college and later in unions. What drew his

We have to understand once again the sacredness

of the land.

interest most was the theory and work of popular

Nubes spiritual understanding has also helped

education. Early on, Nube felt pressure to subsume

him find patience to pause, digest and understand

the less political aspects of his life for the struggle.

what movement building really means. Before, I

Everything from art, family, sports, relaxation

didnt have the ability to think about social change

and friendship received less value, he recalls.

over the long arch of time. Now, I am challenging

Fundamentally, this narrowness contradicts the

my

world we are trying to create.

transformative change. I can, instead, take a breath

Chapter 3: Trainings

desire

for

immediate

satisfaction

and

165

and think about how to do this work in a more strategic way. I can create liberated spaces and organizations
that inspire transformation. I have a humbled conception that I am small and life is large. This gives me
more space and room to move.

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INTRODUCING TMB
ACTIVITY 1: Stories About Transformation
This is an activity to help the group explore what transformation and practice mean,and why they are
important for organizers.
t

Read one or more of the stories in this packet.

Discuss: What moved you in this story? What is this organizers practice? Why did they start
practicing? How did it relate to their social justice work?

Define: what is practice?

Discuss: Who do we want to become? What kind of qualities do we need to transform our
communities/the world/etc.? What do we need to practice to become that? What could we do
When we use the term spirituality we

world.

are not necessarily referring to religion

in general, or any religious tradition in
particular.

We are referring to a way of working from our

core values and beliefs. These include: that we
are all fundamentally interconnected, that
we want to work from a place of love that
affirms our humanity, that we are connected
to the land and to something bigger than
our individual selves, that we want a better

regularly together?
Variation 1: Participants draw their social change superheroes and name the superhero qualities
they have that allow them to transform the world around them. Translate this into qualities they can
develop as a group.
Variation 2: Participants share a story about transformation from their family or community, a
movie or a book. What helped that person transform? What was the space in between like?

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ACTIVITY 2: Who We Are vs. Who We Want to Be

This discussion helps people think about who we are vs. who we want to be. It encourages us to:
t

Read the Where are We Stuck and the New Way pages of this pactet

Discuss: What are your experiences? Are they reflected in these sheets? When are we at our
best as social change agents? What is most challenging in our social change work? What gives
us energy, hope and purpose?

Discuss: Who do we want to become? What kind of qualities do we need to transform our
communities/the world/etc.? What do we need to practice to become that? What could we do
regularly together?

t
ACTIVITY 3: The S Word - What is Spirit in Organizing
This is a basic introduction to help the group explore what we mean when we say organizing from a
spiritual place. Use the Core Assumptions chart and handouts to ground the discussion.
t

Explain what we mean when we say organizing from a spiritual place. Use the Core
Assumptions chart and handouts to ground the discussion.

We dont have the answers. We are here to learn from each other.

Historically and across the globe, many people have insisted that liberation
movements must change peoples spiritual conditions as well as materials ones. (e.g.U.S. Civil Rights movement, American Indian movement, etc.)

When we use the word spirituality, we have a few key assumptions

(show the Core Assumptions Chart):

Introduce yourself as a facilitator and tell your own story. These introductions need to help
facilitators set the context for the workshop and build trust with the participants. Share:

who you are

why you are here (and why you started to ask these questions)

how you got here

your hopes for the future

Story Circle go around and have participants share their story. Each person gets 5 minutes
to share their story

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SAMPLE ACTIVITIES
ACTIVITY 1: Waking Up our Bodies
t

Introduce the idea of waking up and greeting your body.

Guide group through waking up their body starting with patting their feet with their
hands and moving up to their legs, stomach, chest, arms, back and head. This helps to
energize, ground and bring our full selves into the room.

As a second step, lead the group through 2-3 stretches, or ask 2-3 people to share a stretch
that they like to do to wake up your body. Two ideas include:

Stretching your hands up to the sky, then releasing then and folding at your waste to
reach for the ground (its ok if you dont touch!). Then, folding up one vertebrae at a
time to standing.

Stretching your shoulders and spine. Plant your feet hip width apart. Start swinging
your arms and shoulders so they swing around your body, allowing your knees to bend
slightly. Allow your body to find its own rhythm.

ACTIVITY 2: Ancestors in Training Opening and Closing Activity

This is a simple activity to set intention and bring the idea of ancestors and those who have come
before us, into the room.
t

Introduction: we are all ancestors in training. That is, one day we will be ancestors. Ancestors
are those who came before us, who have shown us the way (through both positive and negative
actions), and who we call on for support. We are leaning how to be the way-showers of others,
who will come behind us. We are cultivating our own wisdom.

Go around the room and have each person introduce themselves and call in one person into
the room who represents something that the group needs. It can be a capacity, a quality, a
saying. What does that person want to tell the room as they develop their wisdom, intention
and capacity for the work they have together?

At the end of the meeting, if possible, go around the room and have the group check out
by reminding the room who they invited in, and what they would say about the gathering.
Remember to say good bye and release those who you invited in.

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ACTIVITY 3: THREE BREATH INTRODUCTION

The breath helps connect us to the present moment and to each other. This activity helps people
ground and connect to their body through breath.
t

Explain that each participant will introduce themselves in three breaths.

Since we only speak on our out-breaths, the breath is a good marker for ourselves when we
speak. This is a way to stay connected to our bodies as we speak.

Each person will say three sentences. In the first sentence, they should state their name. The
second and third sentences should be something about them they want others to know.

Trainers should model this introduction first.

E: T B I

Sentence 1: My name is ____________.

Possible 2nd and 3rd Sentences:

I am from ________.
I work at ________.
I like to ________.
I am here because ________.
My name means ________

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ACTIVITY 4: Piper Meditation

This is a guided mediation that facilitators can use to ground the beginning of a meeting. Participants
use this meditation to connect with and focus on the energy and intentions they are bringing to the
group.
There are five components to the meditation, Purpose, Intention, Perspective, Energy, Resolve.
The facilitator guides the group through meditating on each.
t

Start by softening or closing your eyes. Feel your feet on the ground, and your spine
lengthening. Place your hands where they are comfortable. Focus on the rhythm of your
breath.

Purpose: First think about the purpose you bring to this meeting. What are you coming here
to do? What do you care about? Feel that in every cell of your body.

Intention: Next focus on what intention do you bring to the meeting. Focus on the feeling of
that intention. Feel that in every cell of your body.

Perspective: Next consider what perspective and wisdom you bring with you. What
perspective and wisdom do others bring? Feel that in every cell of your body.

Energy: Next feel the energy you are bringing into the room. What is the nature and quality
of your energy? What is the energy that is required for today? Feel that in every cell of your
body.

Resolve: Finally, focus on your resolve to work with this group today. What does that feel
like? Feel that in every cell of your body.

ACTIVITY 5: Centering With Extention

This activity is a quick centering and grounding activity that can be done sitting around a table.
Participants feel what it is like to first center themselves and then extend from that extension.
t

Sit in a chair around a table.

Place your feet firmly on the floor. Feel the contact of your feet on the floor and your tailbone
moving down into the chair.

Place your hands, palms up on the underside of the table. Press up on the table and use this
pressure to extend your spine up towards the ceiling and your tailbone down into the chair.

Try lifting your chest and dropping your shoulders as you continue to extend.

Take 3 deep breaths from this position and focus on your intention for the day or for the
gathering. Let this intention come from your heart or belly, rather than your head.

Slowly release the stretch and focus your intention back into the circle.

As an option, you can ask for volunteers to share their intention. Do not force sharing.

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ACTIVITY 6: Five Senses Journal Writing

This is a quick writing activity that develops awareness of the present moment. You can also do it
around a theme. The prompts help participants describe what they are experience in the moment of
writing. Consider having people walk around their environment and do this, and then come back to
the group to share.

I see.

I hear

I taste.

I smell.

I feel/touch..

ACTIVITY 7: Finding Our Group Rhythm

This activity allows group members to experience what it feels like to be in rhythm with each other,
and to get a sense of how easy or difficult it is as a group.
t

Introduce the activity. Sit in a circle.

Run the activity. When the group falls

One participant will start the activity

off rhythm and cannot back on they

by clapping their hands. They can do

can start and stop again if they like.

something simple, like clapping their

Experiment. Try making the rhythm

hands once, or something a bit more

more simple or more complex. See

complicated, like clapping twice. The

what happens.

next person will set the pace of the

Debrief. What happened? What did

rhythm. The job of the group is to

you notice? What did it teach you

continue to generate the rhythm by

about our group?

mimicking the rhythms beat and pace.

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ACTIVITY 8: Altar Building with Story Circle

From Spirit in Motion

F N
+ This activity often creates a container for participants to share a personal or intimate story. Each
person has the opportunity to share and be heard. Because of this, it can be a very effective trustbuilding activity if it is structure and modeled well.
+ Be aware of how much time you allow for this activity. Awareness of how much time you have for
this activity is important for how you frame the question.

For example, if you have a generous amount of time, then the question can be more
open-ended a story, longer explanation of the item. If you have limited time, you
will need a more structured question and a clear guideline for how much time each
participant has. For example, if you have one minute per person you may ask each
person to say what their item is and one sentence about the value/spirit the object
represents/brings to the altar.

+ Clear guidelines are important so that the energy and space of the circle is intentional and folks
who tend to talk less or care take do not silence themselves in order to make up time for the group.

F
t

Many different spiritual traditions use altars as a place to ground, to make offerings, to set
intentions and to center the energy of a space. Individuals can have their own altar, or a group
can create a collective altar.

The Movement Strategy Center uses our altar as a way to bring people together every
season and clear/reground our space as a group. We generally a formal ritual where
we clean the altar, re-introduce the main elements of it (fire, water), and then allow
individuals to put new items on the altar, re-introduce items they already have on the
altar, or to take something off. After the altar building, we have a meal together.

I
t

Introduce Basic Altar Items: cloth, table, water, fire. What does each symbolize?

Model introducing personal items on the altar: What did you put on the altar and why?

For example, Lisa Charley brought a bear sculpture she that her friend gifted to her for
her 35th birthday. The bear is her spirit guide. This bear is full of images: butterflies,
flowers. Putting it on the altar symbolizes an intention to hold and take care of her
self this weekend.

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173

ACTIVITY
t

One by one, each participant shares their altar item: what it is, why they brought it and/or the
story behind it.

If participants forgot/didnt bring an item, they can place something they write, draw, found
on the site or even place a symbolic idea or words on the altar.

When each person is done, they let the person to their left know through a verbal or nonverbal
pass.

Ask facilitators for ideas about time Give gentle prompt if each participant has a basic time
frame.

Altar Opening (used during convening with several organizations)

P
t

Open up a meeting or retreat in a

Table or flat surface

cultural and spiritual way that honors

Cloth to put over the surface

ancestors

Items (see the altar handout) for altar

Participants introduce themselves to

according to the tradition that you are

each other through sharing a personal

building the altar in

or meaningful object

A
1. Introduce the Altar

Candle, lighter, incense

Pieces of paper if you are asking people

to write down names of ancestors or s/
heroes

2. Giving offerings
3. Closing

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ACTIVITY
4. What is an altar? Explain the altar according to the tradition in which you want to build it
(see attached Altar handout) (10 min)
a. What does the word ofrenda mean? Who has been part of giving ofrendas?

Ofrenda means offering in Spanish. This word is often used to describe the
altars that are built for the Dia De Los Muertos where people build altars and
leave offerings to honor those who have passed. Ofrendas are not only for Dia
De Los Muertos but can be for any offering you want to give that is in some
way sacred or special.

b. Back in the day when different groups of people came together, you would bring an
offering as a sign of friendship, a gift to cement the relationship. Each group has
brought something as an ofrenda to the group a sign of friendship. We are going to
put each offering on an altar in this room and you can touch, share, feel whatever is on
the altar during the convening.
5. Each group shares: (Usually 2 3 minutes each person or group)
a. Name of group, home city
b. Offering
c. NOTE: You can change up the last question to suit your purpose

Who is one ancestor or s/hero that made it possible for you to be here today?

Who is one person you want to honor and draw strength from during this
meeting?

What is one struggle and one dream they are bringing to the group?

6. End with Unity clap

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175

MORE ON ALTARS: either as a hand out or to help the facilitator pick another or more than
one cultural tradition that is going to be relevant to the group.

ALTARS
Altars are present in many different cultural traditions:
In Asian, Taoist, and Buddhist communities,

chiefs, a special occasionsuch as the birth of a

altars are either (1) to honor religious icons like Kuan

child, or simply receiving visitors into the house.

Yin, the Buddha, bodhisattvas or (2) to honor ones

In Christianity, altars and shrines honor the

ancestral lineage (with pictures, objects, or scrolls of

Virgin Mary, different Saints, Jesus, and served

ones deceased relatives). Altars in homes are often

also as offerings to the Lord. In the Bible, different

ancestral altars while altars in restaurants, temples,

altars are mentioned that were used to honor

and other public places are often for religious icons.

the Lord. Common things offered to altars were

Objects commonly offered on Asian altars include

animal sacrifices, oils, and other burned offerings.

oranges (to symbolize gold), tea, favorite foods of

Currently, altars often feature statues, candles,

ancestors, rice wine, water, flowers, and incense.

flowers, and a place for the priest to place the Bible

Ancestors are called upon for guidance, protection,

or give sermon from.

and blessings. Incense is lighted to send prayers and

offerings to the spirit world.

In the Mexican tradition, Dia De Los Muertos

is a day to celebrate those that have passed by

in

setting up altars where souls come back and visit

Central and West Africa. This belief is mixed

with the living. The altar is called the offrenda and

with the idea that ancestors, spirits and gods live

traces its roots back to Aztec traditions. Each altar

in another world and can affect the lives of the

is customarily dedicated to an individual/s for

living. Ancestors are called upon for guidance in

their souls to return to visit so the altar can include

every day life as well as important events. Some

personal momentos, pictures, and other things that

people make special baskets or boxes to hold

the person/people like. The altar consists of four

bones of their ancestors. Some believe that carved

levels and four sides, representing the four stages of

wooden stools represent the power and presence of

life, the four points of the earth, the four seasons,

their ancestors. Other common objects for altars

and the four mathematical points upon which the

include masks, rattles or carved wooden ancestor

pyramids were built.

Ancestor

worship

is

deeply

rooted

figures. Pouring libation by pouring palm wine

on the ground during a prayer is one of the oldest
and favorite rituals practiced daily in West Africa.
Libation is a prayer to the gods and ancestors
marking an event. Such events may include the
beginning of an activitysuch as a meeting of

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Based upon these four points the following items are used:

The four principle seeds used by the Aztecs were: tomatillo (green tomato), cacao,
chili, and corn

The four elements of life: water (the conch shell), fire (candles), earth, and wind (flute
and conch shell)

The four stages of life are also represented in the four stages of corn: the seed, fresh
corn, dry corn, and the corn used in different foods: tortillas, tamales, atole

The Santeria tradition is practiced throughout the Carribean and parts of Latin America. Altars also
play an important role in honoring ancestors and saints (Orishas). Santeria altars are a mixture of both
Western (Roman Catholic) and West African (Yoruba) tradition that occurred as a result of the slave trade.
Worshippers primarily pay homage to their Orishas/Saints through the construction and decoration of
altars in their homes. Objects are placed on ornately adorned, cloth covered tables or platforms. These items
typically symbolize or appeal to the deity. Offerings may include carved statues, seed pods, fruit, flowers,
urns, beads, feathers, cauldrons, miniature farming implements, fans and mirrors.

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ACTIVITY 9: WISDOM GATHERING CIRCLE

30 MINS

B I
t

Activity Source: Joanna Macy, Catriona Reed, Michele Bezamin-Miki

Supplies: Meditation bell

F F
This activity is important in taking the groups work to a deeper level, and allowing them to access
any messages they hear in their gut about the work. It requires participants to pull from their own
hearts and spirits and build relationships with one another.

S U R
Create two concentric circles in the room.
Everyone should be facing a partner.
Participants should be seated comfortably.

F A
Explain that we will be having a conversation with our partner. This will be a time to use our
imaginations and the deep wisdom that is within us. We will have two conversations. The first is
with an ancestor. This ancestor can be a blood ancestor someone from our blood lineage; a land
ancestor someone who has lived on this land before us; or a movement ancestor someone who has
been part of this movement before us. This ancestor will be speaking to us as present-day organizers.
Then we will hear from future generations those will come after us. Explain that the role of listener
is just that to listen without interrupting.

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O M M
t

Explain that we are going to do a brief (one-minute) sitting meditation, during which we will
visualize the ancestors who are coming into the room, before we actually begin the activity. All of
us will first visualize ancestors. We will do a second sit before we bring in future generations.

Ask participants to close their eyes and pay attention to their breath.

Ring a meditation bell to start the meditation. Help situate people by reminding them to first
listen to their breath and then start to visualize their ancestor. Who are they? Why did they visit?
What do they have to tell us, as present-day organizers?

Give participants at least 20 seconds of silence before ringing a bell and/or telling them to come
back into the room.

C A
t

Explain to the group that the inner circle will go first. They will represent and speak for the
ancestors. Instruct participants not to think too much about the exercise, and to let their words
flow as much as possible.

Give the inner circle three minutes to speak with their partner. After three minutes have passed,
ring a bell. Then ask the inner circle to move to their left so that everyone has a new partner.

R M
C F G
t

Repeat the exercise with the outer circle speaking for future generations.

Start with a one minute sitting meditation, with all participants visualizing someone from a
future generation coming into the room to give a message to present-day organizers.

After the meditation, start the talking-circle, with the participants on the outer circle
embodying the future generation as they speak to their partner. After three minutes, ring the
bell to stop the conversations.

D A
t

Ask everyone to gather as a large group to debrief the exercise.

Debrief Questions:

What messages did you receive from ancestors/future generations?

Did any questions surface for you about how we are organizing today?

Write these up on butcher paper. Explain we will add to this list as we go on through
the workshop.

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ACTIVITY 10: Body / Life Map

From the BLOC Network Curriculum Rep Ya BLOC!

B
+ Purpose: to look at the forces that shape us. This activity will encourage people to do some
introspection regarding the different forces that have shaped their lives and identities.
+ Time needed: 20-30 minutes max (should be flexible and gauged on overall time and group)
+ Materials needed: Drawing materials, e.g.: markers, crayons, colored pencils and poster board,
large paper, etc.

H
1. Read out the instructions on Page 1 of the IMAP workbook. Keep in mind that participants
are drawing their past/present self on the left side, and their future self on the right side. It
can be helpful to have an example to show participants.
2. Break the group into dyads for 5 10 minutes. Have each person share some of the highlights
of their body/life map. (It is not necessary to explain everything on the picture.)
3. After 5 minutes, bring the activity back into the larger group and ask if anyone would like to
share.

Facilitators Note: the time needed to do this activity can vary greatly, depending on the context,
number of participants, and what comes up for people. In the past, participants have expressed a
deep interest in having more time to create and share their body/life maps. Depending on the kind of
meeting/workshop this activity is being conducted in, it is at the discretion of the facilitator to decide
the length of time the activity can run.
Please note: because this activity can touch on painful memories for people, the facilitator should
gauge how people are feeling and adjust the amount of time people share in their dyads.
And while they are writing, play music if you got it folks like music!

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ACTIVITY 11: Purpose Statement / Bumper Sticker

From the BLOC Network Curriculum Rep Ya BLOC!

B
+ Purpose: To encourage participants to think about their own purpose and what drives them.
+ Time needed: 5-10 minutes
+ Materials needed: Construction paper, scissors, glue, markers

H
1. Explain to participants: Now Im handing out bumper stickers for you all to write down what
drives you in life. What are you passionate about? What gets you going in the morning? If you
could have one bumper sticker that encompasses those things, what would it say?
2. When everyone has finished, go around the circle and have each participant share their
bumper sticker. The participants should paste their bumper stickers onto page 2 of their IMAP
workbooks.
3. Next, each participant should write a purpose statement saying who they are, what they do
and what they hope to achieve. It is helpful to have an example for people (e.g.: the mission
statement of a nonprofit)

ACTIVITY 12: Five Directions Groups (for organizing small work groups)
From Jidan Koon, Movement Strategy Center

P
+ To create smaller groupings within a bigger grouping using culturally based concepts of five
directions
+ Build team within the smaller groups

A
1. Introduce Five Directions
2. Small Group Team builder

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M:
t

Butcher paper with Dogon creation rock painting

Butcher paper with different directions plus corresponding colors in different cultural
traditions (see below)

A:
1. Big Group: Introduction to Five Directions (10 min)
a. Introduce idea of four groups through story telling. In many non-European cultures,
there are not four directions but FIVE: North, South, East, West, and Center.

The Dogon people in West Africa have ancient rock paintings that show the
five directions as central to their creation story. The Dogon people believe that
the god Amma stretched a ball of clay into the four directions and made the
earth. Amma is symbolized in the middle. This shape is often seen in mud
cloth and rock paintings.

b. Directions were often assigned specific colors or other meanings of significance.

Cherokee nation: N Blue, E Red, S White, W Black, Center Green

Mayan: N White, E Red, S Yellow, W Black, Center Green

China: N Black/Winter/Water, E Green/Spring/Wood, S Red/Summer/

Fire, W White/Autumn/Metal, Center Yellow/Earth

c. Since we are such a big group, we are going to build relationships by having smaller
groups for our workshops and other activities. Each of you have been assigned to a
group corresponding to the four directions and when we come together in one big
group, that is what we consider being in the center direction.
2. Small Group: Team Builder (20-30 min) time depends on how many people are in each
group.
a. Split people into four groups and assign each group to a direction. Each corner of the
room is labeled a direction. Ask people to go to the corner that has their direction.
b. While in the group:

Introduce the facilitators

All members of the group share name, age, city, organization

Each person acts out an animal that they think best describes them (everyone
guesses what it is)

Come up with a group name that has the direction in it (for example: North
Star or Wild West) as well as a group noise or chant

c. Call all groups back into Center and ask each group to share their name and noise/
chant.
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ACTIVITY 13: Breathing & Qi (pronounced chee)

From Jidan Koon, Movement Strategy Center

P:
+ Build team through experiencing interconnecting energy (Qi)
+ Learning about the key spiritual role of breath and breathing in many cultures
+ Ground and relax the team either before a meeting, during a frustrating or hyper time, or close out

Q E. .
1. What is Qi? (10 min)
a. Qi is an Asian (Chinese, Japanese, Vietnamese, Korean) concept of life force or energy
that is in all things, living and non-living (like rocks, earth, water). It is the energy
that we all share with each other. Qi means breath. The idea is that breath is the
source of life and also the way to build and work with your Qi. Some people would
also say that Qi is a spiritual force.
b. This idea is not only from Asia. In India, prana is that energy that links everything
together. Prana also means spirit or breath. In Latin, spiritus means breathing. In
Greek, air, breath, and spirit are all the same word. Rooh is Arabic for the breath
of life, wind. In Polynesia, Mana means breath or spirit. In ancient Egypt, a persons
soul had five parts one part was called Ka, or the life force. This Ka was breathed
into people at the moment of their birth by a god. In Christianity, God created man
and woman from dust on the ground and breathed the breath of life into the forms.
c. Breath, life, and spirit are interlinked and given a special place in many ancient and
current cultures, languages, and spiritual belief systems.
d. We are going to do some exercises to practice cultivating your Qi and also sharing Qi
between people.
2. Practicing Qi individually. (10-15 min)
a. Breath is the root of Qi. In order to be aware of Qi, you need to breathe right. Most
of the time, we dont breathe right. We normally only use part of our lung capacity.
Think back to when you were young, and you got upset, youd hyperventilating,
breathing shallow and fast. Fear, anger, sadness, stress all make you use less and
less of your lung capacity. The less you breathe, the less oxygen your body gets and
that starts a whole series of things including not thinking very well. We are going to
practice breathing using our entire lung capacity.

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b. Lay on the floor on your back. Begin to deepen your breath. Imagine that you are
breathing, filling your body with breath from your toes on up. When you get to the
top of your head, breath out and empty yourself back down to your toes. Imagine your
breath is a ball of light inside you. As you breathe in, it expands and as you breathe
out, it gets smaller.
c. Let the group cultivate its breath for some moments. Then ask:

How does your body feel?

Do you feel temperature changes?

Where?

Usually people will say they feel warm in their chest. Explain that this is the
Qi. The seat of Qi in a persons body is the solar plexus, the place in the chest
right below the sternum.

3. Practicing Qi with another person. (15 min)

a. Now we are going to practice sharing Qi with another person. Find a partner. Sit with
one person in front of the other. They should be almost an arms length apart. Both
people should practice breathing. Imagine the ball of light in the chest expanding
and contracting. The person in back will begin to breathe the Qi into the right hand.
Imagine the ball of light depositing itself into the right hand on the out breath.
b. What does the hand feel like? People often say that it is warm or that it feels bigger
than the other hand.
c. Slowly place that hand on the back of the other person. Imagine the Qi flowing
through your hand into the other person. Try to synchronize your breathing. You
can try putting both hands on the back.
4. Debrief. (15 min)
a. How did that feel?
b. What did it feel like having the hand on your back?
c. What did it feel like to be the person putting the hands on the back?
d. Optional questions:

Have you felt energy or Qi from things before? What about bodies of water
(like the ocean) or trees (like the forest)?

What does this tell you about our relationship to each other, other animals,
and nature?

What have you learned about Qi or breath?

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ACTIVITY 14: Stretching

From Jidan Koon, Movement Strategy Center

P:

A:

+ To show how mind, body, heart, and spirit

are interconnected

1. Why stretching? Mind-BodyHeart-Spirit connection

+ Build team by connecting physically

2. Stretching in a circle

+ To use stretching the body experience to

3. Paired stretch 1

learn how to work together

4. Paired stretch 2
5. Debrief

M:
+ Enough space to stretch comfortably

A:
1. Why stretching? (5-7 min)
a. Open by explaining that the mind, heart, body, and spirit are all interlinked. Ask
people why you feel better after punching a punching bag when youre mad. Link this
to the ways in which how we feel is very influenced by the body. In addition, learning
from our body and taking care of it can help us think better and feel better.
b. For this reason, doing physical things helps us engage more fully in whatever it is we
are doing (like at a meeting).
2. Stretching in a circle. (time depends on how many people)
a. Share stretches going from the top of the body on downward. The facilitator can start
with a stretch and invite others to lead stretches (for example, go clockwise having
each person share one stretch). Take 5 stretches or so total.
3. Paired stretch 1. (10 min)
a. Ask people to pair up with some one of similar height. We will do a series of stretches
together. The facilitator should demonstrate. Some pointers to share:
b. listen to your body, dont over stretch
c. relax into the stretch
d. practice the deep Qi breathing
e. talk to your partner to tell him/her when to begin or stop

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Its helpful to ask someone to model this stretch with you. The first stretch, you start back to back
with the other person. Choose the person who will be stretcher and who will be stretchee (the person
being stretched). They should interlock their arms at the elbow. The person who is the stretcher will
ask whether the other person is ready. When the other person says s/he is ready, the stretcher can
begin slowly rolling his/her spine over into a curved bridge starting from the neck and going down
ward. The stretchee simply relaxes and allows her/his neck and back to lay on the other persons back.
This will result in a back bend for the stretchee stretching his/her chest, stomach, and entire front
body. The stretchee needs to let the other person know if s/he wants to stretch more or less. They
should stay in the position for several breaths and the stretchee tells the stretcher when s/he is ready
to come slowly back up. They then switch roles.
4. Paired Stretch 2. (10 min)
a. The second stretch, sit on the ground and face each other. They do the splits as far
as they can and join their feet, making a diamond with their legs. They join hands
and decide who is going to be the stretcher and who is going to be the stretchee. The
stretcher will ask the stretchee if s/he is ready. Once the stretchee says s/he is ready,
the stretcher slowly leans back, pulling the stretchee forward. When the stretchee
tells the stretcher to stop, they should stay there for several breaths. Then, switch
roles.
5. Debrief (15 min)
a. What was that like? What was hard about it? What felt good?
b. What can stretching teach us about working together?
c. Some things to draw out:

Only you know your limits. Its important to communicate your limits to other
people (whether in work load, expectations, or other kinds of things).

Communication is key. In order to do something together, you need to talk to

understand each other, make a plan, and coordinate.

Trust the other person. It might be scary at first to work with someone you
dont know that well in doing something that youve never done before.

Go step by step. Getting into something too fast can cause hurt and injury
you need to try something a little bit and if its okay, do it a little bit more.

Theres a lot more the group will come up with all kinds of things.

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ACTIVITY 15: Guided Visualization

From Jidan Koon, Movement Strategy Center

+ To visualize the future or outcome we want

1. Setting it up

+ To tap into our imaginations and creativity

2. Visualization
(NOTE: The visualization script can be

around what we want

+ To make what we want more real through

changed to reflect whatever time frame,

location, issue, or event you would like

visualizing it

for people to visualize around.)

M
+ Paper for people to write words on
+ Tape

3. Values
4. Debriefing
5. Close

+ Markers

A
1. Setting it up. (10 min)
a. Explain that the seeds for the future we are fighting for is already here in this room
and out in the world. The key to jump from now to a vision of 30 years in the future
is imagination. The facilitator will lead the group through a guided meditation
to practice imagining. Ask that members trust the facilitator and just let their
imaginations follow the facilitators words.
b. Ask members to write down their age and todays date and then add 30 years to both.
Ask them to write down the names and ages of the children closest to them and add
30 years to their ages. (5 min.)
2. Visualization. (10 15 min) Depends on the length of the script.
a. Lead members through a simple guided meditation. Invite them to get comfortable,
close their eyes, and take a few deep breaths. As the facilitator speaks, allow the voice
to develop a rhythm, pausing between sentences. Especially pause after questions and
instructions. (10 min.) See VISION VISUALIZATION SCRIPT.

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3. Values. (15 min)

a. Ask participants to, when they are ready, to come up with 2 3 key values or ideas
that describe the world that they envisioned and visually represent it on the colored
paper handed out. People can draw; use symbols, and/or write key words to convey
their choices. As people complete their 2 - 3 drawings, invite them to come up and
tape them on the wall. People who finish first should be encouraged to look at and
study what others are putting up on the wall.
4. Debriefing (20 min)
a. Ask:

How did it feel to vision? What was fun, easy, or hard about it? Why?

What did you see?

What moved you?

What moves you about other peoples visions?

What themes are you noticing about what we want?

What does that mean for what we need to be doing right now to get there?

5. Closing (10 min)

a. Once this process is complete, congratulate people for sharing and putting forth their
heart-felt values and beliefs.
b. Ask the group: Why is it important to vision about the world we want? Point out
that, when struggling for social justice, we need to be clear about what we are
fighting for. Congratulate the group for successfully taking a first stab at just that
creating a clear political vision of a better world.
c. Encourage participants to make this visioning conversation a regular and recurrent
part of their organization or communitys strategic discussions.

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VISION VISUALIZATION SCRIPT

1. Imagine you are in your bedroom. See what is around you. Imagine there is a calendar on the wall
and a wind is coming in through the door. Slowly the pages of the calendar start to lift and fly off.
As the pages turn, time is speeding up and passing.
2. Feel yourself moving towards the future. You and those around you have been getting touch with
our power and using it the service of your visions. You and those around you are growing and
winning in small and big ways.
3. One year in the future. Three years.
4. There are reports of similar victories across town. Big news from overseas.
5. Five years. Ten years.
6. You are stronger and stronger. Those around you are stronger.
7. Twenty years. Thirty years.
8. The circle grows wider and wider.
9. It is the year (insert 50 years from now) _____.
10. In this year, imagine society is built around the values that you hold dear, that your desires for
society and the world are met.
11. Imagine that you wake up in that future.
12. What do you see in your room?
13. What are you doing?
14. What are the children in your life doing?
15. What kind of dwelling do you live in?
16. Who do you live with?
17. You go outside, what do you see?
18. What is growing from the earth?
19. You go out into your neighborhood, who do you see?
20. What are they doing?
21. What kinds of dwellings and buildings are there on the street?
22. You leave your neighborhood and go into the wider community. How do you travel?
23. As you are moving around in the wider community, what kinds of institutions do you see?
24. What institutions and groups seem to be the most important in the community?
25. What seem to be societys main priorities?
26. How are decisions made?
27. How is conflict resolved?
28. How is work distributed?
29. What else is happening in the world?
30. Who has power in this world?
31. What do they have power over?
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32. Are there marginalized people in your world? Who are they?
33. What do gender relationships look like?
34. How is wealth distributed?
35. Where else do you go?
36. What do you see?
37. Who do you talk to?
38. What do you learn?
39. You sit down to rest and enjoy the day. You close your eyes and breathe in deeply. (Allow 2 3
breaths)
40. It is time to return. As you breathe, you begin to drift back towards (the current year).
Once youve returned, and when you are ready, you may open your eyes. (Allow the group to sit in
silence until everyone returns.)

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3M. Supervision
The following materials were provided for AEJ member organizations to support a healthy
relationship between supervisors and staff. Unfortunately, the words Supervision &
Accountability are often times synonymous with micro-manage and discipline when it
comes to the workplace. It is AEJs hope that these tools will help your organization to begin
thinking about supervision & accountability in a different way.
The School of Unity and Liberation (SOUL) provided these materials to AEJ. If you would like
more resources on Organizational Development & Supervision check out:
p
Rockwood Institute
http://www.rockwoodleadership.org/
p
School of Unity and Liberation
http://www.schoolofunityandliberation.org/

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Self-Criticism
Check-list
9OU
WILL
NOT
SHARE
THIS
SHEET

4HIS
IS
A
TOOL
TO
AID
YOUR
SELFREECTION

2EECT
ON
YOUR
PERFORMANCE
IN
THE
ORGANIZATION

7E
ENCOURAGE
JOTTING
OR
JOURNALING
DURING
REECTION

Please rate yourself in the following areas: (5 is the highest and 1 is the lowest)

ORIENTATION & ORGANIZATIONAL CONDUCT

High Level of discipline, with strong work ethic

54321

High expectations for quality and quantity of

work

54321

Reliability: Follow through with responsibilities and

commitments

54321

Implement work plan effectively

54321

Openly engage in the practice of criticism/selfcriticism

54321

Always trying to improve self

54321

Patiently, consistently, and constructively oppose

manifestations of class elitism, heterosexism, male
supremacy, white supremacy, and other forms of
bigotry in interactions with AEJ staff, movement
activists and with folks in trainings

54321

Take initiative about your own political

development

54321

Organized: store information effectively

54321

Work in a democratic fashion

54321

#ONDENCE
IN
SKILLS
AND
ABILITIES
TO
LEAD

54321

Work with a problem-solving orientation

54321

Sense of humor- warm spirit

54321

Take initiative/self starter in the work

54321

Utilize creativity

54321

Actively work to build the organization

54321

Punctuality: Be on time!

54321

Long term visioning and strategic planning

orientation

54321

Focused

54321

ANALYSIS

communication

Have a radical/left political analysis

54321

Direct, honest communication (both internal

and external to the organization)

54321

Hold a strong desire to help build a broader social

justice movement

54321

Other support to co-workers & ask for

support when needed

54321

Passionate about the role of young people in

GHTING
FOR
LIBERATION

54321

Treat co-workers with respect and patience

54321

Listen well

54321

Understand role of your programs impact on

individuals and broader movement

54321

Represent the organization in a positive way

54321

Lead with humility and openness

54321

Knowledge of curriculum that is trained

54321

Try to share skills and strength

54321

High level of facilitation skill

54321

Ability to make genuine connections with

people

54321

relationships
Actively engage in the organization and movement
in a principled way- honest, constructive, direct,
work toward solutions

54321

Participate in collective process with the

organization
Accountability to the organization, not just to
individuals in or outside the organization

194

Think about impact of your actions on the

organization and the broader movement

54321

Grounded in movement building

54321

54321

Build relationships with movement

organizations

54321

54321

Participate in relevant movement activities,

as is appropriate

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Youth Justice Corps : 2010 Toolkit

Self-Criticism
Worksheet
1. 2EVIEWING
MY
JOB
DESCRIPTION
DO
)
FULLL
MY
RESPONSIBILITIES
____________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2. What are my overall strengths? _______________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. 7HAT
ARE

SPECIC
GOALS
)
WANT
TO
SET
TO
MAXIMIZE
MY
STRENGTHS
_______________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4. What are my overall weaknesses and areas of development? ____________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
5. 7HAT
ARE

SPECIC
GOALS
)
WANT
TO
SET
TO
IMPROVE
MY
WEAKNESSES

7HAT
IS
MY
PROPOSED
PLAN

and timeline to achieve this growth? __________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
6. What support and accountability do I need from your co-worker and supervisor in that process? Be
concrete. (Call me on __, Encourage me to __, When you see me doing___, I need you to ...)
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
7. Key contributions I want to make to AEJ this next year? _________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

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3-Month Evaluation
Questions
Please use the self-criticism checklist
AND
YOUR
JOB
DESCRIPTION
TO
HELP
YOU
LL
OUT
THIS
REECTION
SHEET

_ SUPERVISION & SUPPORT

1. How have you felt about your time here at AEJ so far? _________________________________________________
___________________________________________________________________________________________________
2. $O
YOU
FEEL
SUFCIENTLY
ORIENTED

)S
THERE
ANYTHING
OUTSTANDING
THAT
YOU
FEEL
LIKE
YOU
NEED
TO
BE
ORIENTED
OR

re-oriented to? _____________________________________________________________________________________
___________________________________________________________________________________________________
3. Have you felt supported in your work? How has it been working with the other staff members here? ______
___________________________________________________________________________________________________
4. $O
YOU
HAVE
ANY
REECTIONS
OR
FEEDBACK
ABOUT
SUPERVISION
WHAT
IS
HELPFUL
OR
WHAT
WOULD
BE
MORE
HELPFUL
___________________________________________________________________________________________________
___________________________________________________________________________________________________

_ YOUR WORK
1. 2EVIEW
YOUR
JOB
DESCRIPTION
HAVE
YOU
FULLLED
WHAT
IS
LAID
OUT
IN
YOUR
JOB
DESCRIPTION

7HAT
HAVE
YOU

excelled at? Where have you fallen short? ____________________________________________________________
___________________________________________________________________________________________________
2. 7HAT
HAVE
YOU
DONE
WELL
IN
YOUR
RST

MONTHS
AT
%*
________________________________________________
___________________________________________________________________________________________________

3. What could you improve on? ________________________________________________________________________

___________________________________________________________________________________________________
4. (OW
HAS
%*
BENETED
FROM
YOUR
WORK
AS
A
STAFF
MEMBER
____________________________________________
___________________________________________________________________________________________________
5. After this 3-month introductory period, do you want to continue your staff position here at AEJ? Why or why
not? ______________________________________________________________________________________________

6. NY
OTHER
REECTIONS
YOU
WOULD
LIKE
TO
SHARE
__________________________________________________
___________________________________________________________________________________________________
0LEASE
BRING
THESE
REECTIONS
WITH
YOU
TO
YOUR
MONTH
EVALUATION
AND
BE
PREPARED
TO
DO
A
VERBAL
SELFREECTION
ON

these questions.

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3 Month Evaluation
Supervisor Prepared Evaluation

5SE
THESE
REECTION
QUESTIONS
AND
THE
CSC
SURVEY
TO
REECT
ON
THE
STAFF
MEMBERmS
WORK

performance.

_ Reflection Questions
1. 7HAT
ARE
YOUR
GENERAL
REECTIONS
ON
THIS
STAFF
MEMBER
AFTER

MONTHS
_________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

2. How has the staff member adjusted to their new position in the organization? ___________________________
___________________________________________________________________________________________________
3. Has the staff member taken an appropriate amount of leadership in their time with AEJ? __________
4. Has the staff member followed through on tasks, upheld responsibilities, and accomplished what is set our in
their job description? _______________________________________________________________________________

5. Has the staff member consistently approached the work with a positive attitude? _________________
6. What has the staff member done well in the past 3 months? ____________________________________________
___________________________________________________________________________________________________
____________________________________________________________________________________________
7. What do you see as problem areas / things that the staff member needs to improve on? __________________
___________________________________________________________________________________________________
____________________________________________________________________________________________
8. Do you recommend that this person continue to be a staff member at AEJ? ______________________
9. If so, what are three things you would like to see improvement on? _____________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

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3N. Digital storytelling

workshop
Education Justice: see What we See

1. Goals and Agenda

_ Goals
A. To introduce our AEJ regions and the landscape of public education to our audience and
membership
B. To visually illustrate our organizations
C. To practice framing our visions and narratives of education justice
D. To tell our local campaign success stories

_ Agenda
1. Activity Overview (Key Questions and Themes)
2. Storyboarding
3. Video Shoot

_ Materials Needed:
p
Flip camera / Digital camera
p
MacBook/PC
p
Post-its

_ Who:
p
YJC members (Lead on the project)
p
Organizational Staff member!
p
Other youth leaders in your organization

Photographs are everywhere and photography has an immediacy

and familiarity that no other medium does.

This is both photographys blessing and its curse. Its very familiarity keeps people from
engaging with it critically even as they consume photographs almost effortlessly.

Because it is a broadly accessible medium I think it has the ability to

viscerally describe the experience of one human being to another.
~ Dawoud Bey

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225

2. Activity Overview - Key Questions/Themes

_ GROUP

Your People

Establish which YJC members and adult allies will be working on the digital storytelling project.
Each region will create their own digital story and work together as creative partners to get ideas
popping.
Discuss how youd like your regions story to unfold. Bounce ideas off each other and support youth to
be as creative as possible and to begin making a plan.
Do an image brainstorm about and what images are needed to narrate your story.

3. Storyboard: It goes a little something like this..

Use 9 post-it notes to begin storyboarding your story that touches on the following points:
Introduce your city and the landscape of public education in your community:

_ Demographics:
p
i.e. race, income, population, drop out and graduation rates, incarceration rates, budget for
POLICE
AND
RE
BUDGET
FOR
EDUCATION
EMPLOYMENT

p
What do people think of your city?
p
What is your city really like?
p
What are the issues impacting public education and youth in your community?

_ The personal is political:

p
Who are you, and what is your organization?
p
What do you do, and why do you do it?
p
What have done to address the issues?
p
Tell a success story of your organizing

_ Tell me what you see:

p
Close out with your Vision for Justice in Public Education
p
7HY
IS
IT
IMPORTANT
TO
GHT
LOCALLY
AND
NATIONALLY
p
What is your vision for the future of public education and the well being of youth in your city?
The outline above is a SUGGESTED guide for your stories. If youre feeling it, create a unique outline,
plan or storyline that tells us about your city, your success stories, and your vision for public education.
PLEASE BE AS CREATIVE AS POSSIBLE!

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Youth Justice Corps : 2010 Toolkit

They saw themselves as others had seen them.

They had been formed by the images made of them
by those who had had the deepest necessity to despise them.
~ James Baldwin

Try hard to distill your story to 9 post-it notes and use them as a map for your digital story.
"EGIN
BY
DRAWING
PICTURES
TO
ILLUSTRATE
WHAT
IP
VIDEO
FOOTAGE
YOU
WILL
NEED
TO
GO
OUT
AND
COLLECT

)N

addition to the images, begin attaching words and phrases on the post-its to narrate the video clips
that will best represent each part of your story.
Remember, these post-its will be the recipes for your digital story so as much planning and articulating
you can do beforehand, the better.

)T
WILL
BE
IMPORTANT
TO
LM
THE
CLIPS
USING
YOUR
IP
CAMERAS
VERY
EFCIENTLY

0LAN
EACH
CLIP
THOROUGHLY

ON
YOUR
POSTITS
SO
YOU
CAN
GATHER
THE
IP
VIDEO
CLIPS
AS
EASILY
AND
QUICKLY
AS
POSSIBLE
7ORDS
AND
NARRATION
SHOULD
BE
USED
IN
THE
NAL
PRODUCT
AND
THIS
IS
AN
EXERCISE
IN
NARRATING
YOUR

successes and visions using strong video images that speak for themselves and tell compelling stories
about your organizations and cities.
#ONTINUE
PLANNING
THE
ARC
OF
YOUR
DIGITAL
STORY
WITH
YOUR
GROUP

-AKE
NOTES
ABOUT
WHAT
SPECIC
VIDEO

clips you will need, what do you need people to say, what music do you want to include?

4. Video Shoot: Put your hands where my eyes can see

"REAK
OUT
WITH
YOUR
IP
CAMERAS
AND
GATHER
DIGITAL
VIDEO
FOOTAGE
TO
NARRATE
YOUR
CITY
YOUR
SUCCESS

stories, and your vision for public education.
5PLOAD
THE
IP
VIDEO
LES
AND
MUSIC
YOUmD
LIKE
TO
USE
AND
BURN
ONTO
A
$6$
Send an outline version of your story from the post-it notes, the raw uploaded video footage and any
music tracks, on a burned DVD to AEJ Oakland for production of a short 2 minute digital story about
your region.
Youre organization has the option to edit your own video if you have the desire and capacity!
Thank You!!!!

CREDIT: Aaron Nakai and Charles A. McDonald for AEJ member organizations

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Youth Justice Corps Toolkit v1.1 2010 by AEJ / YJC

design by Swash Design Studio, Oakland