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STUDENTS FOR ECONOMIC JUSTICE TRAINERS HANDBOOK 2002 DRAFT 6-27-02 STUDENTS FOR ECONOMIC JUSTICE TRAINERS HANDBOOK TABLE OF CONTENTS INTRODUCTION: ORGANIZING CONTEXT IN SAN DIEGO INTRODUCTION OF THIS HANDBOOK THANK YOUS OVERVIEW OF SEJ & SUMMARY OF GOALS KEY ORGANIZING STRATEGY: INTERGENERATIONAL MODEL OF ORGANIZING SEJ SUMMER INTERNSHIP PROGRAM OVERVIEW INTERNSHIP COMPONENTS SUMMARY OF POLITICAL EDUCATIONAL AND SKILLS WORKSHOPS POLITICAL EDUCATIONAL WORKSHOP SUMMARIES SKILLS WORKSHOP SUMMARIES GUIDELINES FOR SUCCESS AND POSITIVE WORKSHOPS BASICS OF THE AGENDAS SEJ ORIENTATION SCHEDULE POLITICAL EDUCATION WORKSHOP OUTLINES SKILLS WORKSHOP OUTLINES OUR PRACTICE: SEJ CAMPUS BASED PROGRAMS CASE STUDIES: UCSD SEJ VICTORY AND HOW TO BUILD AN ORGANIZATION (UCSD SEJ CASE STUDY) SDSU SEJ MISSION VALLEY HILTON BOYCOTT MUJERS DEL MILENIO PROGRAM “ORGANIZE THE ORGANIZING” READINGS SAMPLE QUOTES FILM EXPOSURE TOURS ONE ON ONES CONCLUSION APPENDIX SEJ IN THE NEWS STUDENTS FOR ECONOMIC JUSTICE TRAINERS HANDBOOK INTRODUCTION: ORGANIZING CONTEXT IN SAN DIEGO OVERVIEW The San Diego border region is a historically conservative, anti-immigrant and anti-worker environment. Although with a strong military presence, San Diego has also faced many Department of Defense cutbacks after the end of the Cold War. In addition, this border region has one of the largest concentrations of Immigration and Naturalization Service (INS) border officials in the nation. These factors, along with the loss of jobs due to globalization, have created a political climate that placed many challenges on grassroots organizing. The region consists of multi-ethnic, low-income individuals and families, who in recent census data show that 19% of San Diegans live in poverty, higher than both state of California (16.8%) and the nation (13.3%). The service and retail industries comprise 49% of the region’s total employment, with health care, hotel and restaurants, and are dominated by women, immigrants, and people of color. These workers do not have access to health care; and affordable housing. Furthermore, according to a 1997 study, Prosperity and Poverty in the New Economy, by the Center on Policy Initiatives, 51% of African-Americans, 32% of Latinos, 18% Asians and 10% of whites were living in poverty. With this, one in four children in San Diego were also living in poverty. The Bureau of the Census provided conservative poverty thresholds; otherwise these percentages would be higher. OTHER SIGNIFICANT ISSUES INCLUDE (IN NO PARTICULAR ORDER): 1) Immigration – Since the construction of Operation Gatekeeper in 1996, over 720 migrants have died by crossing the border. Since 9-11, the INS have also conducted raids on the trolley, bus stations and high schools to target ‘undocumented’ immigrants 2) Policy Brutality – the San Diego Police Department has one the highest levels of fatal shootings in the nation 3) Housing Crisis – Rental rates have increased 23% from 2000-2001. In June 2001 the median price for homes was $271,000. The San Diego City Council has already declared a Housing Crisis. 4) Environmental Racism – High Concentrations of lead poisoning has been found in Barrio Logan, a working class Chicano community. 5) Education – San Diego Unified and Sweetwater Union high schools not only face low performing test scores, but also poor school conditions (i.e. lack of proper school supplies, bathroom standards, overcrowded classrooms). For example, in 2001, Castlepark High School has the highest number of dropouts with 86 and only spent $2,424 per student, while in 1997-1998 California spent about $5,776 per student. 6) Family Health Care – in 1996, while 72% of the nation’s population had their health insurance fully or partially paid for my their employer, San Diego only had 47% of the population. LACK OF AN ORGANIZING INFRASTRUCTURE On a structural level, the difficulties in organizing are pressed when there are only a few community-based organizations in San Diego who are organizing. Organizations include, but are not limited to, Environmental Health Coalition, San Diego Organizing Project, ACORN SD, etc. San Diego is also spread out spatially and with very poor public transportation, organizing is deeply challenged. Even as one of the state’s major metropolitan area, San Diego also has large low-income suburban areas. However, in recent years, these dire conditions have led to new possibilities and strategies in organizing low wage immigrant workers to concrete and historic victories. San Diego’s union density and public support has shown an increase. Many of these successes can be attributed to utilizing a new strategy of untapping the potential of student and worker organizing with the Students for Economic Justice Program. For instance, in San Diego alone, there are over 9 major universities and colleges. This new intergenerational strategy of organizing has planted the seeds of a stronger economic justice movement in San Diego. WHY SAN DIEGO? As a major metropolitan area in California, organizing in San Diego needs to as resourced and developed as other major regions such as the Bay area and Los Angeles in order to build state power. Otherwise state power will not exist in California. INTRODUCTION OF THIS HANDBOOK AND THANK YOUS This handbook is based on the model of organizing for college students from immigrant families and low wage immigrant workers through the intensive yearly 8-week SEJ Summer Internship Program and SEJ year round programs. Many of these exercises and activities are a blend of other student organizations, grassroots community based organizations’ models. Most of the workshops run from 2-3 hours each. However, it is our belief that these workshops should just serve as ideas or model and can easily be molded into workshops that fits the needs of the political context of your region and/or constituency. Also, different activities and exercises within the workshops can be used or included in other workshops. Ultimately, political education and skills training around economic justice are rooted in a common understanding of power relations and action. We are thankful of all other organizations organizing and creating a space for political education and skills training. THANK YOUS Thank you to organizations and individuals we have used as resources to develop this curriculum. Without these individuals and organization this handbook would not be possible. INDIVIDUALS & ORGANIZATIONS Asian Pacific Environmental Network (APEN) Brigette Browning, HERE Local 30 Center for Third World Organizing (CTWO) Chinese Progressive Association (CPA) Communities for a Better Environment (CBE) Community Coalition Donald Cohen, Center on Policy Initiatives, Executive Director Erin O’Brien, UCLA Summer Internship Program, Coordinator George Lipsitz, UC San Diego, Ethnic Studies Professor Hotel Employee and Restaurant Employee Union Local 30 Kent Wong, UC Los Angeles Labor Center, Director Magdalena Cerda, Environmental Health Coalition Mary Grillo, SEIU Local 2028 Executive Director May Fu, UC San Diego, Ethnic Studies Ph.D. Student Mike Wilzoch, SEIU Local 2028 Deputy Organizer Norma Chavez, DURO & MAAC Project Ofelia Cortez, SEIU Local 2028 Organizer Patricia Castellanos, Strategic Training Education Program PODER Quynh Nguyen, Center on Policy Initiatives, Organizing Director School of Unity and Liberation (SOUL) Service Employee International Union Service Employee International Union Local 2028 RESOURCES Co/motion Guide to Youth Led Social Change by Alliance for Justice CPA & PODER: Common Roots Political Education Manual Groundwork Books Resource Library Organizing for Social Change: A manual for Activists in the 1990’s by the Midwest Academy Popular Education for Movement Building by Project South SOUL: Political Education Workshop Manual Union Summer by AFL-CIO United for a Fair Economy Women’s Education in the Global Economy (WEDGE) by the Women of Color Resource Center OVERVIEW OF SEJ & SUMMARY OF GOALS The Students for Economic Justice (SEJ) Program is an organizing project of the Center on Policy Initiatives. It is a year round leadership development and organizing program that helps to facilitate student-led campaigns to support low wage immigrant workers in San Diego. This includes: The SEJ Summer Internship Program, the SEJ ‘Mujeres del Milenio’ Student and Worker Women’s Leadership Program, and SEJ Campus Based Campaigns. The Center on Policy Initiatives was established in 1997 to promote higher standards of living for poor and moderate- income families through research, policy development, public education and effective advocacy. CPI focuses on research and policy development that address structural factors and issues crucial for linking community and regional economic development. The Center believes a fair economy is one in which economic opportunities are universally accessible. Specifically, a healthy community is one that offers good jobs, democratic workplaces, affordable health care, quality childcare, affordable housing, and secure retirement benefits. GOALS: THE CENTER ON POLICY INITIATIVES IS DEDICATED TO THE FOLLOWING LONG-TERM GOALS: Develop and promote strategies and economic policies that foster a fair economy and widely-shared economic prosperity Build working partnerships and alliances to promote innovative policy development Support and foster effective community-based organization and advocacy. OVERALL GOALS AND HISTORY OF THE SEJ NEWTORK THE OVERALL GOALS OF STUDENTS FOR ECONOMIC JUSTICE: To build an institutional foundation of local young leadership to increase the capacity of San Diego. To become a nexus for campus activists and organizers to become trained and to continue their activism after college in the San Diego community. To bring a new model of organizing unique to the labor movement and challenges traditional forms of organizing. To institutionalize an Intergenerational Leadership Development of Immigrant workers and Students To use strategic Organizing to win concrete victories with low wage workers in San Diego SEJ BRIEF HISTORY In 1999, Students for Economic Justice (SEJ) started as a program that educated and mobilized San Diego college students around low wage immigrant worker issues. SEJ assisted in the Justice for Janitors 2000 campaign by launch food drives and support committees at the various campuses for downtown janitors. After a long month strike, this led an unprecedented victory of health care downtown janitors. In the summer of 2000, SEJ launched its first internship program with seven interns. This internship provided political education, skills based trainings and field experience with low wage immigrant workers in San Diego. In the fall of 2000, SEJ Interns returned onto campuses. At UCSD, SEJ Interns spurred on a campaign to support campus non-union janitors and formed the first SEJ campus chapter in the winter of 2001. UCSD SEJ mobilized students, community members, and workers; and through strategic planning and utilizing the new intergenerational model of organizing, UCSD SEJ and janitors won living wages, full health care, and a pension plan. In the summer of 2001, SEJ conducted its second internship with eleven interns. Now, the SEJ Network continues to grow with more capacity and a stronger foundation of young local leadership from immigrant communities. WHERE ARE THEY NOW? ISABEL SOLIS recently graduated from Cal State San Marcos and is now working on immigrant rights issues in San Diego. GENO AGULIAR recently graduated from University of San Diego and is now organizing around housing / gentrification issues in San Diego. JESSICA LOPEZ just graduated from UC San Diego and is now organizing with college students and low wage workers through SEJ in San Diego. ERICK CARBAJAL just graduated from San Diego State University and is now organizing around immigrant and worker rights in San Diego. KEY ORGANIZING STRATEGY: INTERGENERATIONAL MODEL OF ORGANIZING SEJ organizing strategy is an intergenerational model of organizing that targets young college students of color from immigrant communities. These students have direct experience and understand the struggle of immigrant workers best; many have family member who are low wage workers. At the core, the students for immigrant communities are the most effective to guide and lead the movement. This relationship also gives students more investment and commitment to creating a stronger economic justice movement in San Diego. SEJ second organizing strategy is to work in partnership with community organizations and/or union organizing around economic justice issues. We realize that students on their own, or any organization on their own would have great difficulty in building campaign to medium and long term victories. SEJ has created strong relationships with the Center on Policy Initiatives, HERE Local 30 and SEIU Local 2028. Unlike other models of economic justice organizing, SEJ is at the table with these organizations and groups to make key decisions about campaign steps. This has proved to be a successful model in wining concrete victories with low wage immigrant workers in San Diego. CAMPAIGN VICTORIES Justice for Janitors 2000 Downtown Strike: Downtown SEIU Janitors win health care benefits Justice for Janitors 2000 Suburban Janitors: Suburban SEIU Janitors win a 20% raise Hotel Del Coronado Strike: HERE hotel workers win raises, benefits and 230 new members UCSD non-Union Janitors: UCSD non-union janitors win living wages, health care, and 401k pension fund ORGANIZING LESSON LEARNED More specifically, when SEJ at UCSD conducted their weekly building visits to the janitors, SEJ was critical of the traditional methods used to organize workers. SEJ worked with the janitors’ union to create an alternative model of organizing that utilized students from immigrant families to organize janitors. Already through employer harassment, there was immense fear of deportation from janitors, which deterred the ability of the union to convince enough workers to join the campaign. SEJ suggested an approach to the janitors that was non-traditional and proved most successful. The students began by listening to the janitors and were empathetic to the janitors’ struggles. Instead of only trying to get the janitors to sign a union card, students showed that they cared more about the relationship building than just the union card. Students immediately connected well with the janitors because the students were primarily from working class immigrant families too. SEJ SUMMER INTERNSHIP PROGRAM OVERVIEW SEJ SUMMER INTERNSHIP PROGRAM PURPOSE The Students For Economic Justice Summer Internship Program is a project of CPI, which aims to build stronger capacity for a student-led economic justice movement in San Diego. It is an intensive 8-week program that gives committed student activists organizing experience in a current campaign for economic justice, such as the Service Employees International Union (SEIU) Local 2028 Justice for Janitors Suburban Organizing Campaign and the Hotel Employees and Restaurant Employees Union (HERE) Local 30 Hotel Del Coronado and Mission Valley Hilton Boycott. Students receive skills-based training and engage in political educational discussions on various topics on organizing for social and economic justice. OVERALL GOALS To provide a critical perspective with organizing for social & economic justice To learn lessons from past social and economic justice movements To present the culture of best practices within student activism and organizing To strengthen the pipeline of students and workers’ struggles To develop new organizers for campus and community organizing in economic justice and expand the SEJ Network INTERNSHIP COMPONENTS Campaign work, political education, organizing skills based training, and reality tours were linked at the foundation of the SEJ Internship. CAMPAIGNS In San Diego there are few economic justice organizations and unions that dedicate resources to organizing. SEJ interns are generally placed in two major union campaigns with SEIU Local 2028 and HERE Local 30. In the summer of 2001, SEIU Local 2028 interns were involved in various campaigns ranging from ensuring a smooth transition of the UCSD non-union janitors to rallying support to re-hire workers from Westfield Malls in San Diego. HERE Local 30 continued the Mission Valley Hilton Boycott, which demanded a massive divestment campaign on local and national corporations and pressured the Hotel Del Coronado to negotiate a fair contract. In the end, the UCSD janitors fully transitioned in the new jobs and the Hotel Del Coronado won the best contract in the history of the local with wage and benefit increases to 230 new members. The campaigns allow interns to connect their organizing tools and political education to making concrete institutional changes in the lives of low wage janitors and hotel workers. POLITICAL EDUCATION The purpose of the series of educational workshops was to have presentations, discussions, and readings that would inform the organizing work in the HERE and SEIU campaigns. It helped interns understand the global context of organizing in the 21st Century and how to use the lessons learned from previous social and economic justice movements to improve their organizing practice. In the end, the hope was to understand how to use the tools and take actions locally on their campuses and community, while still thinking globally. ORGANIZING SKILLS BASED TRAINING This series of training were given on the basic organizing and leadership skills . The purpose was not only to provide the skills needed, but to also practice through interactive role plays, scenarios and discussion. Interns utilized and practiced these skills the most in the major union campaigns. EXPOSURE TOURS Reality tours gave the interns direct contact with communities facing economic and social injustices and connected them with key social and economic justice organizations in San Diego. Some of the tours included: a Statewide Border Justice Conference with an exposure tour of the US/Mexican Border with American Friends Service Committee (AFSC), Environmental Racism Tour in Tijuana with Environmental Health Coalition (EHC), a workers’ center tour in Los Angeles with the Korean Immigrant Workers’ Advocates (KIWA) and the Garment Worker Center, and Exposure Tour of San Diego Housing. SUMMARY OF POLITICAL EDUCATIONAL AND SKILLS WORKSHOPS GOALS OF POLITICAL EDUCATION To use praxis: how theory and analysis needs to connect with practice To understand how race, class, gender and sexuality intersect To have a historical context of social and economic justice movements and organizing To understand the present day stage of the economic structure To understand the role of unions To motivate everyone towards social and economic justice & to understand change is always possible with action SUMMARY The purpose of the series of educational workshops is to have presentations, discussions, and readings that will inform our organizing work in the HERE and SEIU campaigns. It will help us understand the global context of our organizing in the 21st Century and how to use the lessons learned from previous social and economic justice movements to improve our organizing practice. In the end, our hope is to understand how to use the tools and take actions locally on campus and in the community, while still thinking globally. The SEJ Internship Program is centered on labor and will not cover all subjects within eight weeks. To be clear, being labor centered does not mean we will only discuss “labor or class” issues, it just means that labor will be the context of our discussions. The critical intersections of race, class, gender, and sexuality within labor will be integral in our discussions. UNDERSTANDING THE SOCIAL & POLITICAL CONTEXT WEEK 1: WHO ARE WE? WHY ARE WE HERE? WEEK 2: HOW DID WE ORGANIZE? HISTORY OF SOCIAL AND ECONOMIC JUSTICE MOVEMENTS P1 WEEK 3: HOW DID WE ORGANIZE? HISTORY OF SOCIAL AND ECONOMIC JUSTICE MOVEMENTS P2 THE LESSONS LEARNED & TAKING ACTIONS WEEK 4: THE LESSONS LEARNED PI: WOMEN’S ROLES IN MOVEMENTS, THE INTERSECTIONS OF OPPRESSIONS WEEK 5: THE LESSONS LEARNED PII: NON-TRADITIONAL FORMS OF ORGANIZING WEEK 6: COMMUNITY JUSTICE WEEK 7: US IMMIGRATION HISTORY AS LABOR HISTORY WEEK 8: THINK GLOBALLY, ACT LOCALLY SKILLS BASED TRAININGS SUMMARY This series of training will give the basics organizing skills of: Giving a Message and Rap, Presentations, Facilitation and Public Speaking, Power and Political Analysis, Using the Media, Campus Recruitment and Retention, and Coalition Building. The purpose is not only to provide the skills needed, but to also practice through interactive role plays, scenarios and discussion. SKILLS BASED TRAINING GOALS To connect the educational workshops with our skills, which will provide a context to organizing practice Give us effective tools on how to educate, agitate, and organize UNDERSTANDING THE GOALS OF EACH WEEK WEEK 1 TO 3: UNDERSTANDING THE SOCIAL & POLITICAL CONTEXT The purpose of these first weeks is to ground the interns in understanding the role of grassroots organizing and the political/social/economic landscape of San Diego. The overall goal is to get the interns on the same page and to get them invested in the large movement SEJ wants to help build. The strategy is to first start with a better understanding of why they and the other interns are involved in the internship. The next step is to take their understanding and connect it to past struggles and for them to understand that they are all a part of the past. Social movements and social change are an accumulation of collective struggle. The interns will also do some case studies on social movements to understand how organizations were able to win concrete victories. WEEK 1: WHO ARE WE? WHY ARE WE HERE? GOALS To understand each other personally and politically To develop working relationships with each other To understand purpose of the SEJ internship To understand goals and roles of CPI To understand the political & economic context of organizing To understand why we organize: workers, unions, interfaith, tenants, and students WEEK 2 & 3: HOW DID WE ORGANIZE? HISTORY OF SOCIAL AND ECONOMIC JUSTICE MOVEMENTS P1 GOALS To understand that change always demands action To understand that things were not always the same as today. For example, people of color and women’s voting, labor rights, to name a few. To give a historical context of organizing To present a well rounded history that is inclusive of race, class, gender and sexuality To understand that the roots of movements have been multiracial To understand the dynamics of the global perspective and the vanguard of the 1960’s movement To draw the connections between the 1930’s and 1960’s social and economic justice movement To learn and understand power and strategic actions through the Power Analysis To understand of how previous social movements were able to win and how we could learn lessons from these movements (i.e. UFW and SNCC) WEEK 3-8: THE LESSONS LEARNED & TAKING ACTIONS The next following weeks of the internship, the intern will sharpen their analysis and understand how to apply the ‘lessons learned’ to the current struggles. These weeks will look at the role of women in the movement and how race, class, gender, sexual orientation and ability oppressions are interconnected. In order for us to really have a grassroots movement we need to respect differences and stand behind a common ground. Through exposure tours, the interns will have a better understanding of the environmental racism in San Diego, Los Angeles and the US/Mexico border on issues of: housing, immigration, worker justice, etc. Towards the end of the internship, interns will be creating strategic plans on what their next steps will be on campus and/or community. WEEK 4: THE LESSONS LEARNED PI: WOMEN’S ROLES IN MOVEMENTS, THE INTERSECTIONS OF OPPRESSIONS GOALS For women to be recognized and for men to be sensitized To understand the multiple facets of the women’s liberation movements To understand how women have been the backbone of all movements To understand the complexities and intricacies of fighting within multiple layers of oppressions To understand the current dynamics of women in the labor movement To understand the systemic inequities of sexism and patriarchy WEEK 5: THE LESSONS LEARNED PII: NON-TRADITIONAL FORMS OF ORGANIZING GOALS To understand the environmental and economic conditions in LA and SD To understand the role of worker centers in the environmental and economic justice movement To give the new structure (restructuring) of the economy, what are the new strategies workers are using to gain power. To understand new models of organizing (For example, collective strategies and collective leadership) To see labor organizing as one fundamental way to improve living standards intertwined with other community organizing and social movements To understand that all people have the right and power to organize in their communities, regardless if they are in a union To learn how to conduct presentations, facilitate meetings, and speak in public WEEK 6: COMMUNITY JUSTICE GOALS To connect issues from the community to economic justice To understand that an overwhelming majority of low-income communities facing gentrification and environmental pollution are also communities of color To understand how to use the corporate media as a tool and tactic for social justice To understand that independent media is our long term goal WEEK 7: US IMMIGRATION HISTORY AS LABOR HISTORY GOALS To understand the system’s demand for cheap labor as immigrants To understand how policies create systemic hierarchy of race, class, and gender To understand how immigrant workers have changed the dynamics within union organizing and organizing in general To understand the myths and facts of having a immigrant work-force To understand the dynamics of living in a border region To understand the patterns and causes for migration of labor To understand the increasing barriers immigrants face. For example, receiving documentation, and the anti- immigrant sentiments from Proposition 187 and other policies To understand how immigration is connected to issues of police brutality and poverty. To learn how to recruit and retain members and how to build coalitions on campuses and in the community WEEK 8: THINK GLOBALLY, ACT LOCALLY GOALS To understand the difference between ‘globalization’ and ‘corporate globalization’ To understand the role of the GATT, WTO, NAFTA, APEC, FTAA. To understand that global resistance is connected to local action To take actions locally and develop next steps for everyone To develop next steps and plans for SEJ on campuses and in the community POLITICAL EDUCATIONAL WORKSHOP SUMMARIES WEEK 1: WHO ARE WE? WHY ARE WE HERE? WHY ARE WE HERE? What is ‘economic justice’? And why is it important for students to have a role in this movement? Why now? This workshop will open the crucial discussion of a student-led economic justice movement in the 21st Century. We will discuss and define terms within organizing for social and economic justice. And finally, this workshop will provide a clear understanding of power, how power functions, and what to do to change the power structure. WHAT IS THE POLITICAL ECONOMY? What does the state of the world’s economy have to do with us? And what role do labor unions play? Understanding the political economy and labor unions can answer many of these questions. This workshop will give an overview of the current economic system and the shifts within the past decades. We will have a discussion of how the global economy is connected to organizing of hotel workers and janitors. WEEK 2: HOW DID WE ORGANIZE? HISTORY OF SOCIAL AND ECONOMIC JUSTICE MOVEMENTS P1 HISTORY OF SOCIAL AND ECONOMIC JUSTICE “PAST MOVEMENTS AND THEIR LEGACY” This workshop will begin with a historical overview of San Diego during the civil rights movement. Next, a general history of US social and economic justice movements will be provided. More specifically, an in-depth analysis of the 1930’s and 1960’s social and economic justice movements will be given. Topics such as the: Great Depression, New Deal, Ella Baker, Highlander Institute and the Founding of the Student Non-Violent Coordinating Committee, Black Panther Party, Martin Luther King Jr., Malcolm X, Cesar Chavez, Saul Alinsky, Septima Clark, ALF-CIO, will be discussed. WEEK 3: HOW DID WE ORGANIZE? HISTORY OF SOCIAL AND ECONOMIC JUSTICE MOVEMENTS P2 CASE STUDIES ON SOCIAL AND ECONOMIC JUSTICE MOVEMENTS The goal of this workshop is to provide a better understanding of how previous social movements were able to win and how we could learn lessons from these movements. Social change is always an accumulation of different struggles. This workshop will focus on the United Farm Workers (UFW) movement and the Student Non-Violent Coordinating Committee (SNCC). It will give us a better historical context of why we organize today. The historical gains will be discussed along with the consequences of the different organizing practices of these movements. WEEK 4: THE LESSONS LEARNED PI – WOMEN’S LIBERATION & THE INTERSECTION OF OPPRESSIONS WOMEN’S LIBERATION AND THE INTERSECTION OF OPPRESSIONS What is the role of women in movements? The purpose of this workshop is to learn lessons from the past movements, which traditionally suppressed women’s roles. This workshop will provide an understanding that women have always been the foundation of all movements. There will be panel of women from different community organizations and labor unions in San Diego. It will use women’s liberation as a lens to understand the complexities and intricacies of fighting within multiple layers of oppression, such as race, class, gender, sexuality and disability. The purpose is to understand how we can better our organizing practices. WEEK 5: THE LESSONS LEARNED PII – NON-TRADITIONAL FORMS OF ORGANIZING NON-TRADITIONAL FORMS OF ORGANIZING AND UNIONIZATION The purpose of this workshop is to understand that with the restructured economy, a multifaceted strategy is needed to address the needs of all workers. The economy has shifted from a manufacture to a service economy with the massive deindustrialization of the past decades. This ‘new economy’ has created low wage sector jobs that rarely have the capacity of unionization. This has altered the forms of organizing from tradition union organizing to organizing different service, garment, day-time, community worker centers. These centers play a vital role because it fills a void in the labor movement and provides services and tools for empowerment for workers. LOS ANGELES ENVIRONMENTAL JUSTICE AND WORKER CENTER TOUR This will be an all day exposure tour of the environmental and economic conditions in Los Angeles. The tour will provide a general historical, political and economic context of Los Angeles and tours of various worker centers. The tour will consist of the LA Garment Worker Center, Pilipino Worker Center, Korean Immigrant Workers Advocates*, among other worker centers. This exposure will be a joint tour with the UCLA Summer Internship Program. WEEK 6: COMMUNITY JUSTICE SAN DIEGO HOUSING CRISIS / ENVIRONMENTAL JUSTICE TOUR Did you know that there are residents in Sherman and Logan Heights being wrongfully evicted and left homeless because of new corporate development? The targets are mostly undocumented or newly arrived immigrants. This workshop and exposure tour will tie in the issues from the community to economic justice. An overwhelming majority of low-income communities facing gentrification and environmental pollution are also communities of color. WEEK 7: US IMMIGRATION HISTORY AS LABOR HISTORY NORTH COUNTY MIGRANT LABOR EXPOSURE TRIP The dominant perception of North County San Diego is that it is predominately a suburban white upper-class community. In actuality, there are many diverse pockets of low-income Samoan, Cambodian, Mexican and Native American communities in North County. In addition, many Mexican laborers find exploitative jobs in the fields of North County. This is also where the atrocious migrant attacks occurred last year by a group of North County youth. The workshop and exposure trip will talk give an overview of low wage labor in North County and how it is connected to the system of US exploitation. NOTE FOR TRAINERS: This exposure tour – especially – needs to be conducted with an organization that already has a strong relationship organizing or working with some of the migrant families. Otherwise the tour can be seen and taken at disrespectful and intrusive to the community. ASIAN IMMIGRANT AND REFUGEE LABOR This workshop will provide a history of immigrant labor in the context of Asian and Pacific Islanders and a deeper understanding of the history of the refugee community in San Diego. Furthermore, the workshop will connect the history to the contemporary issues in San Diego. For instance, after 9-11 hard working legal immigrant airport screeners – mostly Pilipino – could potentially lose their jobs in November 2002 due the Federal Aviation Security Act, which mandates that all baggage screeners have to have full-citizenship. There is also a large refugee community in San Diego that has an immense lack of access to: good jobs, housing, education and health care. STATEWIDE IMMIGRATION WORKSHOP & TJ/BORDER EXPOSURE TRIP Joined by UC Berkeley’s “Labor Summer” and UC Los Angeles’ Summer Internship Program, this workshop will give a historical account of US immigration policies and the impact on people’s daily lives. The purpose is to understand how US immigration policies are closely intertwined to US’s need of a racialized and gendered cheap labor pool. We will also discuss the consequences these policies have on people’s families and humanity. At this conference, there will be an interactive workshop on globalization and immigration and a panel of speakers working on immigration issues. Then we will go on an exposure trip of the border and Tijuana to understand the dire situation of immigration, working conditions and environmental pollution. WEEK 8: “THINK GLOBALLY, ACT LOCALLY” TAKING THE GLOBAL TO THE LOCAL The rise of corporate globalization, the trend of corporations exploiting cheap labor internationally, has evoked a tidal wave of international and local resistance. From the Zapatistas rising up against the passage of NAFTA, to US environmental groups and labor unions and protesting the World Trade Organization and Inter-Monetary Fund – the resistance is widespread. This workshop will provide an overview of globalization and will also use the ideas of the global resistance to local action. SKILLS WORKSHOP SUMMARIES WEEK 1 SKILLS WORKSHOP: GIVING A MESSAGE AND RAP In order to be effective organizers, we need to understand how to talk to people one-on-one and get them to take action with their lives. This skills workshop will give an overview of how to craft a message and give a one-on-one rap during the campaigns. Giving a strong message and rap and building a positive one-on-one relationship is essential to our organizing. We will do practice role plays with each other during this workshop. WEEK 2 SKILLS WORKSHOP: PRESENTATIONS, FACILITATION & PUBLIC SPEAKING Another key skill of organizing is to be able to agitate people to take life long actions of justice. This skills workshop will use the message and rap skills to provide some of the fundamentals and the “do’s and don’t” of presenting and public speaking in a large or small groups and organizations. Additionally, we will focus on how to facilitate a group to reach consensus decisions. WEEK 3 SKILLS WORKSHOP: HOW TO RECRUIT AND RETAIN STUDENTS In building a movement, we need to understand how to build the organization and sustain members to maintain their commitment and passion. This workshop will provide basic principles on how to recruit students and tips on how to keep students in campaigns and organizations. This is vital to the lifeline of any group and organization. WEEK 4 INTERACTIVE WORKSHOP: PRAXIS – INTERSECTIONS OF OPPRESSIONS Taking action against the oppression against the poor, people of color, women, lesbian, gay, bisexual, transgendered and disabled can be overwhelming. The purpose of this interactive workshop is to understand how to connect theory to action and to build a movement with the intersections of different oppressions. This workshop will provide a space for interns to dialogue and share ideas on to take action. WEEK 5 SKILLS WORKSHOP: POWER AND POLITICAL ANALYSIS One of the most important elements of winning concrete victories in a campaign is to have an organized strategic plan. This skills workshop will provide an understanding of how to map the political landscape of a campaign. We will also show a method of drawing out long, medium, and short term goals for an issue campaign with a clear strategy and tactics. WEEK 6 SKILLS WORKSHOP: USING THE MEDIA Within our overall political strategy, the corporate media is a useful tool and tactic that we can influence to get our message and issue to a large mass audience in the short term. In this workshop, we will discuss how to craft a message, write a press advisory/release, and conduct follow up calls for a campaign. We will also dialogue on the importance and long term goal of creating our own independent media. WEEK 7 SKILLS WORKSHOP: HOW TO BUILD A CAMPUS COALITION After recruiting students and building a stronger base, the next step is to learn how to build solidarity with other group and organizations on campus. This workshop will review the purpose of working in a coalition and how to maintain a sustaining coalition. WEEK 8 SKILLS WORKSHOP: HOW BRING IT BACK TO YOUR CAMPUS & COMMUNITY Now what? What do we do with this internship experience and how do we do it? This workshop will provide different models and examples of how to bring it all back to you campus and community. The goal of this internship is to bring these skills and education back and agitate people to take greater action in their lives. GUIDELINES FOR SUCCESS AND POSITIVE WORKSHOPS ROOM SETUP Have room in a circle / semicircle, where the facilitator is not the center of the workshop Always have enough supplies (colored pens, markers, paper for the facilitators and participants) Extra paper and pens for participants/interns Remember to rotate facilitators and keep it gender balanced GUIDES FOR POSITIVE FACILITATION Use visuals (i.e. handouts of the agenda typed out, or on the wall; symbols or pictures) Prepare ahead of time Don’t argue with participants/interns, pose questions back to the group Check in with quiet participants during breaks Listen and nod to show reception Always feel out the dynamics of the group (who is participating, talking, etc) Be passionate about the issues/activities (you really have to feel the workshop and show it) Be flexible about the workshop but also stay on task (flexibility not conformity) When brainstorming: every idea, is a good idea and you must write them all down in the way it was said Relax and use humor GENERAL IDEAS TO MAKE WORKSHOPS INTERACTIVE AND FUN! Splitting up into groups: this allows less confident people a smaller space to discuss and share ideas Show clips of a video and have a discussion Play experts of music Use different methods of communicating to each other: have participants draw, mimic, hum an idea or topic of discussion Use teatro Do Icebreakers and energizers Invite speakers to come in Rotate facilitators BASICS OF THE AGENDAS BASICS OF THE WORKSHOP AGENDAS I. QUOTE OF THE DAY II. CHECK INS/INTROS III. ICEBREAKER/ENERGIZER IV. OVERVIEW OF THE AGENDA/DAY V. WORKSHOP ACTIVITY VI. FINAL GO AROUND (WRAP UP OR COMMENTS) VII. ANNOUNCEMENTS BASICS OF THE BRIEFINGS AGENDAS I. QUOTE OF THE DAY II. CHECK INS/INTROS III. ICEBREAKER/ENERGIZER IV. OVERVIEW OF THE WEEK’S GOALS AND EVENTS V. FINAL QUESTIONS VI. ANNOUNCEMENTS BASICS OF THE DEBRIEFS AGENDAS I. QUOTE OF THE DAY II. CHECK INS/INTROS III. ICEBREAKER/ENERGIZER IV. REVIEW OF THE WEEK’S GOALS AND EVENTS, DID WE ACHIEVE THEM? V. + (WHAT WENT WELL) & ++ (WHAT COULD HAVE BEEN BETTER) VI. GO AROUND: FINAL THOUGHTS VII. ANNOUNCEMENTS SEJ ORIENTATION SCHEDULE AGENDA ACTIVITY TIME WHO? NEEDS? ICEBREAKER: HUMAN BINGO EXERCISE 25 MIN HUMAN BINGO SHEET INTRODUCTIONS DISCUSSION 25 MIN OVERVIEW OF ORIENTATION AGENDA REVIEW 5 MIN SEJ BINDER OVERVIEW OF SEJ SUMMER PROGRAM PURPOSE PRESENTATION 25 MIN SEJ COMPONENTS OF SEJ INTERNSHIP BINDER BREAK (MOVE TO LABOR COUNCIL) 15 MIN CENTER ON POLICY INITIATIVES OVERVIEW DISCUSSION 50 MIN SEJ BINDER CENTER ON POLICY INITIATIVES OVERVIEW LOGISTICS PRESENTATION 30 MIN SS# & W2 FORMS LUNCH / SEJ PANEL PRESENTATION 1 HR FOOD / DISCUSSION SEIU CAMPAIGN OVERVIEW DISCUSSION 1 HR PAPER & MARKERS HERE CAMPAIGN OVERVIEW DISCUSSION 30 MIN PAPER & MARKERS CPI CAMPAIGN OVERVIEW DISCUSSION 30 MIN PAPER & MARKERS BREAK (MOVE TO BACK TO CPI) 15 MIN SEJ EXPECTATIONS & OUR PRAXIS: HOW DO WE DISCUSSION 30 MIN SEJ ORGANIZE BINDERS OUR POINTS OF UNITY: COLLECTIVE EXPECTATIONS & EXERCISE 30 MIN PAPER & PERSONAL GOALS GOALS SHEET “WHO ARE WE? & WHY ARE WE HERE?” ACTIVITY EXERCISE 1 HR 45 PAPER & MIN COLORED MARKERS CLOSING & WRAP UP DISCUSSION 5 MIN POLITICAL EDUCATION WORKSHOP OUTLINES WHY ARE WE HERE? WHAT IS A UNION? WHAT IS THE POLITICAL ECONOMY? WHY ARE WE HERE? What is ‘economic justice’? And why is it important for students to have a role in this movement? Why now? This workshop will open the crucial discussion of a student-led economic justice movement in the 21st Century. We will discuss and define terms within organizing for social and economic justice. And finally, this workshop will provide a clear understanding of power, how power functions, and what to do to change the power structure. WHAT IS THE POLITICAL ECONOMY? What does the state of the world’s economy have to do with us? And what role do labor unions play? Understanding the political economy and labor unions can answer many of these questions. This workshop will give an overview of the current economic system and the shifts within the past decades. We will have a discussion of how the global economy is connected to organizing of hotel workers and janitors. AGENDA ACTIVITY TIME WHO? NEEDS? QUOTE OF THE DAY DISCUSSION 5 MIN PAPER, MARKERS ICEBREAKER EXERCISE 10 MIN WHAT IS THE POLITICAL ECONOMY? WHAT IS A UNION? PRESENTATION 30 MIN PAPER, COMMON SENSE ECONOMICS POWERPOINT MARKERS PRESENTATION AND PROPS WHY STUDENTS? WHAT ARE STUDENTS’ PLACE IN SOCIAL BRAINSTORM 15 MIN PAPER, CHANGE & SOCIAL MOVEMENTS? & DISCUSSION MARKERS, FACT SHEET APPROACHES TO SOCIAL CHANGE - HUNGRY PERSON EXERCISE 30 MIN PAPER, EXERCISE MARKERS AND PROPS DEFINING AND DISCUSSING TERMS IN ORGANIZING DISCUSSION 15 MIN PAPER, -ORGANIZING, LEADERSHIP, PRACTICE, CONTEXT, MARKERS EMPOWERMENT, THEORY QUESTIONS BEFORE GOING TO INTERNSHIP SITES? DISCUSSION 10 MIN AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO? NEEDS? QUOTE OF THE DAY DISCUSSION 5 MIN PAPER, MARKERS ICEBREAKER EXERCISE 10 MIN WHAT IS THE POLITICAL ECONOMY? WHAT IS A UNION? PRESENTATION 30 MIN COMPUTER COMMON ECONOMICS POWERPOINT PRESENTATION (THIS AND PRESENTATION IS DONE BEST BY A REPRESENTATIVE FROM PROJECTOR THE CENTRAL LABOR COUNCIL) WHY STUDENTS? WHAT ARE STUDENTS’ PLACE IN SOCIAL BRAINSTORM 30 MIN PAPER, CHANGE & SOCIAL MOVEMENTS? & DISCUSSION MARKERS, FACT WHY STUDENTS? WHY ECONOMIC JUSTICE? SHEET Optional Opener: Ask general questions about day to day activities that would not be possible if not for the student movements. Or day to day activities that has been impacted by social movements. For example: Take a step forward if you have gone into a store or school? Take a step forward if you have ever voted or know of anyone who has voted? Take a step forward if you have ever or know of anyone who has used a social service (welfare, free and reduced lunch, etc)? Take a step forward if you have ever eat vegetables? Take a step forward if you have ever been to court? Take a step forward if you have ever taken an ethnic studies class? (think of other more applicable question, these are just ideas) BRAINSTORM why student are important (write all ideas down) WHY STUDENTS? STUDENTS HAVE ALWAYS BEEN AN INTEGRALPART OF MOVEMENTS STUDENT NON-VIOLENT COORDINATING COMMITTEE 1960 4 black freshpersons in North Carolina staged a sit in at Woolworth and ordered pie and coffee. They stayed until closing, and the next day 26 students joined them – In hundreds of cities, 3600 in jails, won. Formed SNCC, Student Non-Violent Coordinating Committee. Congress Multiracial Group and Congress of Racial Equality. Also Organized Freedom Rides to win enforcement of non-segregation (1960 Supreme Ct) Voter registration CHANGE: FEDERAL ENFORCEMENT OF DESEGREGATION AND VOTER REGISTRATION RIGHTS Black Panther/Young Lords/I WOR KUEN/Brown Berets: Out of the late 1960’s, students and young people emerged to form groups that defended the rights of their communities. Although tainted by dominant society as ‘out of control militants,’ The BPP, YL, IWK initiated the first social service programs open to all people. They started free breakfast programs, police accountability, free TB testing and health clinics, free clothing programs, among others. CHANGE: SOCIAL SERVICE FUNDING (HEALTH CARE, WELFARE, ETC) FOR POOR COMMUNITIES, POLICE ACCOUNTABILITY. Chicano Blowouts: ELA School Conditions, UMAS (Untied Mexican American Students) walked out to demand educational planning and programming, bilingual instruction, more representation – 15,000 youth of 5 schools, students and community! CHANGE: BETTER SCHOOL CONDITIONS & NUTRITION IN SCHOOLS Third World Strikes: Starting in the Northern California in San Francisco and UC Berkeley, students formed multiracial coalitions to fight for African American, Asian American, Chicano, and Native American Studies Programs to teach histories about the rich diversity and struggle of the US. These struggles continue today in universities and high schools. CHANGE: ETHNIC STUDIES CLASSES, HISTORY OF ALL PEOPLE UFW: Hundreds of college students across the southwest and nation volunteered to organize and help the Pilipino and Mexican farm workers to win better wages, working conditions and dignity. CHANGE: BETTER WORKING CONDITIONS & WAGES FOR PILIPINO AND MEXICAN FARM WORKERS Anti-Apartheid: divestment across campuses and universities to end apartheid in South Africa CHANGE: GLOBAL PRESSURE HELPED TO END APARTHIED Save Affirmative Action: 1000’s of students across the UC and State CHANGE: STUDENT MOVEMENT TO REPEAL SP1 & 1 ALSO: Students are privileged. They typically have more time, idealistic, passionate, etc. WE HAVE ALL BENEFITED FROM THE GAINS… Why is economic justice? What is it? -fair economy, everyone has money equally… what if the govt just have everyone the same amount of money would that be the solution? is it just money does it have social impacts? ALL THIS INJUSTICES ARE CONNECTED TO ECONOMIC INJUSTICE Why now? What is the urgency? What is happening that is so bad? -Poverty on the rise in SD and nation, deregulation, low wage jobs, no jobs, no system of support, people getting more and more screwed. (reconnect to Common Sense Economics) Who’s future? Our future. Bad economy, perpetuates bad society (i.e. cut in fees, affirmative action, bilingual education, welfare rights, in general) APPROACHES TO SOCIAL CHANGE - HUNGRY PERSON EXERCISE 30 MIN PAPER, EXERCISE MARKERS AND PROPS DEFINING AND DISCUSSING TERMS IN ORGANIZING BRAINSTORM 15 MIN PAPER, & DISCUSSION MARKERS DEFINING TERMS: (BRAINSTORM) Within organizing and this internship we need to all be on the same page to have constructive and clear dialogues. This is not to say we will all agree, but at least we can begin the conversation. Many times we throw around these terms and forget to really define them PROBLEM: The general large problem, i.e. racism, sexism, classism or drugs in our community. ISSUE: The issue is the things that stem from the problem – like low wages, no health care, etc. SOLUTION: This is a solution to issue like living wages, health care, (it is often seen as a policy or law that can make institutional change ) Organizing: to mobilize and give people the tools of self empowerment toward social and econ change – challenging power with organized collective strength – by using different strategies to change power. Theory: Is an attempt to explain who or how certain thing happen, a theory of social change might try to explain the causes of a problem or condition, what the long-term solutions are, how existing structures in a society prevent or promote the solutions, and how to bring those solutions about. (theories have plans or proposals) Practice: Is the follow through of your theory, the action. These two elements must be connected. Context: The political, economic, social conditions and situation, a context is the layer of understanding we need in order to strategize, and take action. It is a deeper background of an issue/person not just a “history” Leadership: What is leadership? Is it only one person, are leaders born, and not trained? Or are their multiple forms of leadership? Is it creating a collective environment that is accessible to everyone to be a leader? Empowerment: What does it mean to be empowered? Is it focusing on being apart of the power structure or is it about transforming the power structure? Is it individual advancement? Using your skills to breakthrough the glass ceiling? Or is it collective power? Is empowerment giving people money or a service? Or is empowerment giving people tools to change their lives permanently? QUESTIONS BEFORE GOING TO INTERNSHIP SITES? DISCUSSION 10 MIN APPROACHES TO SOCIAL CHANGE – HUNGRY PERSON EXERCISE SCENARIO: I am an unemployed garment worker. My employer has filed for bankruptcy and still owes me back wages. I now find myself without money to feed my family. I have decided to search for someone to help me with my problems. In my search for help and food, I went to five different organizations that I thought could help me. I. See handout on Hungry Person Scenarios II. Instructions: Drawing from your experience and knowledge of each type of organization, take 15 minutes in small groups to answer the following questions: 1. What does the hungry person GET from the organization? 2. What does the organization see as the ROOT CAUSE of the person’s hunger (what will the organization do about it)? Who is at fault? 3. How does the organization see its RELATIONSHIP with the hungry person? Who gets the CREDIT? 4. Who do you think would OPPOSE the work of the organization? Does the work of your organization change the POWER RELATIONSHIP between the hungry person and the opposition? 5. What type of long term RELATIONSHIP can or will exist with the organization and the hungry person? III. Write down the group’s responses and be prepared to report this back to the big group. BRAINSTORM: What are the advantages and disadvantages/limitations of each type of organization? TYPE OF ORGANIZATION ADVANTAGES DISADVANTAGES / LIMITATIONS (provide example) Service Advocacy Economic development Electoral Organizing NOTES FOR TRANINERS: TYPE OF ORGANIZATION ADVANTAGES DISADVANTAGES / LIMITATIONS (provide example) Service Meets immediate need Very temporary benefit Large numbers of people can Doesn’t address root causes benefit Advocacy Expert help to maneuver operates within set policies and through system structures does not address root causes can create dependency Economic development acquire new skills does not change power relations limited self-sufficiency limited resources/ability to compete Electoral more accountable leaders does not change power relations more responsive legislation no guarantees Organizing addresses power relations takes a long time long term change HUNGRY PERSON SCENARIOS DAY 1: SERVICE ORGANIZATION HP: I heard of a place that gives food to people in need so I went. Inside, there were a lot of people waiting in line for food. Many of them were families. I got in line and waited my turn. Behind the counter was a woman putting food onto peoples’ plates. O: “Welcome to the Soup Kitchen.” [put food on plate] HP: She put the food onto my plate and I went to sit down at the long tables to eat with the others. After eating, I asked the woman: “Could I have some food to take home?” O: “Sorry, but you’re not allowed to take any food off the premises. You can come back everyday for dinner though.” DAY 2: ADVOCACY ORGANIZATION HP: On another day, I went to an organization where they are supposed to help you get things you need, like food and housing and stuff. I waited and then a woman came out to see me. O: “Let’s go to my desk. Have a seat. Tell me what you need.” HP: “I lost my job because my employer had gone out of business and still owed me back wages and my family was hungry and I need food to feed them.” O: “How many kids do you have? Where do you live? Are you on public assistance, getting any kind of help? You’re eligible for food stamps.” HP: “I had tried to get them before but got turned down.” O: [pick up phone, pretend to talk for 2 seconds] “I know a worker at the food stamp office. She can see us now if you have time to go now.” HP: We went to the food stamp office and I got food stamps. She also gave me a name and number for a lawyer to talk to about my lost wages. DAY 3: ECONOMIC DEVELOPMENT HP: I went to another place that was a house with a little store in front and a huge garden in back. People were working in the garden and a few people were in the store, working and buying things. [go to person at desk] “Hello. I lost my job because my employer had gone out of business and still owed me back wages and, although I had gotten food stamps, I was still short of food for my family and I needed help. Could you help me?” O: “This organization is a food cooperative. People join by paying dues and working a certain number of hours in the garden. We also teach people how to set up their own gardens in their homes or apartments. There’s a Saturday market where members bring the produce they grew and exchange it with other members or for credits which they could buy things they needed later. This way all the members got to share the food that was sold cheaply in the store. The food is organic – grown without any poisonous -chemicals. Would you like to join?” HP: “I don’t have any money to join or buy food from the store.” O: “I’m not really supposed to, but here’s a little food, and you could work off your dues by doing extra work in the garden.” HP: I took the food and told him I’d come back later to join. I did join the organization and I now grow vegetables and spices in my apartment and I trade my produce at the swap meets. DAY 4: ELECTORAL ORGANIZATION HP: While watching TV at the Soup Kitchen, I saw this politician being interviewed about what’s wrong with this country. What he said seemed to make a lot of sense to me especially when he said that what people really need are decent jobs to support themselves and their families. I remembered that his campaign office is down the street, so I went. There were a lot of people running in and out of the office, carrying clipboards, buttons, and signs. HP: [go to person at desk] “Hello. I am out of work and that my employer still owed me back wages and that my family was hungry and I really need a job.” O: “This is a campaign office, and our job is Alex T. Tom elected as the new mayor of our city. It’s important to have people in office who understand the needs of the community and of people like you.” “Are you registered to vote?” HP: “No, I said I’ve never voted in my life.” O: “I can get you registered now so you can vote Alex T. Tom into office. Things will be better for poor people in our city if he gets to be mayor.” Will you volunteer to make voter ID calls and to turn people out to vote?” HP: I said, “_________.” [go with whatever you feel] Before I left, he gave me some donuts and coffee. DAY 5: COMMUNITY ORGANIZING HP: On another day, I came to a place called Asian Immigrant Women’s Advocates. [go to person desk] “Hello. I had lost my job because my employer had gone out of business and still owed me back wages and my family was hungry and I need food to feed them.” O: “We don’t have food there, but would you like to sit down and tell me about your old job and why your employer did not pay you?” HP: [sit down] O: “Who did you work for? How many other women worked there? Why do you think the employer closed down? How long have you lived around this neighborhood? How do you feel about being cheated out of your wages and whose fault do you think it was? O: “This is a community organization and women paid dues and meet to solve their common problems.” HP: “I don’t have any money.” O: “You could pay my dues a little at a time. Would you be interested in bring your ex-coworkers together in order to try to solve your problem?” HP: I was able to bring 16 out of the 36 women that worked at our sewing factory. In the meeting we told our stories of what was owed to us and discovered that our employer owed all of us over $36,000. The organizer had done some research on the owner and found out that he had filed for bankruptcy and showed no asset. We also learned that we only sewed clothing for a company called Jessica McClintock, who made huge profits from the designer dresses that we sewed. We agreed to stand together and find out who was responsible for our problem. We worked together for a 3-year period and organized a national boycott of Jessica McClintock clothing. We picketed her boutique in downtown San Francisco every Saturday until she signed an agreement to monitor the subcontractors and guarantee the wages and working conditions of the 4000 garment workers who make her products. Plus she made a donation of $36,000 to the women who had their wages stolen by their employer. Printed Materials for workshop 1 INSERT the 5 Flyer of the different forms of change Include the powerpoint of commonsense economics INSERT Why Students flyer HISTORY OF SOCIAL / ECONOMIC JUSTICE – HISTORY OF SAN DIEGO ACTIVISM HISTORY OF SOCIAL AND ECONOMIC JUSTICE “PAST MOVEMENTS AND THEIR LEGACY” This workshop will begin with a historical overview of San Diego during the civil rights movement. Next, a general history of US social and economic justice movements will be provided. More specifically, an in-depth analysis of the 1930’s and 1960’s social and economic justice movements will be given. Topics such as the: Great Depression, New Deal, Ella Baker, Highlander Institute and the Founding of the Student Non-Violent Coordinating Committee, Black Panther Party, Martin Luther King Jr., Malcolm X, Cesar Chavez, Saul Alinsky, Septima Clark, ALF-CIO, will be discussed. AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN ICEBREAKER EXERCISE 10 MIN INTRODUCTION OF THE CONTEXT OF SOCIAL MOVEMENTS PRESENTATION 45 MIN COMMUNTY SPEAKER ON SAN DIEGO ACTIVISM & SPEAKER 30 MIN ORGANIZING QUESTION AND ANSWER DISCUSSION 10 MIN LESSON LEARNED: THE ROSA PARKS STORY DISCUSSION 15 MIN CONCLUSION DISCUSSION 15 MIN AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN ICEBREAKER EXERCISE 10 MIN INTRODUCTION OF THE CONTEXT OF SOCIAL PRESENTATION 45 MIN MOVEMENTS (ADOPTED BY NOTES FROM MAY FU AND ALEX T. TOM) MAIN POINTS FOR THE SOCIAL MOVEMENT CONTEXT: Labor history and social movements (1930’s to 60’s): The 1930’s was a time of great economic disparity – the Great Depression, this gave rise to the welfare state in the US, but it was not necessarily in the interest of helping poor people but to maintain the current structures. If FDR did not create a strong welfare state, the power structure would have been in graver danger. The era reshaped past racism and solidified white racism to become less and less obvious. The Black, Brown, Red, Yellow Power movements are typically seen by society as reactive and militant movement without a clear purpose. However, these movement were clearly a collective response to the investment in whiteness in the 1930’s New Deal / Franklin D. Roosevelt plans that aided mostly working class white families. (i.e. National Labor Relations Act created but with the Wagner Act did not allow immigrants, domestic and farm workers to join unions – these workers were mostly people of color. Asian and Mexican farm workers and domestic workers). New Deal also created the 1934 Federal Housing Act that allowed greater home ownership but also enacted redlining and restrictive covenants that continued to segregate communities and create greater barriers for families of color own property (i.e. people of color paid more for mortgage). The FHA spent $120 Billion on newer and better housing, but less than 2% was actually available for people of color. Urban Renewal Program: New highways were needed but these new highways also broke up neighborhoods (mostly communities of color were displaced and had to move, 60% of those who had to move were people of color) This led to communities of color to NOT have equal access to land and disproportionately put poor whites in the 1930s to on the track to the middle class and to accumulate wealth. This was NOT about race-based inclusion, but really about white inclusion. This discouraged class solidarity at a great potential moment in US history. BRAINSTORM WHAT YOU THINK OF THE 1960’S Mainstream: Hippies, college students, flower power, peace, civil rights, Malcolm X, Martin Luther King Jr., anti-war. Non-mainstream: Empowerment of women of color, multiracial alliances, first social programs for people of color, decolonization movements in Africa, Latin America, Asia, etc. WHY WERE THESE MOVEMENTS SO IMPORTANT? WHY ARE THEY STILL IMPORTANT? It was a period of many different movements, different lessons, messages… 1960’s and 70’s was powerful because of identity and also because of our communities and other groups These movements learned from each other – for example, Martin Luther King Jr. went against the Vietnam War because of meeting Thich Nhat Hanh, a Vietnamese Buddhist monk. Black and Mexican soldiers went against the Vietnam War bc their own country did not support them. The UFW Grape Boycott was inspired by Pilipino farm workers. This movement was with Mexican farmworkers and many white college students Black Panther Party: Richard Aoki, a Japanese American was one of the first panthers and was also the Minister of Information with Huey Newton and Bobby Seale. SNCC: Began as a strong coalition of Blacks and whites in the south to fight for voting and civil rights. MYTH: These movements were divisive. FACT: These movements were interconnected and strong. Imagine if we all united, we would be able to really have power. The system uses race to divide us. For example, the Rainbow Coalition was popularized by Jesse Jackson, but was really initiated by Fred Hampton, Black Panther Party Chairperson of Chicago. His vision was to create a coalition of all races down with real social change. He met the leader of the Young Lords, a Puerto Rican street gang in New York in prison. Afterwards, the Young Lords began to model themselves after the Black Panther Party. Fred Hampton’s multiracial vision was too dangerous and powerful; that is why the FBI plotted to assassinate him… Although there were points of solidarity, there were also many division across gender and sexual orientation. Many of these organizations were sexist and homophobic. Women leadership and inclusion of gays and lesbians was not always at the top of the agenda. Social change is about working through our differences. This is further important because since the we are treated differently by the system depending on our race, class, gender or sexuality, we need to understand that working together is not being the same. GOOD QUOTES: “No one is free if others are oppressed.” “The true revolutionary is guided by great feelings of love.” (che) Social movements as an ‘accumulation of struggle’: Past, present and future struggles are all connected and have impact on each other. Social movements Emphasize change does not happen over night When we resolve contradictions (issues/problems), new contradictions arise – this is the slow upward spiral of social change. For example, when slavery “ended,” it was a good thing, but new forms of racial emerged. When the Voting Act / Civil Rights Act of 1965 passed, newer forms of institutional racism emerged (i.e. the movement to end affirmative action, ‘reverse’ racism) We need to always remember the lessons learned from the past can help us move forward today. COMMUNTY SPEAKER ON SAN DIEGO ACTIVISM SPEAKER 30 MINS Main Points for Speaker: Find a community activist organizer from SD to show: The connectedness to the issues surrounding the internship (economic justice) The different context of the political and social climate (post war, conservative, border climate) That there is a clear need for a younger generation of organizers in San Diego. QUESTION AND ANSWER DISCUSSION 10 MINS LESSON LEARNED: THE ROSA PARKS STORY DISCUSSION 15 MIN ROSA PARKS STORY: Who knows who Rosa Parks is? And what did she do? Did she start the civil rights movement? What do you remember learning in school? MYTH: Rosa Parks, the little old lady, who was just tired of the injustice and tired of sitting in the back of the bus. Once she sat down at the front of the bus, she started the most unforgettable movement in the US – the Montgomery Bus Boycott. FACTS: Rosa Parks was an organizer She was a trained at the Highlander School, an organizing training center for people in the South. She was a member of the NAACP and started various youth program and ran a women’s political caucus She was on the Montgomery Bus Boycott Committee, a group as big as this room and planned a strategy around how to challenge desegregation laws. They had a legal team that was ready to file charges on the city once they arrested Rosa Parks She has tried to sit in the front of the bus 6-7 previous time; so often that bus drivers recognized her as a ‘troublemaker’ and would drive by her if she was at a bus stop. That day she got arrested, there were 3 other women around Montgomery trying to do the same thing. Rosa Parks was a long time experienced organizer MORAL OF THIS STORY: Social Change does not happen over night Movements are not based on ‘super humans’ but rather on the collective power of average people like us who want change and want to do it with a plan. WE CAN DO IT!! CONCLUSION DISCUSSION 15 MIN CASE STUDIES ON SOCIAL MOVEMENTS: UFW AND SNCC CASE STUDIES ON SOCIAL AND ECONOMIC JUSTICE MOVEMENTS The goal of this workshop is to provide a better understanding of how previous social movements were able to win and how we could learn lessons from these movements. Social change is always an accumulation of different struggles. This workshop will focus on the United Farm Workers (UFW) movement and the Student Non-Violent Coordinating Committee (SNCC). It will give us a better historical context of why we organize today. The historical gains will be discussed along with the consequences of the different organizing practices of these movements. AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN ICEBREAKER EXERCISE 10 MIN INTRODUCTION OF SOCIAL MOVEMENT CASE STUDIES PRESENTATION 15 MIN CASE STUDY VIDEO CLIP ON UFW VIDEO 10 MINS CASE STUDY VIDEO CLIP ON SNCC VIDEO 10 MINS BREAK OUT INTO GROUPS: DISCUSS AND ANSWER GROUP WORK 20 MIN QUESTIONS SOCIAL MOVEMENT TEATROS! EXERCISE 30 MIN REPORT BACKS GROUP 15 MIN PRESENTATIONS CONCLUSION DISCUSSION 10 MIN AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN ICEBREAKER EXERCISE 10 MIN INTRODUCTION OF SOCIAL MOVEMENT CASE STUDIES PRESENTATION 10 MIN CASE STUDY ON UNITED FARM WORKER’S MOVEMENT VIDEO AND GROUP 20 MIN VIDEO WORK CASE STUDIES ON SOCIAL MOVEMENTS #1 KEY FOOTAGE (FIGHT IN THE FIELDS) WHAT WERE THE GOALS OF THE MOVEMENT? Short term Goals What did they do tactically to win Medium term Goals Did they have concrete gains (what kinds of change was it? Systemic change?) How did they win with organized power Long term Goals Did they have a mission statement? IN SMALL GROUPS (USE QUESTION SHEET) 20 MIN WHAT WERE THE KEY CHANGES IN POWER RELATIONSHIPS THAT UNIONS LIKE THE UFW DEMANDED AND WON AND WHY DID THESE THINGS REPRESENT SYSTEMIC CHANGE? What were the key elements of organized power that was built and exercised that resulted in them winning that change? What was going on at the time (the political and social context, global, local, etc)? WHAT ARE THE LESSONS LEARNED? HOW IS IT REVEVANT TO OUR WORK TODAY? GROUP DISCUSSION 15 MIN BREAK 10 MIN CASE STUDY ON THE STUDENT NON-VIOLENT VIDEO/PRESENTATION 25 MIN VIDEO COORDINATING COMMITTEE AND GROUP WORK SHOW KEY FOOTAGE (EYES ON THE PRIZE P3) WHAT WERE THE GOALS OF THE MOVEMENT? Short term Goals What did they do tactically to win Medium term Goals Did they have concrete gains (what kinds of change was it? Systemic change?) How did they win with organized power Long term Goals Did they have a mission statement? IN SMALL GROUPS (USE QUESTION SHEET) WHAT WERE THE KEY CHANGES IN POWER RELATIONSHIPS THAT UNIONS LIKE THE UFW DEMANDED AND WON AND WHY DID THESE THINGS REPRESENT SYSTEMIC CHANGE? what were the key elements of organized power that was built and exercised that resulted in them winning that change? What was going on at the time (the political and social 20 MIN context, global, local, etc)? WHAT ARE THE LESSONS LEARNED? HOW IS IT REVEVANT TO OUR WORK TODAY? GROUP DISCUSSION / FINAL THOUGHTS 15 MIN SOCIAL MOVEMENT TEATRO! (IDEA FROM CTWO) EXERCISE 20 MIN SHEET AND PROPS Teatros (theater) were instrumental in the farm worker movement to inspire and motivate people to continue to struggle. IMAGINE you all are in charge of putting on a teatro for a group to educate, inspire and agitate them to get involved. PERFORM A TEATRO THAT SHOWS: What the problems are? What they did to change it? What was won? BE CREATIVE! Back in the day farm workers were poor, so they would improvise with home made masks, signs, chairs, rakes, shovels, etc. Use whatever is in the room, you can use people as props too! Remember, you’re teatro is supposed to motivate and agitate people to continue the struggle. The teatro can only be 5 minutes long. You have 20 minutes to plan SPLIT INTO 2 GROUPS. TEATROS! GROUP TEATROS 15 MIN CONCLUSION DISCUSSION 10 MIN DIRECTIONS FOR THE SOCIAL MOVEMENT TEATRO! (IDEA ADOPTED FROM THE CENTER FOR THIRD WORLD ORGANIZING) BACKGROUND: In 1965, El Teatro Campesino, was founded. It was the beginning of Chicano theater, with Luis Valdez during the Delano Grape Strike. The teatro group created songs and plays, performed on picket lines, at meetings and rallies, and before labor unions and cultural groups using satire to entertain, educate, and keep the movement alive. Teatros (theater) was an instrumental political art form in the farm worker movement that inspired and motivated people to continue to struggle. DIRECTIONS: IMAGINE you all are in charge of putting on a teatro for a group to educate, inspire and agitate them to get involved. PERFORM A TEATRO THAT SHOWS WHAT THE PROBLEMS ARE? WHAT THEY DID TO CHANGE IT? WHAT WAS WON? BE CREATIVE! Back in the day farm workers were poor, so they would improvise with home made masks, signs, chairs, rakes, shovels, etc. Use whatever is in the room, the table the chair; you can use people as props too! Remember the teatro is supposed to motivate and agitate people to continue the struggle. THE TEATRO CAN ONLY BE 5 MINUTES LONG. YOU HAVE 20 MINUTES TO PLAN Luis Valdez and Agustin, founders of El Teatro Campesino, Delano, CA - 1965. INSERTS FOR UFW AND SNCC UFW Summary Sheet SNCC Summary Sheet STUDENTS FOR ECONOMIC JUSTICE INTERNSHIP PROGRAM CASE STUDIES ON SOCIAL MOVEMENTS: SNCC & UFW WORKSHEET VIDEO: THE UNITED FARMWORKERS MOVEMENT WHAT WERE THE KEY CHANGES IN POWER RELATIONSHIPS THAT UNIONS LIKE THE UFW DEMANDED AND WON AND WHY DID THESE THINGS REPRESENT SYSTEMIC CHANGE? WHAT WERE THE KEY ELEMENTS OF ORGANIZED POWER THAT WAS BUILT AND EXERCISED THAT RESULTED IN THEM WINNING THAT CHANGE? WHAT WAS GOING ON AT THE TIME (THE POLITICAL AND SOCIAL CONTEXT, GLOBAL, LOCAL, ETC)? WHAT ARE THE LESSONS LEARNED? HOW IS IT REVEVANT TO OUR WORK TODAY? VIDEO: BEGINNINGS OF THE STUDENT NON-VIOLENT COORDINATING COMMITTEE WHAT WERE THE KEY CHANGES IN POLICIES THAT THE CIVIL RIGHTS MOVEMENT DEMANDED AND WON AND WHY DID THESE THINGS REPRESENT SYSTEMIC CHANGE? WHAT WERE THE KEY ELEMENTS OF ORGANIZED POWER THAT WAS BUILT AND EXERCISED THAT RESULTED IN THEM WINNING THAT CHANGE? WHAT WAS GOING ON AT THE TIME (THE SOCIAL AND POLITICAL CONTEXT, GLOBAL, LOCAL, ETC)? WHAT ARE THE LESSONS LEARNED? HOW IS IT REVEVANT TO OUR WORK TODAY? Worksheets adopted from the Strategic Trainings for Education for Power (STEP), 2000-2001 WOMEN’S LIBERATION / ROLE IN SOCIAL MOVEMENTS WOMEN’S LIBERATION AND THE INTERSECTION OF OPPRESSIONS What is the role of women in movements? The purpose of this workshop is to learn lessons from the past movements, which traditionally suppressed women’s roles. This workshop will provide an understanding that women have always been the foundation of all movements. There will be panel of women from different community organizations and labor unions in San Diego. It will use women’s liberation as a lens to understand the complexities and intricacies of fighting within multiple layers of oppression, such as race, class, gender, sexuality and disability. The purpose is to understand how we can better our organizing practices. AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN ICEBREAKER EXERCISE 10 MIN WHO’S THAT SHEROE? EXERCISE 25 MIN ECONOMIC JUSTICE & WOMEN’S LIBERATION EXERCISE 10 MIN POWERPOINT PRESENTATION BREAK 15 MIN WOMEN IN THE MOVEMENT PANEL: PRESENTATION 1 HR WOMEN WORKERS, ORGANIZER, COMMUNITY MEMBER QUESTION AND ANSWER DISCUSSION 10 MIN CONCLUSION DISCUSSION 15 MIN INSERT Slide show Who’s that sheroe? NON-TRADITIONAL FORMS OF ORGANIZING NON-TRADITIONAL FORMS OF ORGANIZING AND UNIONIZATION The purpose of this workshop is to understand that with the restructured economy, a multifaceted strategy is needed to address the needs of all workers. The economy has shifted from a manufacture to a service economy with the massive deindustrialization of the past decades. This ‘new economy’ has created low wage sector jobs that rarely have the capacity of unionization. This has altered the forms of organizing from tradition union organizing to organizing different service, garment, day-time, community worker centers. These centers play a vital role because it fills a void in the labor movement and provides services and tools for empowerment for workers. AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN PEN AND MARKERS ICEBREAKER EXERCISE 10 MIN CONTEXT OF ORGANIZING IN THE NEW MILLENNIUM PRESENTATION 15 MIN INSTRUCTIONS AND EXAMPLE FOR ORGANIZING ACTIVITY PRESENTATION 10 MIN PEN, MARKERS, SHEET. BREAKOUT GROUPS: FILL IN BOXES GROUP 20 MIN PEN, MARKERS, SHEET. REPORT BACK AND DISCUSSION DISCUSSION 25 MIN CONCLUSION DISCUSSION 15 MIN COMMUNITY SPEAKER OR PROFESSOR ON NON- PRESENTATION 1 HR TRADITIONAL ORGANIZING AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN PEN AND MARKERS ICEBREAKER EXERCISE 10 MIN CONTEXT OF ORGANIZING IN THE NEW MILLENNIUM PRESENTATION 15 MIN CHANGING/GLOBAL ECONOMY: DECLINE OF UNION MEMBERSHIP, NEED FOR WORKERS TO BE ORGANIZED FOR POWER. MULTIPLE IDENTITIES: WE HAVE MULTIPLE IDENTITIES – COMMUNITY RESIDENTS, STUDENTS, ETC, - NOT ALL TYPES OF ORGANIZATIONS MEET ALL OUR NEEDS RECOGNIZE THAT NOT ONE TYPE OF ORGANIZING WILL CHANGE THE WORLD FOR ALL OF US. THIS IS TO LOOK AT VARIOUS TYPES, WHAT THEY CONTRIBUTE AND WHAT THEIR LIMITATIONS ARE. INSTRUCTIONS AND EXAMPLE FOR “TYPES OF PRESENTATION 10 MIN PEN, ORGANIZNG” ACTIVITY MARKERS, SHEET. A) Now that we have worked with so many different groups in the community, there are many different types of organizing (i.e. community organizing, union organizing, etc); this activity will help us identify the overall structure. We will also evaluate each of the different types. B) Let’s start off with ACORN, they are a community organizing group. Association of Community Organizations for Reform Now (ACORN) Who are the members? What is the general structure? Residents in neighborhoods Members organize into chapters, which affiliate region-wide, nationally Who recruit members? How? Systematic door-to-door outreach programs by staff to recruit new members. How is there internal political education & development? Training for members on basic outreach & campaign skills. Training for members on skills of confronting decision-makers, i.e., public speaking, demonstrating. What strategic alliance(s) is organization part of? Network of local ACORN organizations across the country Usually temporary coalitions with other progressive / liberal groups in local areas around key issues. Decision-making? What decisions do members make? Staff? Work primarily directed, coordinated, & implemented by staff at local & national level. Leadership bodies of members & coalition committees participate in planning & implementing campaigns. Who is the organizer accountable to? Senior staff Members of local organizations Where do the resources come from? Grants from foundations Small share from individual members’ dues What LIMITS the organization’s ability to fight for and make change? What are EFFECTIVE or GOOD things about this organization? BREAKOUT GROUPS: FILL IN BOXES 20 MIN PEN, MARKERS, Each staff person should split into the groups and help SHEET. the facilitator. Each group should have a facilitator, notetaker and someone to present back to the larger group. REPORT BACK AND DISCUSSION DISCUSSION 25 MIN ACTIVITY WRAP UP DISCUSSION 10 MIN COMMUNITY SPEAKER OR PROFESSOR ON NON- PRESENTATION 1 HR TRADITIONAL ORGANIZING KEY POINTS: Union organizing is important; but with the new conditions within the political economy, not everyone is able to be in a union. The role of collective work as empowerment The role of worker centers as way to challenge traditional methods and structures of union organizing. Worker centers should also help to lead workers to a union [INSERT TABLE OF ORGANIZING TYPES] WHAT IS GLOBALIZATION? TAKING THE GLOBAL TO THE LOCAL The rise of corporate globalization, the trend of corporations exploiting cheap labor internationally, has evoked a tidal wave of international and local resistance. From the Zapatistas rising up against the passage of NAFTA, to US environmental groups and labor unions and protesting the World Trade Organization and Inter-Monetary Fund – the resistance is widespread. This workshop will provide an overview of globalization and will also use the ideas of the global resistance to local action. AGENDA ACTIVITY TIME WHO NEEDS? QUOTE OF THE DAY DISCUSSION 10 MIN ICEBREAKER EXERCISE 10 MIN WHAT IS GLOBALIZATION? DISCUSSION 15 MIN Definitions & Brainstorms: Is globalization bad if it is fair? globalization vs. corporate globalization Other things to define: WTO, FTAA, NAFTA, APEC, etc. SPEAKER INTRO PRESENTATION 10 MIN VIDEO ON GLOBALIZATION: THIS IS WHAT DEMOCRACY 20 MIN LOOKS LIKE SPEAKER ON GLOBALIZATION PRESENTATION 25 MIN QUESTION AND ANSWER DISCUSSION 15 MIN CONCLUSION/WRAP UP DISCUSSION 10 MIN [INSERT GLOBALIZATION FACT SHEET] EXPOSURE TOURS SAN DIEGO HOUSING CRISIS / ENVIRONMENTAL EXPOSURE TOUR SAN DIEGO HOUSING CRISIS / ENVIRONMENTAL JUSTICE TOUR Did you know that there are residents in Sherman and Logan Heights being wrongfully evicted and left homeless because of new corporate development? The targets are mostly undocumented or newly arrived immigrants. This workshop and exposure tour will tie in the issues from the community to economic justice. An overwhelming majority of low-income communities facing gentrification and environmental pollution are also communities of color. WHERE: 1) Gentrified Neighborhood of San Diego (Sherman Heights) 2) Neighborhood Polluted by Toxic Waste (Barrio Logan) AGENDA ACTIVITY TIME WHO NEEDS? I. INTRODUCTION & OVERVIEW OF DAY 10 MINS II. SAN DIEGO HOUSING CRISIS PRESENTATION 30 NORMA CHAVEZ, DURO AND MAAC PROJECT MINS (MEET AT MERCADO APARTMENTS) III. QUESTIONS AND ANSWERS 10 MINS IV. BREAK (GO TO EHC) 15 MINS V. ENVIRONMENTAL HEALTH COALITION PRESENTATION 30 BORDER JUSTICE CAMPAIGN MINS VI. QUESTIONS AND ANSWERS 10 MINS VII. CONCLUSION/WRAP UP DISCUSSION 10 MINS STATEWIDE IMMIGRATION WORKSHOP & TJ/BORDER EXPOSURE TRIP Joined by UC Berkeley’s “Labor Summer” and UC Los Angeles’ Summer Internship Program, this workshop will give a historical account of US immigration policies and the impact on people’s daily lives. The purpose is to understand how US immigration policies are closely intertwined to US’s need of a racialized and gendered cheap labor pool. We will also discuss the consequences these policies have on people’s families and humanity. At this conference, there will be an interactive workshop on globalization and immigration and a panel of speakers working on immigration issues. Then we will go on an exposure trip of the border and Tijuana to understand the dire situation of immigration, working conditions and environmental pollution. WHERE: Border State Field Park, US Metales y Derivados, an abandoned US-owned smelter and battery recycler Colonia Chilpancingo, Residents in Mexico impacted by toxic waste and lead poisoning GOALS To have a better understanding of the system’s demand for cheap labor as immigrant To have a better understanding of how policies create a systemic hierarchy of race, class, and gender To have a better understanding of how immigrant workers have changed the dynamics within union organizing and organizing in general To have a better understanding of the myths and facts of having a immigrant work-force To have a better understanding of the dynamics of living in a border region To have a better understanding of the increasing barriers immigrants face. For example, receiving documentation, and the anti-immigrant sentiments from Proposition 187, 227 and other policies. To have a better understanding of the patterns and causes for migration of labor To have a better understanding of how immigration is connected to issues of globalization, police brutality, poverty, etc. AGENDA: DAY 1 8:30 am – 9:00 am Check-in / Breakfast at Casa Familiar Civic & Rec Center 9:00 am – 9:40 am Introduction / Icebreaker 9:40 am – 9:50 am Overview of the Day / Housekeeping Notes 9:50 am – 10:00 am Overview of Maquiladoras and Border Region Cesar Luna, Environmental Health Coalition 10:00 am –10:40 am Leave and arrive in TJ 10:40 am – 11:45 am Environmental Justice Tour with Environmental Health Coalition Metales y Derivados, an abandoned US-owned smelter and battery recycler Driving Tour of Maquiladoras in the Otay Mesa Industrial Park 11:45 am – 12:50 pm Speak to residents of Colonia Chilpancingo & maquiladora workers Magdalena Cerda, Environmental Health Coalition Carmen Valadez, Casa de la Mujer - Groupo Factor X 12:50 pm – 1:30 pm Return to Casa Familiar Civic & Rec Center 1:30 pm – 3:00 pm Immigrant Rights Panel / Lunch 1) Carmen Valadez, Organizer, Casa de la Mujer - Groupo Factor X 2) Paul Espinosa, US-Mexico Border Filmmaker, Espinosa Productions 3) Christian Ramirez, La Raza Right Coalition/American Friend Service Committee 3:00 pm – 3:30 pm Leave for Border Exposure Trip 3:30 pm – 4:30 pm Border Exposure Trip by La Raza Right Coalition/American Friend Service Committee 4:30 pm – 5:00 pm Return to Casa Familiar Civic & Rec Center 5:00 pm – 6:00 pm Debrief 6:00 pm – 6:15 pm Closing & Announcements 6:15 pm – 8:00 pm Rest up!! Drive to Overnight Sites (I.E. HOTELS, HOUSES, ETC) 8:00 pm – 10:00 pm Dinner & Bonfire at Mission Beach!? AGENDA: DAY 2 9:30 am - 10:30 am Breakfast 10:30 am Forums Legalization (UC Los Angeles) Guest Worker Program (UC Berkeley) Gentrification (San Diego) Fast Track (UC Berkeley) Prisons (UC Berkeley & San Diego) Labor & Student Involvement (UC Los Angeles) () indicate that a person from that school will briefly present the issue to the whole group 11:00 am - 12:00 pm Talk within Forum Groups 12:15 pm - 1:15 pm Present back to the whole group 2:00 pm - 3:00 pm Lunch at Chicano Park 3:00 pm Speaker/Tour: History and Struggle of the Chicano Park Chicano Park clean-up Network 4:00 pm - 4:30 pm Day Ends SPEAKER BIOS CESAR LUNA graduated in law from University of San Diego and headed the ENVIRONMENTAL HEALTH COALITION Border Justice Campaign for the past 5 years. Currently, he has an immigration law practice in San Diego. MAGDALENA CERDA, a community organizer with the ENVIRONMENTAL HEALTH COALITION Border Environmental Justice Campaign in the Colonia Chilpancingo, Tijuana. She works in solidarity with social justice groups in the border region to promote worker and community right-to-know about the chemicals used by maquiladoras, to increase their capacity to influence conditions that directly affect their health, and to demand cleanup of abandoned and contaminated sites. CARMEN VALADEZ is a organizer and member of CASA DE LA MUJER - GROUPO FACTOR X, a feminist center in TJ that specializes in counseling and legal assistance to women workers in the maquiladora industry and offers programs about sexual abuse and reproductive rights. In Tijuana, the CASA DE LA MUJER grabbed hold of the issue and took action with a publicity campaign about the need for safe and legal abortion. In November they coordinated a forum with pro-choice organizations in the United States and Mexico to educate women maquiladora workers about their history, rights as women workers, and to create a self-sufficient, grassroots movement that seeks to educate other women. PAUL ESPINOSA is an award-winning Independent Filmmaker based in San Diego who has been involved with producing films and documentaries for over 20 years. His company — Espinosa Productions — is a film and video company specializing in documentary and dramatic films focused on the U.S.-Mexico border region. His major national PBS productions include: THE U.S.-MEXICAN WAR: 1846-1848, ...AND THE EARTH DID NOT SWALLOW HIM, THE LEMON GROVE INCIDENT, THE HUNT FOR PANCHO VILLA, AND THE BORDER. His films have been screened at festivals around the world and have won eight Emmys and five CINE Golden Eagles. CHRISTIAN RAMÍREZ was born in Tijuana in 1976. The Ramírez family moved to San Ysidro in 1986. He attended Southwest for 2 years. He accepted to San Diego State University in 1994, where he completed a BA in History and Anthropology. As an undergraduate student he joined the ranks of the RAZA RIGHTS COALITION and UNIÓN DEL BARRIO, both independent Mexican organizations. He has been the coordinator of the RAZA RIGHTS COALITION since 1996, currently he serves as the Coordinator of the US-México Border Program of the AMERICAN FRIENDS SERVICE COMMITTEE. RESIDENTS & WORKERS OF COLONIA CHILPANCINGO live below the Mesa de Otay and Metales, an abandoned US-owned toxic waste site, which is a community of about 1,000 households. While in operation, residents of this community repeatedly complained to Mexican authorities about Metales’ polluting activities, its illegal hazardous waste disposal practices and the frequent health problems related to skin and eye irritations as well as gastrointestinal problems in the community. Community residents were also concerned that underground water sources were being contaminated by the Metales site. All of these hazardous wastes remain on the site completely exposed to the natural environment. Seasonal winds and rainfall carry these wastes to nearby communities. Colonia Chilpancingo faces great risk of exposure to the runoff that may carry toxic chemicals from Metales because it is located downhill from and almost adjacent to the abandoned toxic site. CHICANO PARK STEERING COMMITTEE established in April of 1970 “To oversee (on behalf of the community) the continuing development and expansion of the Chicano Park and to insure that the park would be developed in a Chicano/Mexicano/Indigenous style.” One of the original goals of the Chicano Park and the CPSC was to transform the cold grey concrete and rock-hard dirt that once dominated the site into a glorious thing of beauty that would mirror and showcase the beauty, culture and spirit of the Chicano people. Today the murals in Chicano Park are world-famous and constitute (along with various sculptures) the world’s largest outdoor art gallery. LOS ANGELES ENVIRONMENTAL JUSTICE AND WORKER CENTER TOUR This will be an all day exposure tour of the environmental and economic conditions in Los Angeles. The tour will provide a general historical, political and economic context of Los Angeles and tours of various worker centers. The tour will consist of the LA Garment Worker Center, Pilipino Worker Center, Korean Immigrant Workers Advocates*, among other worker centers. This exposure will be a joint tour with the UCLA Summer Internship Program. FRIDAY, JULY 20ST 7:30 pm – 9:00 pm Dinner 9:00 pm – 11:00 pm Leave to Los Angeles Summer Internship Program Site SATURDAY, JULY 21ST – LA WORKER CENTER EXPOSURE TOUR 9:00 am – 9:30 am Breakfast at Los Angeles Summer Internship Program Site at Conference Center 9:30 am – 10:00 am Leave for the Garment Worker Center 10:00 am – 10:30 am Icebreaker at Garment Worker Center 10:30 am – 11:30 am Garment Worker Center Presentation & Tour 11:30 am – 12:30 pm Tour of the Fashion District 12:30 pm – 12:45 pm Leave for Mercado District 12:45 pm – 1:45 pm Mercado District – Lunch 1:45 pm – 2:00 pm Leave for KIWA and PWC 2:00 pm – 3:00 pm Korean Immigrant Worker Advocates & Pilipino Worker Center 3:00 pm – 4:00 pm Bus Riders Union 4:00 pm – 5:00 pm Quick Collective Debrief WHAT TO BRING? Sleeping Bag/pillow Toilet stuff $$$ Some Money $$$ Clothes, swimwear, etc. Bath Towel Your Bomb ass spirit! DIRECTIONS Los Angeles Summer Internship Program Site 209 SOUTH WESTMORELAND CONTACT: DANIEL KATO (310) 880-6978 Directions: 405 North 10 East Exit Vermont (Take a left) On 3rd Street (Take a right) On South Westmoreland (Take a Left) SKILLS WORKSHOP OUTLINES HOW TO GIVE A MESSAGE AND RAP In order to be effective organizers, we need to understand how to talk to people one-on-one and get them to take action with their lives. This skills workshop will give an overview of how to craft a message and give a one-on-one rap during the campaigns. Giving a strong message and rap and building a positive one-on-one relationship is essential to our organizing. We will do practice role plays with each other during this workshop. AGENDA ACTIVITY TIME WHO NEEDS? I) QUALITIES OF A GOOD COMMUNICATOR / BRAINSTORM 20 MIN ORGANIZER (+ AND ++) II) MESSAGE AND RAP TRAINING & OVERVIEW DISCUSSION 20 MIN III) ROLE PLAYING EXERCISE 1 HR 10 MINS a) MODEL ROLE PLAY AND DEBRIEF (20 MINS) b) ONE ON ONE ROLE PLAYS (20 MINS) c) GAME SHOW ROLE PLAYS (30 MINS) IV) FINAL DEBRIEF DISCUSSION 10 MIN QUALITIES OF A GOOD COMMUNICATOR / ORGANIZER start with things to be improved (act out motions) good qualities: listener asks questions enthusiasm know your issues use self interests honest adjust tone/rap to audience level of understanding MESSAGE AND RAP TRAINING & OVERVIEW What is a rap? Why is it important Sometimes only a few minutes to get started, in or even finish What is the message? Goal of the rap? Must begin with this Open and probe with questions to ID issues (self-interest), close Not info sharing Not helping people – challenging people to accept opportunity to reach empowerment Stay patient and persistent Must know your issues, but if not, get back to them later (it will create an opportunity to continue talking next time) ROLE PLAYING WORKER/ORGANIZER ROLE PLAY EXAMPLE A janitor is pushing a cart through the mall. The organizer surprises the janitor accidentally. The janitors is looking for the management. The organizer introduces and asks questions about the janitor to calm down. The janitor has 2 kids, no benefits, 2 jobs, no time with family. S/he wants more but does not want to disappoint the supervisor friend, The janitor wants a life, time with kids, for him/herself. The organizer continues trying but the janitor will not sign the card because of surroundings. The janitor gives phone, address – maybe he will agree to meet again. Debrief what could have gone better and what went well. ONE ON ONE ROLL PLAYS Each person pairs off with another Each plays the organizer and either worker or tenant 5 minutes each 10 minute debrief, what was really good and why? GAME SHOW Rules/process are to first get 3 volunteers (some from the different campaigns) Explain that all will get keys to moving the worker or tenant Facilitator will interrupt at point of close Crowd will determine how far organizer get based on overall rap and # of key ids Roll Play concluded with the close Then they step out, we explain worker/tenant keys on chart pad Roll play begins After 3 done, debrief whole training WORKER/ORGANIZING #1: -sign card and introduce each other -just sign card -leave door open for another try BUSINESS/TENANT #2: -This shoe business is using the Hilton Hotel -He does not have personal ties with the Hilton -He is ‘moderate’ and does not want to get into politics, does charity -He sells shoes, small business, but has a lot of business -He organizes an annual shoe makers conference and it has been at the Hilton for the past 8 years -He gets intimidated, scared of union thing GOAL: Stop using the Hilton Write a letter to the Hilton Sign the endorsement RAP -People are paid poorly no benefits, don’t focus on the union -workers have been fired for wanting a living wages -regardless if it is a union, the workers are still paid poverty wages and the union is the only legal way they can get better wages legally -there is a labor dispute -we would not want you to get in the middle of this dispute -we know your conference is a very important thing to the san diego community BUSINESS/TENANT #3: -This shoe business is using the Hilton Hotel -He does not have personal ties with the Hilton -He is ‘moderate’ and does not want to get into politics, does charity -He sells shoes, small business, but has a lot of business -He organizes an annual shoe makers conference and it has been at the Hilton for the past 8 years -He gets intimidated, scared of union thing GOAL: Stop using the Hilton Write a letter to the Hilton Sign the endorsement RAP -don’t talk about the union so much, but about the people -he is involved in the march of dimes for children and is raising money in his store -if he knows that they have no health care and have to pay $200+ for health care he is pissed -if he hears a personal story or example -he has 7 kids and is a positive father -he really really cares about children!!!! HOW TO FACILITATE MEETINGS, PUBLIC SPEAKING AND PRESENTATIONS Another key skill of organizing is to be able to agitate people to take life long actions of justice. This skills workshop will use the message and rap skills to provide some of the fundamentals and the “do’s and don’t” of presenting and public speaking in a large or small groups and organizations. Additionally, we will focus on how to facilitate a group to reach consensus decisions. AGENDA ACTIVITY TIME WHO NEEDS? I) QUOTES DISCUSSION 5 MIN MARKERS & PAPER II) ICEBREAKER EXERCISE 10 MIN III) FACILITATION DISCUSSION & 5 MIN MARKERS, a) WHAT DO YOU NEED IN A MEETING TO EXERCISE PAPER AND MAKE IT EFFECTIVE ACTIVITY b) WHAT IS THE PURPOSE OF CONSENSUS SHEET c) WHY DO YOU NEED A FACILITATOR d) WHAT IS FACILITATING, IS THIS PERSON BETTER? e) WHAT MAKES A GOOD FACILITATOR 15 MIN (BRAINSTORM) f) ACTIVITY: SCENERIO 10 MIN DEBRIEF 15 MIN IV) BREAK 10 MIN V) PRESENTATION AND PUBLIC SPEAKING 15 MIN MARKERS BRAINSTORM AND PAPER VI) DIFFERENT FORMS OF PUBLIC SPEAKING 20 MIN MARKERS AND PAPER VII) SPEECHES 15 MIN MARKERS AND PAPER VIII) AT THE SAME TIME – ON THE SPOT MARKERS PRESENTATION / RAPS WITH OTHERS AND PAPER IX) PRESENTATIONS AND DEBRIEF 35 MIN MARKERS AND PAPER AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? V) QUOTES DISCUSSION 5 MIN MARKERS & PAPER VI) ICEBREAKER EXERCISE 10 MIN VII) FACILITATION DISCUSSION & MARKERS, a) WHAT DO YOU NEED IN A MEETING TO EXERCISE 5 MIN PAPER AND MAKE IT EFFECTIVE ACTIVITY SHEET -WHAT IS THE GOAL OF A MEETING? -AGENDA? -LOGISTICS? -ATTENDANCE? -MATERIALS? -ROLES? RECORDER, MEMBERS, FACILITATOR, b) WHY DO YOU NEED A FACILITATOR 15 MIN c) WHAT IS FACILITATING, IS THIS PERSON 10 MIN BETTER? d) WHAT MAKES A GOOD FACILITATOR (BRAINSTORM) i) REMIND PEOPLE OF THE GROUND RULES j) REVIEW AGENDA k) KEEP THE MEETING GOING l) ID DECISIONS THAT NEED TO BE MADE m) HELP GROUP COME TO A DECISION n) ENCOURAGE PARTICIPATION o) BRING CLOSURE TO DECISIONS p) RESPECT EVERYONE’S OPINION e) ACTIVITY: SCENERIO i) GROUP MUST WORK THROUGH AN ISSUE EVERYONE WILL HAVE A ROLE. THE GROUP MUST DECIDE ON A TACTICAL DECISION IN A CAMPAIGN IF THE GROUP SHOULD ESCALATE AND HOW? THIS IS A WORKER JUSTICE CAMPAIGN THAT HAS BEEN GOING ON FOR A COUPLE MONTHS, SOME BELIEVE THAT THE GROUP NEEDS TO DO MORE OUTREACH AND SOME BELIEVE THAT THE GROUP NEEDS TO TAKE MORE ACTION. PASS OUT ROLES: HAVE HALF OBSERVE AND ROLEPLAY FACILITATOR DOUBTER – THIS PERSON IS NEGATIVE AND 15 MIN BELIEVES THAT IT WILL NEVER WORK REGARDLESS; THIS PERSON ALSO HAS A TENDENCY TO INTERRUPT PEOPLE – BUT THIS PERSON STILL RESPECTS THE GROUP PROCESS. THE KNOW-IT-ALL– THIS PERSON USES THEIR CREDENTIALS, BIG WORDS, AGE, “STATUS” IN THE MOVEMENT, “IVE BEEN DOING THIS FOR …. AND I BELIEVE WE SHOULD…” THIS PERSON THINKS THE GROUP SHOULD ESCALATE. EXTREMIST – THIS PERSON DOES NOT THINK IT IS ENOUGH! S/HE WANTS TO ESCALATE TO A MAJOR ACTION. THIS PERSON IS VERY PASSIONATE AND HAS A TENDANCY TO NOT LISTEN VERY WELL. QUITE & SHY – THIS PERSON WANTS TO SHARE, HAS GOOD IDEAS BUT DOES NOT REALLY FEEL COMFORTABLE SHARING. THIS PERSON IS ALSO NOT SURE IF THE GROUP SHOULD TOTALLY ESCALATE, BUT IS OPEN TO IDEAS; INSTEAD THIS PERSON WHISPERS TO HER/HIS NEIGHBOR. THE INTERPRETER – THIS PERSON ALWAYS TRYS TO SPEAKS FOR EVERYONE ELSE AND SAY “_________ IS TRYING TO SAY THAT …” TAKES POWER AWAY FROM PEOPLE UNINTENTIONALLY. THIS PERSON DOES NOT THINK THE GROUP SHOULD ESCALATE. OFF POINT – THIS PERSON IS VERY INTERESTED BUT TENDS TO REPEAT THEIR IDEAS OVER AND OVER AGAIN; ALSO THIS PERSON TENDS TO BRING IN ISSUES THAT ARE NOT ON THE TOPIC. FOR EXAMPLE, WHILE THE GROUP IS DECIDING ON A TACTIC THIS PERSON WANTS BRING UP SOMEONE’S BIRTHDAY. DEBRIEF VIII) BREAK 10 MIN X) PRESENTATION AND PUBLIC SPEAKING 15 MIN MARKERS BRAINSTORM AND PAPER a) EYE CONTACT b) BODY LANGUAGE c) VISUALS, IMAGES d) KNOW AUDIENCE e) TRY NOT TO READ f) PRACTICE g) USE STORIES, HUMOR, h) USE PACE i) REPEAT POWERFUL PHRASES AND IDEAS j) ASK SIMPLE QUESTIONS FOR AUDIENCE PARTICIPATION k) XI) DIFFERENT FORMS OF PUBLIC SPEAKING 20 MIN MARKERS l) LARGE AUDIENCE AND PAPER m) SMALL AUDIENCE n) STRANGERS o) PEERS XII) SPEAKERS PREP (WITH GENO, SANDRA, RON, 15 MIN MARKERS FATIMA, MARTIN, MAYRA) AND PAPER p) SCENERIO #1: YOU ARE SPEAKING TO A GROUP OF ENVIRONMENTALIST ABOUT YOUR CAMPAIGN AND YOU WANT THEM TO GO TO A RALLY q) SCENERIO #2: YOU ARE SPEAKING TO A GROUP OF WOMEN ABOUT YOUR CAMPAIGN AND YOU WANT THEM TO GO TO A RALLY r) SCENERIO #3: YOU ARE SPEAKING TO A GROUP OF WORKERS ABOUT YOUR CAMPAIGN AND YOU WANT THEM TO GO TO A RALLY XIII) AT THE SAME TIME – ON THE SPOT MARKERS PRESENTATION / RAPS WITH OTHERS AND PAPER XIV) PRESENTATIONS AND DEBRIEF 35 MIN MARKERS AND PAPER FACILITATION ACTIVITY: SCENERIO SHEET Group must work through an issue everyone will have a role. The group must decide on a tactical decision in a campaign if the group should escalate and how? This is a worker justice campaign that has been going on for a couple months, some believe that the group needs to do more outreach and some believe that the group needs to take more action. CUT OUT ROLES AND PASS THEM OUT: HAVE HALF OBSERVE AND HALF ROLEPLAY FACILITATOR DOUBTER – This person is negative and believes that it will never work regardless; this person also has a tendency to interrupt people. But this person still respects the group process. THE KNOW-IT-ALL– This person uses their credentials, big words, age, “status” in the movement, “ive been doing this for …. And I believe we should…” This person thinks the group should escalate. EXTREMIST – This person does not think it is enough! S/he wants to escalate to a major action. This person is very passionate and has a tendency to not listen very well. QUITE & SHY – This person wants to share, has good ideas but does not really feel comfortable sharing. This person is also not sure if the group should totally escalate, but is open to ideas; instead this person whispers to her/his neighbor. THE INTERPRETER – This person always speaks for everyone else and say “_________ is trying to say that …” Takes power away from people unintentionally. This person does not think the group should escalate. OFF POINT – This person is very interested but tends to repeat their ideas over and over again; also this person tends to bring in issues that are not on the topic. For example, while the group is deciding on a tactic this person wants bring up someone’s birthday. COALITION BUILDING After recruiting students and building a stronger base, the next step is to learn how to build solidarity with other group and organizations on campus. This workshop will review the purpose of working in a coalition and how to maintain a sustaining coalition. AGENDA ACTIVITY TIME WHO NEEDS? I. QUOTES 5 MIN II. ICEBREAKER 10 MIN III. BRAINSTORM ON COALITION BUILDING 15 MIN WHEN/WHY ARE COALITIONS NEEDED? WHAT WORKS? IV. CAMPUS POWER ANALYSIS BREAKOUTS 30 MIN REPORT BACK 10 MIN V. BREAK VI. REGIONAL COALITION DISCUSSION 30 MIN VII. WHAT IS THE ROLE OF SEJ? IS IT NEEDED? 30 MIN AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? I. QUOTES 5 MIN II. ICEBREAKER 10 MIN III. BRAINSTORM ON COALITION BUILDING 15 MIN WHEN/WHY ARE COALITIONS NEEDED? WHAT WORKS? a. POINTS OF UNITY ISSUES b. RESPECT c. AGREEING TO DISAGREE d. TACTICS e. DECISION MAKING STRUCTURE f. SELF-INTERESTS? g. WINNABLE h. INTERNAL POLITRIC OF OTHER GROUPS i. LETTERHEAD COALITION IV. CAMPUS BREAKOUTS 30 MIN a. CREATE A GENERAL POWER ANALYSIS OF YOUR CAMPUS b. IDENTIFY TACTICS YOU WOULD USE TO BUILD A STRONGER COALITION c. (DON’T HAVE TO FINISH TODAY) d. TRIANGLE: DECISION MAKING POWERS e. BOX: PROGRESSIVE ORGANIZED GROUPS f. CIRCLE: UNORGANIZED CRITERIA FOR TACTICS a. ACTIVATE BASE AND LEADERSHIP b. RECRUITS AND INVOLVES NEW PEOPLE c. POLITICAL CONSCIOUSNESS WITH BASE 10 MIN d. CAPACITY TO DO IT REPORT BACK V. BREAK VI. REGIONAL COALITION DISCUSSION 30 MIN VII. WHAT IS THE ROLE OF SEJ? IS IT NEEDED? 30 MIN a. -PURPOSE OF SEJ AND GOALS b. -ROLE WITH UNIONS AND OTHER STUDENT ORGANIZATIONS POWER ANALYSIS STUFF FOR BREAKOUTS CREATE CUT OUTS TOO HOW TO ORGANIZE THE MEDIA Within our overall political strategy, the corporate media is a useful tool and tactic that we can influence to get our message and issue to a large mass audience in the short term. In this workshop, we will discuss how to craft a message, write a press advisory/release, and conduct follow up calls for a campaign. We will also dialogue on the importance and long term goal of creating our own independent media. AGENDA ACTIVITY TIME WHO NEEDS? I. QUOTES 5 MIN PAPER AND PEN II. ICEBREAKER 10 MIN III. OVERVIEW OF GOALS OF WORKSHOP 5 MIN IV. WHAT IS THE MEDIA? WHAT IS THE DIFFERENT 20 MIN INFO MEDIA? (BRAINSTORM) SHEETS ON WHO OWNS MEDIA V. HOW TO ORGANIZE THE MEDIA? WHAT DO WE DO? 10 MIN PAPER, PENS AND SHEETS PRESS RELEASE EXERCISE 20 MIN FAKE AND GOOD PRESS RELEASE VI. CASE STUDY: JUSTICE FOR JANITORS 2000 STRIKE 20 MIN VIDEO CLIP, PAPER AND PENS VII. NOW ITS YOUR TURN. Create your own 30 MIN press release and event on the campaigns you all are doing. VIII. REPORT BACK 15 MIN “HOW TO ORGANIZE THE MEDIA” AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? IX. QUOTES 5 MIN PAPER AND PEN X. ICEBREAKER 10 MIN XI. OVERVIEW OF GOALS OF WORKSHOP 5 MIN XII. WHAT IS THE MEDIA? WHAT IS THE DIFFERENT 20 MIN INFO MEDIA? (BRAINSTORM) SHEETS ON WHO OWNS MAINSTREAM MEDIA: Radio (90.3, 92.5), MEDIA television stations (kgtv, kusi, fox, etc) – basically this is the kind of media that is owned by corporations. INDEPENDENT MEDIA: Independent media center, zines, newsletters, public radio shows, posters, T- shirts, etc. (this is something we produce and does not have to go through filters from corporations. OVERALL CONTEXT OF THE MEDIA WHO OWNS THE MEDIA? (SHOW CHART) a. As you can see the mainstream media is owned by many corporate entities, (see chart) therefore our message and ideas will not fully come across to the mainstream. b. Our goal with the mainstream media is to not ‘take it over’ but rather to challenge it and to get our message across. (i.e. Families deserve Living Wages; Equal Access to Education; etc.) c. So Why is mainstream media still important…? Well, people watch it, and use it as a legitimate source of FACT. We need to use the media as a tool for organizing. Getting media coverage will not win the campaign, but will help as a tactic. d. DON’T ANSWER TO THE MEDIA, WE RESPOND TO THE MEDIA. e. This is where independent media is important. Independent media allows us to have ownership of our production (i.e. our message, expression, voice). It will reach a fewer people, but the quality and truths will be greater. XIII. How to organize the media? What do we do? 10 MIN PAPER, PENS AND There are many things that need to be done to SHEETS organize the media. Here are the first key steps: REVIEW BASIC STEPS: 1) FRAMING A MESSAGE / WHAT IS THE HOOK? 2) WRITE AND SEND THE PRESS RELEASE TWICE a) At least 3-5 days before the event b) Day before the event 3) DO THE FOLLOW-UP CALLS (CREATE A PHONE SCRIPT) TWICE a) Day you sent the press release b) Day before the event PRESS RELEASE EXERCISE 20 MIN FAKE AND GOOD Give everyone a press release with at least 5-8 obvious PRESS and subtle mistakes. (i.e. no major heading, small or RELEASE ugly font, no time, grammar mistakes, use personal voice, etc.) You can make some of these examples funny too. Give them 10 minutes to look at the press release Ask them to go around and give comments. And start off with some of these questions: What is this press release about? Is this doing a good job in framing the message? Would you want to go to this event? REVIEW A GOOD PRESS RELEASE Give them the real press release and go over their comments XIV. CASE STUDY: JUSTICE FOR JANITORS 2000 STRIKE 20 MIN VIDEO CLIP, HISTORY: PAPER AND a. The low-wage downtown janitors in 1999 PENS were mounting up for big big strike in 2002. 2000 was when all major metropolitan cities were going to go on strike. San Diego was next after Los Angeles. There was no coverage and no real interest in the media at the time. Organizers were faxing and calling the media for every action and demo, there was still no interest. b. By early 2000, there was a lot of energy behind passing the Cesar Chavez State Holiday in March. It brought a lot of people and interests together on the same issue. c. This was also the same time for the strike to happen. Organizers knowing this ahead of time, decided to strategically frame the message and kick off of the strike on March 31st, 2000, Cesar’s Chavez’s Birthday. SHOW VIDEO CLIP D. The message was: “IN THE SPIRIT OF CESAR CHAVEZ, JANITORS GO ON STRIKE” e. This was a clear yet non-violent message. In this action 7 students, janitors, and union members conducted a civil disobedience to shutdown the downtown Wells Fargo Bank. f. Especially since the LA strike was perceived in SD as violent, the SD strike looked more peaceful and spiritual. All the media covered it and followed the story until the strike ended and janitors won health care. g. This is only part of the story, the movement and strike had to continue with major events such as: a 10 day fast for justice, community food drives for striking janitors, candle light vigils, a press conference with building owners, janitor house visits, etc. XV. NOW ITS YOUR TURN. Create your own 30 MIN press release and event on the campaigns you all are doing. In your campaign teams: Create a scenario and situation that is likely to happen and write a press release. Give each group some butcher paper. XVI. REPORT BACK 15 MIN Insert who owns the media? Insert a bad press release And a good one… Phone script Media list HOW TO RECRUIT AND RETAIN MEMBERS In building a movement, we need to understand how to build the organization and sustain members to maintain their commitment and passion. This workshop will provide basic principles on how to recruit students and tips on how to keep students in campaigns and organizations. This is vital to the lifeline of any group and organization. AGENDA ACTIVITY TIME WHO NEEDS? ICEBREAKER 30 MIN QUOTE OF THE DAY/CHECKIN 20 MINS WHY? WHAT IS THE GOAL OF RECRUITMENT/RENTENTION 20 MIN BRAINSTORM AND OVERVIEW OF RECRUITMENT -WHY DON’T PEOPLE JOIN? WHAT IS IMPORTANT ABOUT RECRUITMENT? RECRUITMENT ACTIVITY 40 MINS PREP SCENARIO: YOU ARE TABLING AT AN EVENT (BREAK INTO SMALL GROUPS) GROUP EXAMPLE & DISCUSSION BREAK 10 MIN BRAINSTORM / OVERVIEW OF RETENTION 20 MIN 65 MIN -WHY DO PEOPLE LEAVE ORGANIZATIONS? WHAT MAKES GOOD RETENTION? SCENARIO: CREATE YOUR OWN ORGANIZATION -SMALL GROUPS AND NEED A FACILITATOR AND RECORDER NAME OF THE GROUP 20 MIN PURPOSE/GOALS OF ORGANIZATION (SHORT/MED/LONG TERM) TARGET MEMBERS/CONSTITUENCY ACTIVITIES/YEAR PLAN (3-5) WHAT IS MAIN THING ABOUT YOUR ORGANIZATION THAT WOULD MAKE SOME ONE WANT TO JOIN? GROUP DISCUSSION EVALUATION / FINAL THOUGHTS 25 MIN AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? ICEBREAKER “ELBOW TAG” 10 MINS 30 MIN QUOTE OF THE DAY/CHECKIN 20 MINS WHY? WHAT IS THE GOAL OF RECRUITMENT/RENTENTION 20 MINS 20 MIN -POTENTIAL MEMBERS -EDUCATE AND RAISE CONSCIOUSNESS FOR THE MOVEMENT -KEEP PEOPLE -AS MASS LINE BRAINSTORM AND OVERVIEW OF RECRUITMENT -WHY DON’T PEOPLE JOIN? WHAT IS IMPORTANT ABOUT RECRUITMENT? THESE ARE SIMILAR TO THE MESSAGE AND RAP -LEGITIMACY -LISTEN -AGITATE -COMMITMENT -SELF-INTEREST -PERSONAL -ACTIVITY NOT MEETING -GOOD RAP -MULTIPLE OPPORTUNITIES RECRUITMENT ACTIVITY 40 MIN PREP 5 MINS SCENARIO: YOU ARE TABLING AT AN EVENT 25 MINS (BREAK INTO SMALL GROUPS) -#1: PERSON IS SCARED OF ORGANIZATIONS, NEVER INVOLVED -#2: PERSON WAS INVOLVED AND HAD NEGATIVE EXPERIENCE -#3: PERSON HAS 2 JOBS/FAMILY – NOT TOO 10 MINS HOPEFUL -#4: PERSON FROM ANOTHER ORGANIZATION GROUP EXAMPLE & DISCUSSION BREAK 10 MIN 10 MIN BRAINSTORM / OVERVIEW OF RETENTION 20 MIN 65 MIN -WHY DO PEOPLE LEAVE ORGANIZATIONS? WHAT MAKES GOOD RETENTION? -OPPS FOR NEW MEMBERS -MIXED ACTIVITIES POLITICAL PROCESS -NOT PERSONALLY ATTACKED -OPEN AND COLLECTIVE -OWNERSHIP -VALUE -BIG BRO/SIS / MENTORSHIP PROGRAM -OFFERING SOMETHING NEW -FRIENDSHIPS -LEADERSHIP / SKILLS TRAINING -POLITICAL TRUST -CONSISTENT -REPUTATION -DEBRIEFS/EVALS SCENARIO: CREATE YOUR OWN ORGANIZATION 20 MIN -SMALL GROUPS AND NEED A FACILITATOR AND RECORDER -NAME OF THE GROUP -PURPOSE/GOALS OF ORGANIZATION (SHORT/MED/LONG TERM) -TARGET MEMBERS/CONSTITUENCY -ACTIVITIES/YEAR PLAN (3-5) -WHAT IS MAIN THING ABOUT YOUR ORGANIZATION THAT WOULD MAKE SOME ONE 25 MIN WANT TO JOIN? GROUP DISCUSSION EVALUATION / FINAL THOUGHTS SEJ RECRUITMENT ACTIVITY: CREATE YOUR OWN ORGANIZATION DIRECTIONS: 1) DECIDED WHO WILL FACILITATE THE SESSION 2) ANSWER THE FOLLOWING QUESTIONS & PUT THE ON THE BUTCHER PAPER: WHAT IS THE NAME OF THE GROUP? WHAT IS THE PURPOSE/GOALS OF ORGANIZATION (SHORT/MED/LONG TERM)? WHO ARE THE TARGET MEMBERS/CONSTITUENCY? WHAT ARE THE ACTIVITIES/YEAR PLAN (3-5)? WHAT IS MAIN THING ABOUT YOUR ORGANIZATION THAT WOULD MAKE SOME ONE WANT TO JOIN? BRINGING IT ALL BACK Now what? What do we do with this internship experience and how do we do it? This workshop will provide different models and examples of how to bring it all back to you campus and community. The goal of this internship is to bring these skills and education back and agitate people to take greater action in their lives. AGENDA ACTIVITY TIME WHO NEEDS? IX) QUOTES 5 MIN X) ICEBREAKER 10 MIN XI) BRAINSTORM ON ORGANIZATIONAL 15 MINS ASSESSMENT XII) CAMPUS BREAKOUTS 30 MINS REPORT BACK 10 MIN XIII) BREAK XIV) REGIONAL COALITION DISCUSSION 30 MINS XV) WHAT IS THE ROLE OF SEJ? IS IT NEEDED? 30 MINS -PURPOSE OF SEJ AND GOALS -ROLE WITH UNIONS AND OTHER STUDENT ORGANIZATIONS AGENDA FOR TRAINERS AGENDA ACTIVITY TIME WHO NEEDS? I. QUOTES 5 MIN PAPER AND PENS II. ICEBREAKER 10 MIN III. BRAINSTORM ON ORGANIZATIONAL / CAMPUS 15 MIN SHEET ASSESSMENT PASS OUT ASSESSMENT SHEET a. This is a time for interns to assess what kind of capacity they have on campus or in their organization to organize around issues. b. Interns will be asked to go through their campus or organization to see what the SEJ staff or other interns can help with. c. FOR EXAMPLE, if nobody knows how to contact the media at the organization or school, then SEJ can help with the training. Or if nobody has access to progressive films, they could get films from SEJ. d. CAMPUS BREAKOUTS 30 MIN PAPER AND PENS a. REPORT BACK 10 MIN e. BREAK f. WHAT IS THE ROLE OF THE SEJ NETWORK? 30 MIN PAPER AND a. Purpose of SEJ and Goals PENS b. Role with unions and other student organizations c. What can SEJ do in the school year? d. When can we schedule a network meeting with all interns. STUDENTS FOR ECONOMIC JUSTICE SUMMER INTERNSHIP PROGRAM ORGANIZATION AND CAMPUS ASSESSMENT As we have learned, in order to have the capacity to organize, you all will need certain resources and training to be most successful. This is a check off list for you to see what your school and organization has and needs. From this sheet, you all can formulate what you need. SKILLS TRAINING AND LEADERSHIP DEVELOPMENT In order for your organization to grow, you will need to conduct leadership trainings on facilitation, recruitment, message and rap, etc. These can be done every month or every other week. NOTES: __________________________________________________________ POLITICAL EDUCATION In building a movement, we need to understand how to continue educating members and individuals of your school or organization in an interactive way. As a start, the topics can be the ones within the internship. These can be done every month or every other week. NOTES: __________________________________________________________ PROGRESSIVE FILMS Films are good ways to reach out to new people and to educate at the same time. You all can show films at a meeting or have a social by showing a film. These can be done every month or every other week. NOTES: __________________________________________________________ MEDIA CAPACITY Media is an important tool for organizing. If you have an event and want media coverage, you will need to have media contact lists, and faxing abilities. NOTES: __________________________________________________________ MEETING SPACE AND STUDENT CENTER A vital piece to organizing is to be able to have a safe space on campus to have meetings and to organize. Some campuses have cultural centers, student unions, Women’s Centers, Lesbian, Gay, Bisexual Transgendered Centers, etc. NOTES: __________________________________________________________ STUDENT ORGANIZATION/COALITIONS Working with other organizations is also very key to being able to organize. Does your campus have an Associated Students? Which student organizations would be good to connect with? NOTES: __________________________________________________________ ORGANIZATION BINDERS How do we organize our organizing? The binders that you all have from the internship, we encourage to you continue using them as tools to organize your work. NOTES: __________________________________________________________ SEJ READING CURRICULUM LIST AFL-CIO. Common Sense Economics: “The Rap” AFL-CIO. Recognizing Our Common Bonds. America@Work Almaguer, Tomas. Racial Fault Lines: The Historic Origins of White Supremacy in California. UC Press, 1994. Bacon, David. Which Side are you on? Colorlines Summer 2001. Craig Scharlin & Lilia V. Villanueva. Philip Vera Cruz : a personal history of Filipino immigrants and the farmworkers movement. Davis, Angela. Working Women, Black Women and the History of the Suffrage Movement. Women, Race, Class Ferriss, Susan and Sandoval, Ricardo. The Fight in the Fields: Cesar Chavez and the Farmworkers Movement. hooks, bell. Rethinking the Nature of Work. Feminist Theory: From Margin to Center. Lee, Hoon. Building Class Solidarity Across Racial Lines: Korean-American Workers in Los Angeles. Beyond Identity Politics Mann, Eric & Ramsey, Kikanza. The Left Choice is the Best Choice. AhoraNow No. 1 – Bus Riders Union. Milkman, Ruth and Wong, Kent. Voices from the Front Lines: Organizing Immigrant Workers in Los Angeles. Munoz Jr., Carlos. The Rise of the Chicano Student Movement and Chicano Power. Youth, Identify, Power Nguyen, Tram. Showdown in K-Town. Colorlines Spring 2001. Ong, Paul and Bonacich, Edna and Cheng, Lucie. The Political Economy of Capitalist Restructuring and the New Asian Immigration Payne, Charles. Give Light and the People Will Find A Way. I’ve Got a Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle Yates, Michael. Why Unions Matter. United for a Fair Economy. Globalization for Beginners, SEJ READING NOTES Common Sense Economics: “The Rap” This powerpoint presentation/reading provides a good overview of the growth of corporate wealth. It also shows the decline of union density and the significance of unionization, especially in communities of color. Recognizing Our Common Bonds. America@Work The AFL-CIO and union have historically been anti-immigrant. This article is good because it talks about the rise of the traditional unions consciousness on the issues of immigration. It describes arguments for undocumented immigrants to receive amnesty and the AFL-CIO federal legislative efforts. Racial Fault Lines: The Historic Origins of White Supremacy in California. UC Press, 1994. Another good piece of writing that documents the racist AFL (under Samuel Gompers) during their extreme anti-asian era in California. This article is interesting because it shows the importance and history of multi-racial organizing since the 1900’s. Japanese beet workers were pitted against Mexican farm workers by the AFL. The AFL would only allow Mexicans into the union. In the end, Mexican farm workers denied the AFL and stood strong with the Japanese beet workers. However, without the support of the AFL, the Japanese and Mexican Labor Association (JMLA) fell apart. This is why it is important that we are in the labor movement to challenge it to become more progressive. Which Side are you on? Colorlines Summer 2001. This is a short article that describes the immigration debate well. It talks about the how the AFL-CIO is stepping up to take a stronger stance in support of immigrants, especially undocumented immigrants. Philip Vera Cruz : a personal history of Filipino immigrants and the farmworkers movement. This is the only fully historicized biography of Pilipinos in the farm worker movement. Written by Philip Vera Cruz, it is an important piece of literature because it is a primary source of information. It describes the horrible conditions of workers, the importance of the union, the solidarity and disunity of Pilipinos and Mexicans. It is the only source that talks about how the Pilipinos were the ones to push the Mexican farm workers to strike and how in the end most the of the Pilipinos left because Cesar Chavez supported the Ferdinand Marcos, the dictator who declared martial law in the Philippines. This teaches us the potential and history of multi-racial organizing and also teaches us to learn from our mistakes. Working Women, Black Women and the History of the Suffrage Movement. Women, Race, Class In this reading, Angela Davis clearly outlines the positioning of women of color in the white feminist movement. It explains how leaders of the suffrage movement were misguided because they placed only gender at the center of the discussion. Instead, Davis argues that race, class and gender need to be the center. Davis also identifies the importance and power of voting rights for Black women. The Fight in the Fields: Cesar Chavez and the Farmworkers Movement. This is a book based on the Cesar Chavez / UFW documentary “The Fight in the Fields.” It does a through job on describing the life of Cesar Chavez, the formation of the UFW with Fred Ross, organizer with the Community Service Organization (CSO), and the victories of the farm workers. It travels through all aspects of the farm worker movement. This book has a lot of good historical pictures. Rethinking the Nature of Work. Feminist Theory: From Margin to Center. bell hooks gives the reader a strong critical lens on understanding the feminist movement’s push to get women ‘outside the home’ as liberation. hooks argues that regardless inside or outside the home, women would still be oppressed by low paying jobs and no agency. She also explains how this so-called liberation would be differentiated for white and Black women. For example, white women would get more jobs than Black women. Her critique is that if improving the conditions of the workplace and getting better paying jobs for women were central to the feminist movement, it would have benefited all women. Building Class Solidarity Across Racial Lines: Korean-American Workers in Los Angeles. Beyond Identity Politics Although this is older article written in 1994, it provides a detailed overview of the formation of KIWA in light of the 1992 Uprising and the importance of the multiracial solidarity between Mexican and Korean restaurant workers in LA. Starting with conducting relief work for Korean displaced workers, KIWA has moved to become a strong organizing force in LA in building bridges with Korean workers in the ‘front’ of the restaurant waiting tables and Mexican workers in the ‘back’ of the restaurant cooking and washing dishes. The Left Choice is the Best Choice. AhoraNow No. 1 – Bus Riders Union. This article is from the Strategy Center’s newsletter and does a good basic historical analysis of the 1990s, an overview of the BRU’s political analysis of the LA economy and the need for new alternatives to organizing. In underlines the key problems in LA with the lack of access to public transportation for poor communities of color. In the end, it describes their fight with the MTA and the steps they took in the initial stages of the campaign. Voices from the Front Lines: Organizing Immigrant Workers in Los Angeles. From the UCLA Labor Center, this is a solid collection of rank in file and union officials that have organized major campaigns from Justice for Janitors to the Drywall Strike. This is a good read because it provides personal stories of the workers and organizers. Showdown in K-Town. Colorlines Spring 2001. This is the most updated reading on KIWA and is a shorter read than the previous KIWA reading. The Political Economy of Capitalist Restructuring and the New Asian Immigration From the onset, this reading may seem long; however, this reading is one of the clearest readings that identifies the complicated layers within Asian immigration. It provides a historical analysis of the post 1965 immigration and discuss how the restructuring of the global and local economy has changed the dynamics of immigration and labor. This reading identifies the difficulty of lumping Asians into one class since the immigration patterns are mixed with rich and poor Asians. Give Light and the People Will Find A Way. I’ve Got a Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle Charles Payne’s book provides one of the most detailed understanding of the organizers behind the scenes that know nothing about in history. As organizers, this is a very good read to understand the true role of organizing and how we view history. This chapter is based on the role of Ella Baker and Septima Clark during the pre-civil right and civil rights era. It also discusses the need for intergenerational links to exist with students and community members. Why Unions Matter. This reading is critical because it is a pro-union book that gives a clear insight on the contradictions of corporate unionism and the racism and sexism within the leadership of the AFL-CIO. It is good because it shows how we are needed in the labor movement to make it more progressive. Globalization for Beginners, United for a Fair Economy This is a quick popular education piece that gives a basic understanding of globalization jargon. SEJ FILM CURRICULUM LIST A FORCE MORE POWERFUL CATEGORY: SOCIAL MOVEMENTS LENGTH: 60 MINS A PLACE OF RAGE CATEGORY: WOMEN IN MOVEMENTS LENGTH: 60 MINS AT THE RIVER I STAND CATEGORY: LABOR AND RACE LENGTH: 60 MINS? BREAD AND ROSES CATEGORY: LABOR LENGTH: 1 HOUR 40 MINS BUS RIDERS UNION: THE MOVIE CATEGORY: LABOR AND RACE LENGTH: 2 HOURS EYES ON THE PRIZE (PART 3: “AIN’T SCARED OF YOUR JAILS!”) CATEGORY: SOCIAL MOVEMENTS LENGTH: 60 MINS FIGHT IN THE FIELDS CATEGORY: LABOR AND RACE LENGTH: 2 HOURS NEW WORLD BORDERS CATEGORY: IMMIGRATION AND BORDER LENGTH: 60 MINS SALT OF THE EARTH CATEGORY: LABOR, GENDER, AND RACE LENGTH: 92 MINUTES THIS IS WHAT DEMOCRACY LOOKS LIKE! CATEGORY: GLOBALIZATION LENGTH: 2 HOURS? (LONG) UNEASY NEIGHBORS CATEGORY: LABOR AND RACE LENGTH: 60 MINS ZAPATISTA THE MOVIE CATEGORY: GLOBALIZATION LENGTH: 60 MINS SEJ FILM NOTES A FORCE MORE POWERFUL CATEGORY: SOCIAL MOVEMENTS LENGTH: 60 MINS Summary: This video underscores the importance of non-violence movements and the discipline. As organizers, this is important for people to understand that true social change takes the strategy of political education, skills and practice. A PLACE OF RAGE CATEGORY: WOMEN IN MOVEMENTS LENGTH: 60 MINS Summary: This video gives voice to women of color in movements such as the Black Panthers. This video features Angela Davis (and her history), June Jordan (her poetry), Alice Walker, and some other women of color. It is good because it features personal biographical information and why they are in the movement. AT THE RIVER I STAND CATEGORY: LABOR AND RACE LENGTH: 60 MINS? Summary: This video is on the sanitation workers’ attempt in Civil rights movement in Memphis to enter the racist union AFSCME. It shows how MLK Jr. risked his life to go out to Memphis to support the workers. His was assassinated standing up for sanitation workers. This video shows the deep connection we are not used to hearing about in history between workers rights and civil rights. BREAD AND ROSES CATEGORY: LABOR LENGTH: 1 HOUR 40 MINS Summary: This is an independent film on the Janitors struggle in LA. This is a bit flashy, but a good start for new people in getting them motivated and agitated. It features actual workers and organizers from LA in the movie. BUS RIDERS UNION: THE MOVIE CATEGORY: LABOR AND RACE LENGTH: 2 HOURS Summary: This is a feature length documentary on the BRU in LA. It covers everything from their meetings, bus visits, actions, city council meeting actions and strategy. It is a good documentary that describes the LA economy well. EYES ON THE PRIZE (PART 3: “AIN’T SCARED OF YOUR JAILS!”) CATEGORY: SOCIAL MOVEMENTS LENGTH: 60 MINS Summary: This video shows the development of SNCC and the role of political education and skills training in the movement. It also showed how they were assisted by Rev James Lawson, a trainer on non-violence. This video has interviews and footage on the sit-ins that launched the 6 years of SNCC. FIGHT IN THE FIELDS CATEGORY: LABOR AND RACE LENGTH: 2 HOURS Summary: (same as book) This is a video based on the Cesar Chavez / UFW documentary “The Fight in the Fields.” It does a through job on describing the life of Cesar Chavez, the formation of the UFW with Fred Ross, organizer with the Community Service Organization (CSO), and the victories of the farm workers. It travels through all aspects of the farm worker movement. This video has a lot of good historical footage of marches, teatros, etc. NEW WORLD BORDERS CATEGORY: IMMIGRATION AND BORDER LENGTH: 60 MINS Summary: Made in San Diego, this documentary shows the horrible conditions of the border and provides some personal accounts from immigrants and organizers of the scapegoating of immigrants. SALT OF THE EARTH CATEGORY: LABOR, GENDER, AND RACE LENGTH: 92 MINUTES Summary: Controversial film banned in US in 1952. Based on true story on Chicano miners getting exploited and the rise of Chicana leadership in the role of the family. Women are able to redefine what the role of the union should be, should it only be for the worker or for the family too? Women pushed for better wages AND clean heated water system for the homes. It is a good film that connects race, class and gender issues. THIS IS WHAT DEMOCRACY LOOKS LIKE! CATEGORY: GLOBALIZATION LENGTH: 2 HOURS? (LONG) Summary: This video is on the WTO/IMF protests in DC. In particular, this video really shows the connection between the labor movement and progressive student groups. It has a lot of different interviews with student and labor organizers. UNEASY NEIGHBORS CATEGORY: LABOR AND RACE LENGTH: 60 MINS Summary: This documentary talks about the North County migrant labor camps and how the rich exploit their labor. It is based in Encinitas and really shows the stark realities of the rich and poor. It follows a priest and his work in organizing the migrant workers. ZAPATISTA THE MOVIE CATEGORY: GLOBALIZATION LENGTH: 60 MINS Summary: This film is flashy but also very informational. It is a good movie on how third world countries respond to globalization. It has good footage on Chiapas and documents well the type of low intensity warfare that exists in Chiapas right now. CASE STUDY FOR UCSD SEJ LIVING WAGE VICTORY WHAT ISSUE WAS THE FOCUS OF YOUR CAMPAIGN (E.G. LIVING WAGE, A CONTRACT FOR CAMPUS WORKERS, ETC.) A living wage union contract for UCSD non-union janitors WHAT WERE THE GOALS OR CONCRETE DEMANDS OF YOUR CAMPAIGN? (PLEASE LIST UP TO THREE, AND DISTINGUISH LONG-TERM, INTERMEDIATE, AND SHORT-TERM IF APPLICABLE) SHORT-TERM: Rehire fired worker, Alejandra Rodriguez INTERMEDIATE: Union contract, including health benefits, living wage, sick days and pension plan LONG-TERM: That the university set higher standards for its contractors, by contracting with union contractors that 1. Pay the living wage of $11.24/hour 2. Offer family health insurance, sick days, and holidays for all janitors 3. Respects workers rights, including the right to organize, and is in compliance with all labor and employment laws. BRIEFLY DESCRIBE YOUR ORGANIZATION OR COALITION (PLEASE INCLUDE: NAME OR GROUP, MISSION, HOW OLD, NUMBERS, DEMOGRAPHIC MAKE UP, AVERAGE YEAR IN SCHOOL, ETC.) Students for Economic Justice (SEJ) is a grassroots organization formed to mobilize with students, staff, faculty, workers, and community members in San Diego, around issues of social and economic inequality. SEJ emerged as an extension of a labor justice internship program with the Center on Policy and Initiatives. Members began meeting regularly in late February of 2001, and became an official UCSD organization in April. Founded primarily by students of color, SEJ has developed into the only large-scale multi-racial/multi-ethnic organizing space at UCSD. It is composed of approximately 30 core members, with contact lists of over 500 supportive students that vary in class, ethnic background and years at school from 1st year undergraduate to graduate levels. WHO WERE YOUR GROUP'S ALLIES IN THIS CAMPAIGN? (ORGANIZATIONS WHO YOU WORKED WITH - OTHER STUDENTS, LABOR, COMMUNITY, FAITH-BASED, ETC.) Allies of SEJ included various UCSD student organizations such as, MEChA, APSA, AASU, KP, Student Affirmative Action Committee (SAAC), Green Party, Student centers such at OASIS, the Cross Cultural Center, student co-ops such as the Che Café, and Groundwork books community organizations such as the center on policy and initiatives and the Interfaith committee for worker justice, Hotel and Restaurant Employees Union (H.E.R.E local 30) and Service Employees International Union (S.E.I.U local 2028) Professors such as George Lipsitz, Jorge Mariscal and Paula Chakravarty, Chair of Cognitive Science Department ( dept. from which Alejandra was fired), Chair of the Academic Senate, celebrity personalities such as Ozomatli, Jammin Z-90 radio DJs, and Patch Adams, local public officials. WHO WERE OPPONENTS? (THOSE WHO WORKED ACTIVELY AGAINST YOU.) UCSD contract company, Bergenson's UCSD public relations WHO WAS/WERE THE TARGET/S OF YOUR CAMPAIGN? WHO WAS THE DECISION-MAKER WHO COULD GIVE YOU WHAT YOU WERE DEMANDING? Chancellor Robert Dynes Vice Chancellor of Business Affairs, Steve Relyea Vice Chancellor, Rogers Davis Physical Plant Services, Jack Hug IN UP TO 6 PARAGRAPHS, PLEASE TELL THE STORY OF YOUR CAMPAIGN, INCLUDING THE TACTICS YOUR GROUP USED (WHAT YOUR ORGANIZATION AND ALLIES DID TO THE TARGET TO DEMONSTRATE YOUR POWER AND FORCE THEM TO MEET YOUR DEMANDS); THE LESSONS LEARNED (THINGS YOU THOUGHT YOU DID WELL THAT HELPED, AND THINGS YOU WOULD DO DIFFERENTLY IF YOU HAD TO DO IT OVER AGAIN); AND ANY RELEVANT BACKGROUND INFORMATION (YOUR SCHOOL'S DEMOGRAPHIC MAKE-UP, THAT OF THE WORKERS INVOLVED, THE POLITICAL CLIMATE ON YOUR CAMPUS, ETC.) A public campaign started at UCSD in mid February of 2001 and grew into a nationally recognized community movement to support the Bergensons janitors' demands for Living Wages and respect on the job. After four months of constant pressure, UCSD administrators were challenged to enforce standards of conduct and fair compensation from its contractors. Bergensons janitors here on campus began meeting with Service Employees International Union (SEIU local 2028) on how to improve their living and working standards, and build a better future for themselves and their families. In April, Bergensons responded by firing leader Alejandra Rodriguez and threatening and interrogating others for their Union activity. After investigating evidence submitted by SEIU and the employees, the National Labor Relations Board has found the company guilty of these charges and is in the process of issuing complaints against them to seek remedies for these violations of the workers' legal rights. SEJ applied pressure to the university administration by holding three major rallies and press conferences anchored by a civil disobedience, by obtaining strong support from community groups, professors and politicians to pressure the administration, by obtaining celebrity endorsement, and by active recruitment techniques. SEJ kicked off it's campaign February 17, 2001 by holding a rally in a La Jolla Shopping center contracted by Bergensons. The rally was composed of over 300 students and SEIU workers attending the UC wide, Student of Color Conference held at UCSD. In March and April we conducted research and we held two mini campaigns. First we held our "Need Cash?" campaign in which we widely advertised for a job that paid poverty wages and described the conditions under which UCSD janitors were working. Second, during the same time that our school was holding elections for a controversial fee referendum to expand our student center, we held a mock referendum, including real ballots, asking students if janitors should be paid poverty wages. We held our second rally on May 1st, International Worker's Day, in conjunction with an Ozomatli concert being held on our campus. During this month our efforts intensified as we focused on the unjust firing of Alejandra. Our mini- campaign was "Have You Seen Me?" Our flyers answered, "No, I've been fired," and it described the unjust conditions that janitors were facing. During this time we continued to table and recruit members, creating a large phone-banking sheet that we employed each time we held an action or an event. We also held a teach-ins, phone, fax, and letter drives, screened Bread and Roses, a movie about the Justice for Janitors, and participated in building visits with janitors. During a teach-in at a Chancellor's Associates meeting in which important donors to the university were present, the university staff including an administrator, reacted to SEJ members with physical violence, resulting in a very harmful public relations image. As a result of our May efforts the administration finally agreed to meet with us, and promised nothing as we presented our demands. One week after this meeting, on June 1st, we held a civil disobedience and rally, in which 15 students and workers blocked a nearby intersection and were arrested. The following day the administration damaged it's own public image again, when the story in the San Diego Union Tribune published that UCSD had called the INS on its own workers, in a tactic that is widely used to intimidate workers. After several large demonstrations and increasing public awareness of the unwarranted manner in which the contracted janitors were being treated here, University administrators met with SEIU and AFSCME on June 13th. At that meeting, The University announced it would no longer contract out these jobs-to Bergensons or any other company, but would instead bring them "in-house" as UCSD employees covered by their Union contract with AFSCME. UCSD agreed to offer every affected Bergensons janitor who wished it, including Alejandra Rodriguez, one of these positions, and "…make every reasonable effort to see that these employees have the opportunity to be successful as UCSD employees." SEIU organizers and SEJ members met with Bergensons janitors that same night. The workers were overjoyed to hear that their compensation would basically double-with huge wage increases and first-ever benefits like paid sick days, holidays, and full family health coverage. Upon hiring, janitors will receive: $9 - $12 / hour (depending on training and experience), Special Training for Bergensons Janitors, Full Family Health Insurance, 12 paid holidays, 1 weeks paid vacation, and a Pension Plan of 14%. The janitors' main concern, of course, was that they be retained in the transition once Bergensons' contract expired. The workers were assured that this agreement was to be in writing, and that if there was any attempt to falter on the agreement-the same coalition that fought with them to win these improvements would fight again to enforce them. The contract will begin on October 1st, 2001. Assessing the effectiveness of our strategy and our tactics we give credit to several factors including that we were able to work with a full time community organizer to help us develop and carry out our campaign. We were able to target and pressure key administrators with pressure from professors and the larger community, and the humiliation that they often imposed upon themselves in reaction to our tactics. In SEJ we did not practice any hierarchal positions, instead we had four committees: research, logistics, art, and outreach. We were also able to incorporate large events, celebrities and entertainment into our major actions, including a local radio DJ, Danza Azteca, speakers, a puppet, drums, and Ozomatli. We also were able to get Patch Adams to talk about the janitors and SEJ at the UCSD commencement speech. One of the most rewarding outcomes of this struggle besides janitors receiving a living wage and full medical coverage, is that we now have a multi-racial organizing space in which we will continue to mobilize with students, workers, and the community for social and economic justice. SDSU SEJ MISSION VALLEY HILTON BOYCOTT Summary In the summer of 1998, workers of the Mission Valley Hilton were mistreated, getting paid low wages and poor benefits. Many of the workers were immigrants and did not speak english; the hotel management took advantage of this and did not provide workers with respect nor dignity. Workers decided to come together to form a union, they called HERE Local 30 and started an intensive organizing campaign. The organizing committee signed up a majority of the hotel workers but were met with heavy resistance. HERE Local 30 filed federal charges against the Mission Valley Hilton accusing them of massive unfair labor practices. Currently, the Mission Valley Hilton is still being prosecuted by the general counsel of the National Labor Relations board for alleged multiple violations of a federal labor law including allegations of unlawful termination and discrimination. Antonia’s termination is among one of issues still pending. In the meantime, the workers have called for a boycott of the Mission Valley Hilton. This boycott calls for local and national businesses to stop using the Mission Valley Hilton. PRESS RELEASE AFTER HUNDREDS RALLY WITH DOLORES HUERTA, CO-FOUNDER OF THE UFW WITH CESAR CHAVEZ, SDSU STUDENT GOVERNMENT PASS A RESOLUTION TO SUPPORT THE MISSION VALLEY HILTON BOYCOTT UNDER CURRENT PROSECUTION AND WITH SDSU AS ONE OF MISSION VALLEY HILTON’S LARGEST CLIENT, SDSU ASSOCIATED STUDENT GOVERNMENT PLEDGES THEIR SUPPORT FOR MISSION VALLEY HILTON WORKERS ON INTERNATIONAL WORKERS DAY. SAN DIEGO, CA – Yesterday, April 30th, hundreds of students from across San Diego, workers from HERE Local 30, and union members held a demonstration in front of the Mission Valley Hilton to support the Mission Valley Hilton Boycott and hotel workers. Joined by Dolores Huerta, protesters reminded Mission Valley Hilton that the community is seriously concerned with the rights and dignity of the hotel’s workers. Launched by hotel workers in 1998 after the Mission Valley Hilton harassed and intimidated workers for organizing for better wages and respect, the hotel workers and HERE Local 30 filed federal charges against the Mission Valley Hilton accusing them of massive unfair labor practices. Currently, the Mission Valley Hilton is being prosecuted by the general counsel of the National Labor Relations Board for discriminating workers. Furthermore, through SDSU related business of department, alumni and sporting events, SDSU is one of Mission Valley Hilton’s largest clients. Therefore, SDSU student support and the AS SDSU Resolution for the boycott have been vital to the boycott. Referring back to the farmworkers’ struggle and their victories, Dolores Huerta encouraged supporters in the current four year boycott struggle, “As long as we don’t give up, we will eventually win.” Organizations/Schools that attended: San Diego State University, UC San Diego, Southwestern College, University of San Diego, SDSU MEChA, SDSU Andres Bonafacio Samaham, Students for Economic Justice (SEJ) Network, UCSD SEJ, Southwestern College MEChA, University of San Diego MEChA, SDSU Students Against Sweatshops, SWC MEChA, USD MEChA, USD Black Student Union, UCSD Dancza Azteca, Hotel Employees and Restaurant Employees (HERE) Union Local 30, Service Employees International (SEIU) Union Local 2028, AFSCME Local 3299, Environmental Health Coalition, United Farmworkers Union, Pipefitters Union, Interfaith Committee for Worker Justice in San Diego and Center on Policy Initiatives. Today, May 1st, on International Workers Day, the AS External Affairs Board, Students for Economic Justice and a variety of SDSU student organizations moved to pass a resolution through the Associated Student government of SDSU. This resolution called for the university to stop using the Mission Valley Hilton and to start using facilities that treated workers respectfully and fairly. SDSU STUDENT ORGANIZATIONS ENDORSERS: SDSU Between my Sistas, SDSU Movimiento Estudiantil Chicano de Aztlán (MEChA), SDSU Green Party, SDSU Native American Student Alliance (NASA), SDSU Students Against Sweatshops (SAS), SDSU Association of Chicana Activists (AChA), SDSU Andres Bonafacio Samaham, SDSU Associated Students External Affairs Board, SDSU Women’s Resource Center (WRC), and SDSU Asian and Pacific Islander Student Alliance (APSA). AS SDSU RESOLUTION IN SUPPORT OF MISSION VALLEY HILTON BOYCOTT WHEREAS San Diego State University is a California public university with over 34,000 students; WHEREAS the San Diego living wage for a family of four is $11.24 an hour; WHEREAS a overwhelming majority of Mission Valley Hilton workers do not receive livable wages or full employer-paid health care; WHEREAS the Mission Valley Hilton workers have been organizing for better wages and benefits for four years and have called for a boycott of the Mission Valley Hilton; WHEREAS San Diego State University is one of the largest client of the Mission Valley Hilton through various sports events, conferences and events; WHEREAS Mission Valley Hilton has not treated workers with respect and dignity; WHEREAS Mission Valley Hilton is currently being prosecuted by the general counsel of the National Labor Relations Board for alleged multiple violations of a federal labor law, which includes an anti-worker campaign of intimidating, illegally firing and discriminating against workers; WHEREAS the campaign is supported by community organizations, students, staff and faculty members of San Diego State University; THEREFORE BE IT RESOLVED THAT the Associated Students of San Diego State University support the Mission Valley Hilton Boycott by utilizing other hotels in San Diego that respect workers and provide livable wages and benefits, such as Island Palms, Handlery Hotel, Hilton Mission Bay, Hotel Del Coronado, Hilton San Diego Airport, Holiday Inn on the Bay, Hyatt Islandia, La Costa Resort and Spa, or Shelter Island Pointe and referring business to the aforementioned hotels; THEREFORE BE IT RESOLVED THAT the Associated Students of San Diego State University sign onto a Responsible Contracting Policy, which would ensure SDSU only uses facilities that pay workers livable wages and benefits and that their employees are treated with dignity and respect. MUJERS DEL MILENIO PROGRAM A 4 PART SERIES ON WOMEN STUDENTS’ AND WORKERS’ LEADERSHIP OVERVIEW: Workers from HERE and SEIU and students from various colleges and universities in San Diego will gather to learn organizing skills and bridge the gap from college organizing and workplace organizing, while discussing issues relating to women of color from immigrant families. The goal of this program is to prepare students and workers for organizing campaigns on campus and in their workplace respectively, and to connect generations of activists to create a broad band network. The workshops will be run entirely in Spanish, with translation available upon request. Workers will receive a small monetary gift for participating in the program. Transportation and child-care will also be available upon request. Participants will be provided with an organizing folder, a composition journal, breakfast and lunch foods. SESSION I. SATURDAY, FEBRUARY 23 2002 THEMES: SELF-ESTEEM, HISTORY OF LABOR MOVEMENT AGENDA I. Breakfast II. Introductions/ice-breaker: why are you here, what do you expect from the program? III. Program Overview IV. Themes of the day V. Points of unity VI. Exercises: Agree/disagree; topics of race, culture, gender, class VII. Labor movement a. go over basic terms b. history/timeline: women in labor VIII. SEIU breakdown IX. HERE breakdown X. Check-outs Assignments for next time: present next week’s theme: write in composition book about relating ideas from program to their experiences SESSION II. SATURDAY, MARCH 9 2002 THEMES: MESSAGE AND RAP, ORGANIZING STRUCTURE, UCSD JANITORS’ CASE STUDY GUEST SPEAKER(S): ANA LOPEZ, UCSD JANITOR LEADER AGENDA I. Breakfast II. Check-ins III. Share assignments IV. Organizing Chart V. UCSD case study VI. Message and Rap VII. Role plays VIII. Introduce Cesar Chavez Day IX. Check outs (possibility: go to a building/mall to flyer/talk to workers) Assignments for next time: write a rap, make a list of people they know they can organize SESSION III. SATURDAY, MARCH 30 2002 THEMES: PUBLIC SPEAKING, MEDIA TRAINING GUEST SPEAKER: GUADALUPE CORONA AGENDA I. Breakfast II. Check-ins III. Assignment updates IV. Public Speaking Workshop V. Group break outs VI. Group reunion VII. Media training VIII. Role plays IX. Pairs X. Check-outs SESSION IV. SATURDAY, APRIL 13 2002 THEMES: IMMIGRATION AND LABOR, FUTURE PLANS GUEST SPEAKER: ANA, VOZ FRONTERIZA AGENDA I. Breakfast II. Check-ins III. Guest Speaker IV. Strategy Charts/Future plans V. Closing exercise VI. Certificates VII. Check-outs “ORGANIZE THE ORGANIZING” Methods of Accountability Day/Week/Month Workplans Job Descriptions Debrief Sheets (overview) Action Mobilization RESOURCE & ALLIES PHONE LIST 619-708-3367 email@example.com UNION CONTACTS Gracia Molina de Pick Mike Wilzoch – Deputy Organizer, SEIU Local 2028 858-459-6738 619-261-8908 858-488-5162 fax FIRMEMIGUELON@aol.com May Fu, UCSD Ethnic Studies Department Brigette Browning, Lead Organizer firstname.lastname@example.org HERE Local 30 619-516-3737 X2 George Lipsitz, UCSD Ethnic Studies Department email@example.com firstname.lastname@example.org CAMPUS CONTACTS ALLY COMMUNITY GROUPS Jose Garcia / Diana Rodriguez Patricia – EJEJEP / AGENDA, LA UC San Diego MEChA 323-789-7920 1-619-778-2461 Kimi Lee San Diego State University MEChA LA Garment Worker Center 619-594-6541 1250 S. Los Angeles Suite 206 LA, CA, 90015 Enrique de la Cruz 213-748-5945 office City College 213-864-1744 cell 619-284-7225 213-748-5876 fax Edwina Welch World Beat Center Cross Cultural Center, UCSD 619-230-1190 858-822-9689 Nohelia Ramos, Organizer Chris Wilson (AS President) Environmental Health Coalition USD United Front Military Toxic Projects 619-260-4716 1717 Kettner Blvd. Suite 100 San Diego, CA, 92101 Alicia Garcia 619-235-0281 Southwestern College MEChA FAX 619-232-3670 619-421-6700 x5754 office email@example.com 619-838-0880 cell Norma Chavez, Organizer Groundwork Books at UCSD Developing Unity through Resident Organizing 858-452-9625 (DURO) 2681 Market Street Christian Ramirez, American Friends Service San Diego, CA, 92102 Committee 619-426-3595 x227 619-233-4114 office firstname.lastname@example.org 619-885-1289 cell email@example.com Rick Jankow, Director Project YANO (Youth and Non-Military Donald Cohen, Central Labor Council of SD Opportunities) P.O. Box 230157 Los Angeles Youth Organizing Communities Encintas, CA, 92023 2811 Whittier Blvd. 760-634-3604 / 760-753-7518 Los Angeles, CA, 90023 FAX 760-753-7518 323-780-7874 c ProjYANO@aol.com FAX 323-793-4849 firstname.lastname@example.org Levin Sy, SCAPLE/SD Asian Alliance 858-382-8628 Ana Soto / Juan Orozco email@example.com HOMEY Youth Foundation 4981 Market Street Trusten Faulkner San Diego, CA, 92102 SLAP/USSA 619-262-1477 501 3rd St firstname.lastname@example.org Washington DC, 20001 202-434-1106 office Emmanuelle Regis, Organizer 202-434-1477 fax Californians for Justice email@example.com 4265 Fairmont Drive, Suite 270 San Diego, CA, 92105 Tommy Peterson / Shamroc 619-641-7750 619-784-7426 cell firstname.lastname@example.org email@example.com Yazmin Araiza / Adrian Acosta Erin O’Brien Teatro Con Safos UCLA Labor Center 4233 Kansas Street 310-206-2111 office San Diego, CA, 92104 310-880-7083 cell 619-563-9156 firstname.lastname@example.org email@example.com Sara Flocks Lori Guterriez UC Berkeley Labor Center Youth Action Network 510-643-7077 office Groundwork Books 0323 Student Center 510-502-7077 cell La Jolla, CA, 92037 510-642-6432 fax 858-452-9625 firstname.lastname@example.org FAX 858-452-0325 email@example.com MEDIA CONTACTS Leonel Sanchez, Union Tribune Tommy Ramirez 619-293-1228 SD Youth Organizing Communities 1385 Third Ave YOUTH ORGANIZING LIST: Chula Vista, CA, 91911 619-203-3714 Jairus Ramos, Schools Not Jails Network Coordinator FAX 619-609-7585 firstname.lastname@example.org CONCLUSION APPENDIX SEJ in the news OTHER WORKSHOP IDEA? WHAT IS POWER? WHO HAS IT? POWER ANALYSIS CHART BRAINSTORM 45 MIN PAPER, (LITTLE VILLAGE STORY, BUT DO ONE FOR THE US) & DISCUSSION MARKERS ACTIVITY? (WALL TIMELINE, POINT OF ENTRY, SHOW EXERCISE 10 CONNECTEDNESS) ???? MINS Create a sheet for What is power? (draw the first thing that come to your mind)
"Students for Economic Justice Curriculum"