More Misconceptions In History

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Are you beginning to understand just how much is left out of our histories? From early childhood, we are taught about this brave group of individuals who courageously set out to find a new life for themselves in the “New World.” A life where they could be free to worship and live as they chose…and when they got here they had to labor and toil day and night in the midst of an inhospitable and unfamiliar land. Luckily, however, the kindly natives befriended them and helped them survive their first winter here in their new home. And when harvest time came the following year, they all sat down together at the table of brotherhood holding hands, enjoying the fruits of their labor and singing Kum Ba Yah….Does this sound about right? The Pilgrims… a small group of people we thought were seeking religious freedom when they came to this country…we thought they were simply an example of moral, upstanding, Christian leaders responsible for much of the foundational ten- ants which lay at the core of this country… or were they? What have you learned about this group of people now that you’ve read Loewen’s chapter? Some of the issues I find interesting about this group: • They were not seeking religious freedom when they came, they had already found it…in the Netherlands.  • They may have hijacked the Mayflower…and in today’s language, what do we usually call a group of people who hijack a ship or plane? • When they got here, they did not have to “tame” the wilderness…where did they actually settle? In Squanto’s old village. The homes were already built, crops planted… • When they got here what did they do immediately? Begin looking for gold…. • And they looked in some of the most interesting places…like graves. • Because they began immediately looking for gold and not preparing themselves for the months ahead they get themselves in a predicament…and many resort to cannibalism….yes, cannibalism . Many of us remember the Thanksgiving plays we participated in as children in elementary school…where we made the construction paper hats with the big buckles and buckles for our shoes, or the construction paper feather head- dresses…or how we would trace the outline of our hand onto our drawing paper with our crayons and magically it would morph itself into a turkey…we spend much, much time and energy on this “creation” story…. Shouldn’t we include some smallpox ravaged natives, complete with blistering pustules, to represent the 90% of the entire Native American population (in the North and South American continents) wiped out by disease? After all, this is part of the Pilgrims’ story isn’t it? Shouldn’t we include the story of Metacom’s War (named after the son of the original Native American leader who helped the Pilgrims) and all of the ghastly things done to Metacom? His being drawn and quartered by the Pilgrims, them cutting off his hands and putting them on display in Boston, and removing his head and taking it back to Plymouth to mount it atop a big, long stick in the middle of town square where it would remain on display for 25 years? I kid you not…. Should we not include slavery? As the Puritans were one of the main North American contributors to the Trans-Atlantic Slave Trade-an  institution responsible for the loss of 50 million people from Africa through enslavement and death? Why do we spend so much time on this group of people in school? Perhaps even more importantly, why do we spend so much time on this Disney-esque version of the Pilgrims? What purpose, what lesson, do you believe studying the Pilgrims in this way serves?

https://youtu.be/cQIMrw8gSVQ

CHAPTER 3 SUMMARY

 

 

Chapter 3 begins with an assortment of epigraphs that allude to the inaccurate way the formative years of white European society in the United States is portrayed. According to the 18 history books James W. Loewen analyzed, the United States was settled in 1620 when the Pilgrims arrived at Plymouth Rock on the Mayflower. Like the myth that Christopher Columbus discovered the Americas, this origin story isn’t true. Native Americans had been settled in villages up and down the East Coast for hundreds of years. Before the arrival of the English Pilgrims, the Spanish had created their own settlements. There was even an English colony in what is now known as Virginia.

Loewen lists several reasons as to why history textbooks credit the Pilgrims for being the first settlers of the United States. Among other things, the Pilgrims were more palatable than their Virginian counterparts. They came to North American with the intent of staying here, unlike the Virginians, who were looking for treasure to take back home. The Pilgrims were generally kind to the natives and even paid them for their assistance. The Virginians enslaved the Native Americans in their area. The second major reason so much emphasis is put on the Pilgrims is the background of the textbook authors themselves. Nearly all the books in Loewen’s collection were written by white Anglo-Saxon Protestants (WASPs). Conversely, the two textbooks written by people with Hispanic surnames are the only ones that provide information about earlier Spanish settlements. Loewen believes writers tell the stories that best reflect their ancestors.

Just because most textbook authors focus on the Pilgrims doesn’t mean they get the story right. The Plymouth colonists are often credited with taming North American forests to establish their settlement. In reality, they took over an abandoned native village. They are credited with withstanding the threats of native peoples to create civilization. In reality, there were hardly any native peoples around when the Pilgrims landed. Between 1617 and 1620, more than 90 percent of New England’s indigenous peoples died of disease brought to North America by European explorers and settlers. Natives who survived, including Squanto (who was actually in Europe during most of that time), befriended the Pilgrims partly because they no longer had a community who could protect them. Many history textbooks also lavishly praise the Pilgrims for, as one book puts it, being the first to “consciously creat[e] a government where none had existed before.” Loewen points out they are overlooking numerous political entities established before 1620, including the Republic of Iceland and the Iroquois Confederacy.

One of the biggest lies told by high school history textbooks is the story of the first Thanksgiving. As the story goes, the Pilgrims invited their Native American neighbors over for an enormous feast to give thanks to God for providing them with such bounty. Everything about this is wrong. If there was indeed a feast, the food was probably brought by the natives. The Pilgrims didn’t come up with the idea for an “autumnal harvest celebratio[n]”—that had been a practice of Eastern Native Americans for hundreds of years. In fact, Thanksgiving wasn’t celebrated in the United States until 1863, when President Abraham Lincoln declared it a national holiday to boost patriotism during the Civil War. The Pilgrims weren’t attached to the mythology of the holiday until the 1890s.

Loewen cautions that “glorify[ing] the Pilgrims is dangerous” and likens the practice to the real-life censorship of a Frank James, a Wampanoag Indian who was asked to speak at the 350th anniversary of the Pilgrims’ landing in 1970. His speech was called off once the all-white Massachusetts Department of Commerce read his draft, which truthfully described how white Europeans nearly extinguished the Wampanoag tribe. Loewen exhorts the reader to remember that the “‘truth should be held sacred, at whatever cost.'”

Analysis

Chapter 3 introduces the concepts of ethnocentrism and American exceptionalism. Ethnocentrism is the belief that one’s race, culture, or ethnic group is superior to all others. Similarly, American exceptionalism is the belief that the United States is better than all other nations. Textbooks teach these ideas when they relate the myths about the Pilgrims and the first Thanksgiving. Historical scholars know these heartwarming stories aren’t true, as Loewen indicates by the epigraphs from three historians, despite the importance of the truth, as indicated by the fourth quotation from a 19th-century soldier and diplomat.

The way textbooks tell it, the Pilgrims were pious and moral people who withstood terrible hardship in a foreign land just so they could start their lives anew. Loewen goes to great length and detail to prove that isn’t entirely true. The Pilgrims did make a fresh start in a new land, but they did it with enormous help from the local Indians, whom they robbed as soon as they reached land. The Pilgrims didn’t have to do the backbreaking work of clearing land for their settlement nor did they have to figure out what to eat or where to grow it. Somebody else did that for them. Textbooks attribute the Pilgrims’ good fortune to God, not to the Indians who invited the white strangers into their homes, taught them how to grow food, and even helped them set up fur trading businesses. The ethnocentric portrayal of the Pilgrims completely erases the importance and impact of the local Native American tribes.

So does the story of the first Thanksgiving. In the version found in most history textbooks, the Pilgrims provide the feast for the barely-clothed natives. The white people are the providers for the nonwhites. Loewen points out the same thing happens in most textbooks’ descriptions of slavery. The white slave owners are described as providing food, clothing, and shelter for their black slaves when, really, it was the slaves who were growing food and planting, picking, spinning, and weaving cotton for clothing. They built their own homes, as well as those of their owners. Time and time again, white people are cast as heroes in history books while nonwhites are depicted as being entirely dependent on them for survival.

Ethnocentrism in history textbooks is exacerbated by the ideas authors choose to leave out. Students learn about the Pilgrims’ voyage to North America and what their lives were like when they got here. They never hear about the lives of Native Americans before the Pilgrims arrived nor how native lives changed after the Pilgrims set foot on shore. Omissions like these imply that the only stories worth telling are white stories. Loewen argues throughout the book that ethnocentric practices like this are incredibly damaging to students who do not identify as white—either they come to believe that because their history isn’t important, they aren’t important, or they simply give up on history altogether.

One of the main reasons Loewen wrote Lies My Teacher Told Me is to show that history can be fun and interesting for students of every age. Squanto’s abduction from his tribe, travel to Europe, life as a slave, and his escape back to the United States is much more interesting than the one line of text history textbooks usually dedicate to him—”He … learned [the Pilgrims’] language from English fishermen.” With every additional fact and anecdote, Loewen proves history can be fun.

It can also be factual without being depressing or anti-American. Loewen isn’t advocating for textbook authors to tell only the bad parts of American history or to go out of their way to slander the country’s image. He simply wants textbooks to be truthful and inclusive. That means showing the good and the bad, the triumphs and the mistakes. He hypothesizes that the United States would be a much more tolerant place if students were taught the truth about the past. Unfortunately, that hypothesis can’t be tested as long as history textbooks maintain the status quo.

Discussion: The First Total War

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one paragraph two sources intext citation and reference

Required Resources
Read/review the following resources for this activity:

  • Minimum of 2 scholarly source (in addition to the textbook)

Initial Post Instructions
World War I is different from most other wars in that it was not a direct result of aggression by one entity towards another, notwithstanding the assassination of Austrian Archduke Franz Ferdinand by Serbian elements. Instead, it was the consequence of a number of forces amidst a disruption of the tenuous balance of power in Europe.

For the initial post, select and address one of the following:

  • Option 1: Identify two forces that lead to WWI. Examine how they contributed to the outbreak of war.
  • Option 2: Select a major battle such as Verdun, Marne, Ypres, or the Somme and chronicle that battle. Add further details about the battles.
    • What was the main strategy? What were they trying to accomplish?
    • How did leaders influence and mobilize troops?
    • What were the main consequences of the result?

College Students And Social Change

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Prompt and PDF for the text provided below. Must write a five page essay about one period about college students invoking social change. For example, you could write about the social change that African-Americans invoked when being the first student of color on campus and use different times that happened to help construct the essay. (If you do choose to go that route please include the Memphis State 8) The seven C’s the prompt is referring to are listed as followed:

i. Citizenship – Seeing oneself as part of a greater whole, engaged in community and aware of issues that affect the entire group.

i. Collaboration – The intent to work together and thus multiply effort, while also gaining multiple perspectives.

ii. Common Purpose – Sharing one vision, though individual connections to it may differ.

iii. Controversy with Civility – Purposeful conflict that ultimately promotes the group’s development and ability to achieve positive social change for all.

i. Consciousness of Self – One’s self-awareness, as shaped in part by the influence of others.

ii. Congruence – Fostering trust through authenticity; acting in accordance to one’s values.

iii. Commitment – Sense of responsibility as determined by passion and investment.

You can find more information about them throughout the PDF

N a t i o n a l C l e a r i n g h o u s e for Leader ship

Prog r ams

WENDY WAGNER, DANIEL T. OSTICK , SUSAN R. KOMIVES

U NDERSTANDI NG THE SOCIAL CHANGE MODEL OF LEADERSHIP DEVELOPMENT

LEADERSHIP FOR A

BETTER WORLD

INS TRUC TOR’S MANUAL

 

 

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LEADERSHIP FOR A BETTER WORLD: UNDERSTANDING THE SOCIAL CHANGE MODEL OF LEADERSHIP DEVELOPMENT

 

AN INSTRUCTOR’S GUIDE

 

 

 

 

WENDY WAGNER

DANIEL T. OSTICK

SUSAN R. KOMIVES

AND

ASSOCIATES

 

 

 

2

 

 

TABLE OF CONTENTS

 

INTRODUCTION………………………………………………………………………………………………………. 3

WHAT
IS
SOCIAL
CHANGE? ……………………………………………………………………………………….. 9

AN
OVERVIEW
OF
THE
SOCIAL
CHANGE
MODEL
OF
LEADERSHIP
DEVELOPMENT……………… 32

APPLYING
THE
SOCIAL
CHANGE
MODEL:
A
CASE
STUDY
APPROACH ………………………………. 51

CHANGE ………………………………………………………………………………………………………………. 56

CITIZENSHIP………………………………………………………………………………………………………….. 74

COLLABORATION…………………………………………………………………………………………………… 89

COMMON
PURPOSE………………………………………………………………………………………………105

CONTROVERSY
WITH
CIVILITY …………………………………………………………………………………118

CONSCIOUSNESS
OF
SELF ……………………………………………………………………………………….134

CONGRUENCE……………………………………………………………………………………………………….151

COMMITMENT ……………………………………………………………………………………………………..162

BECOMING
A
CHANGE
AGENT …………………………………………………………………………………176

 

 

 

3

 

INTRODUCTION

THE SOCIAL CHANGE MODEL APPROACH TO LEADERSHIP

This instructor’s guide for Leadership for a Better World: Understanding the Social Change Model of Leadership Development is intended to assist instructors in finding additional resources and approaches to teaching the social change model of leadership development. For over a decade, the model has been used in courses and co-curricular leadership workshops to help foster students’ awareness of leadership processes and learn to approach this work collaboratively with others. The strength of the model lies in the conceptual simplicity of the individual, group and community values, along with the complexity inherent in each individual value. Students can quickly understand the model and yet spend a lifetime learning to be the person who creates groups that function in the ways it describes.

Leadership for a Better World dedicates a chapter to each of the Cs. Before delving into each, this introduction will explore a few important overall points. For leadership educators who are not already familiar with the model, it is important to make note of some of the key aspects of the model emphasized by the “Working Ensemble” who created it, including their way of defining leadership and their approach student leadership development.

Collaborative
Leadership
for
Social
Change
 The Working Ensemble described the leadership educator’s role in this way, “The ultimate aim of leadership development programs based on the proposed model would be to prepare a new generation of leaders who understand that they can act as leaders to effect change without necessarily being in traditional leadership positions of power and authority” (HERI, 1996, p. 12). The Social Change Model promotes a particular approach to leadership and leadership development. It is a nonhierarchical approach, meaning it is not necessary to have authority, an elected position, or a title in order to participate in a group’s leadership processes. It emphasizes mutually defined purposes and commitment to making a difference rather than pursuit of position of power. Its major assumption is that leadership is ultimately about change, particularly change that benefits others in our local and global communities.

Experiential
Education
and
Service‐Learning
 The Working Ensemble felt strongly about the role of experiential learning, and service-learning in particular for facilitating student learning of the social change model. The model was, “designed to make maximum use of student peer groups to enhance leadership development in the individual student” (HERI, 1996, p. 12). Leadership for a Better World makes consistent use

 

 

 

4

of the Kolb model (1981), particularly in the journal probes at the end of each chapter, which encourage students to engage in all stages of the Kolb experiential learning cycle: concrete experience, reflective observation, abstract conceptualization and active experimentation cycle. Familiarity with the Kolb model will aid leadership educators in designing meaningful experiences and reflections. For more on Kolb see:

• Kolb, D. A. (2005). The Kolb learning style inventory, version 3.1: self scoring and interpretation booklet. Boston, MA: Hay Transforming Learning Direct

This inventory measures learning styles associated with the model and is a useful supplement to the activities in this guide.

• http://www.learningfromexperience.com • Kolb, A. & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing

experiential learning in higher education. Academy of Management Learning and Education, 4(2) 193-212.

• Kolb, D. A., Baker, A. C. & Jensen, P. J. (2002). Conversation as experiential learning. In Baker, A. C., Jensen, P. J., Kolb, D. A. and Associates, Conversational learning: An experiential approach to knowledge creation. Westport, CT: Quorum.

• Osland, J. S., Kolb, D. A. & Rubin, I. M. (2001). Organizational behavior: An experiential approach. Upper Saddle River, NJ: Prentice Hall.

• Kolb, D. A. (1981). The Learning Style Inventory technical manual. Boston: McBer & Co.

In this instructor’s guide, all suggested classroom activities are labeled to indicate which stage of Kolb’s model the activity addresses. Leadership educators are strongly encouraged to engage students in a variety of activities and assignments in order to address all stages of the experiential learning. To that end, a semester-long service-learning project is highly recommended by the Working Ensemble members and the chapter authors of Leadership for a Better World. As students work in small groups to design and implement their own social change project, they are able to use the language of the Cs to reflect both individually and as a group about the processes that helped them create common purpose or be congruent with their own values while being inclusive of other perspectives. Another approach to experiential learning is to encourage students to use an existing campus or community involvement (such as a student organization) as a learning lab for the semester. This requires students to learn to be observant of themselves and others while also being engaged in the group’s processes. Students can learn from each other by sharing their observations and reflections in class, which has the added benefit of allowing them to examine how the model operates in a variety of contexts.

 

 

5

 

Interconnections
Among
the
Eight
Cs
 To mark the tenth anniversary of the social change model, many members of the Working Ensemble met at the University of Maryland to discuss and revisit the model. This group agreed that one of the important concepts of the model that has not been emphasized enough is the interaction among the eight values of the model. The “eight Cs”: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, citizenship and change are NOT to be viewed as a checklist, each value standing on its own as a learning goal, with the implication that once a student has mastered each, their learning is complete. All the chapter authors in Leadership for a Better World have emphasized that learning in one value opens room for further learning in the other values. Leadership educators can help students understand that leadership development is a continually evolving, lifelong learning process. By promoting the habit of reflection on experience, educators can help students recognize when they have developed new competencies and have awareness that their capacity to develop even more has now increased as well.

Although the nature of the chapter structure in Leadership for a Better World lends itself to using a class period to devote attention to each C individually, it is also hoped that the wholeness of the model and the interconnections of the Cs will be explored in each class as well. One suggestion to achieve this is to end each class with a general reflection on their leadership experiences during that week, allowing discussion on whatever C was relevant for each student and making connections back to the C that was explored through the course content that day. Discussion questions might include:

• What C was most salient for you this week either in your small group project or in your co-curricular involvements?

o What happened?

o How do you interpret your observations using the values of the social change model (the Cs)?

o What would you do differently next time OR how might you be able to achieve the same success in another context?

• How does that C relate to the C discussed in today’s class? How does your experience in one of them influence your experiences in the other?

 

 

 

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IN THIS GUIDE

Each chapter in this instructor’s guide includes the following sections: Chapter Overview includes learning objectives and a summary of the chapter

The Multi- Institutional Study of Leadership

reports relevant findings from a large national study of college student leadership. Student survey data was gathered in 2006 from over 50 institutions of various types, using a revised version of the Socially Responsible Leadership Scale, which was developed to measure the eight Cs of the social change model. Additional survey items included demographics, aspects of the college environment such as mentoring and discussion of socio-cultural issues and leadership self-efficacy, along with many others.

Topics Emerging from Discussion Questions

notes issues or questions that may come up as students discuss the chapter together

Key Concepts a list of terms from the chapter that students should know

Activities descriptions of a variety of classroom activities for facilitating learning on the topic of each chapter. Each activity description includes an outline, discussion questions, and contextual information such as the space and time requirements and optimal number of participants. Also included is a list of keywords related to the activity and the stages of the Kolb cycle the activity addresses. The keywords and Kolb stages are included in order to facilitate word searching of this document so readers can quickly find an activity that is a fit for their goals.

Resources a list of other useful resources related to the chapter topic. These may include books, articles, professional organizations, websites, and videos.

Essay Prompts suggested questions for essay examinations or paper assignments including the elements that would be included in a strong response.

 

 

 

7

CHAPTER ORDER

Most leadership educators, particularly those in student affairs, design learning experiences that start with the self first. This approach is supported by sound pedagogical research. In the development of the approach used in Leadership for a Better World, the writing team sought the advice of leadership educators though the National Clearinghouse for Leadership Programs (NCLP) listserv along with other associations. We were compelled by some comments that many students do not “get” social change or the purposeful use of the model to engage in being a change agent. Some educators noted that students resonated with learning about themselves as leaders but lost the “what for?” dimension of the Social Change Model. We intentionally then ordered the chapters of this book to start with social change to engage students in dimensions of their world that need their active engagement. After other introductory chapters on the use of case studies and the Social Change Model itself, we then move to the Societal/Community C of Citizenship to engage students in thinking about their responsibilities within communities of practice and how those communities join to make a better world. This then leads to the Group Cs since communities are comprised of smaller groups working together and the student can examine what this group work requires. This is then followed by the Individual Cs leading to the examination of what do “I need to be like or be able to do” to be effective in working in groups to support community work for change. This may lead the student to new insights about the capacities needed to do social change leadership. The Individual C of Commitment is presented last in this section providing an opportunity to examine one’s own passions and commitments that then flow to the last chapter on becoming a change agent. Although the sections could be taught in any order, we hope instructors will experiment with this conceptual flow to see if students experience more focused outcomes. [Note: if used in another order, the case studies that are embedded in the chapters may need to be presented differently because they build throughout our flow in the book and add case elements as the chapters build.]

 

THE SOCIALLY RESPONSIBLE LEADERSHIP SCALE

NCLP and the Center for Student Studies have created an on-line version of the Socially Responsible Leadership Scale (SRLS) as a useful tool for your teaching. The SRLS was designed in 1998 as Tracy Tyree’s doctoral dissertation and has been revised several times to reduce the number of items to make it more usable in research and training (Dugan, Komives, & Associates, 2006). Instructors can purchase a site license for a specific number of administrations of the instrument. This scale is the same version used in the Multi-Institutional Study of Leadership. Normative data from the MSL are used in the individual reports students receive when they complete the measure. If used in a course, the fee for this may be built into the course fees. See http://www.srlsonline.org/

 

 

8

We are eager to hear about your experiences teaching the model to students and learn about how they experience social change. Please be in touch with us to share your experiences.

Wendy Wagner George Mason University Daniel T. Ostick University of Maryland Susan R. Komives University of Maryland

REFERENCES

Dugan, J. P., Komives, S. R., & Associates. (2006). Multi-Institutional Study of Leadership: A guidebook for participating campuses. College Park, MD: National Clearinghouse for Leadership Programs.

Higher Education Research Institute. (1996). A social change model of leadership development

(Version III). Los Angeles: University of California Los Angeles, Higher Education Research Institute.

Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. W. Chickering, & Associates (Eds.), The modern American college (pp. 232-255). San Francisco: Jossey- Bass.

Kolb, D. (1983). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Kolb, D. A. (1999). Learning Style Inventory, Version 3. Boston, MA: Hay Group, Hay Resources Direct. 116 Huntington Avenue, Boston, MA 02116, haytrg@haygroup.com.

Kolb, A. Y., & Kolb, D. A. (2005). Bibliography of research on experiential learning theory and the Learning Style Inventory. Department of Organizational Behavior, Weatherhead School of Management. Cleveland, OH: Case Western Reserve University,

Osland, J.S., Kolb, D. A., & Rubin, I. M. (2001). Organizational behavior: An experiential approach (7th ed.). Upper Saddle River, NJ: Prentice Hall.

 

 

9

 

WHAT IS SOCIAL CHANGE? Elizabeth Doerr

 

CHAPTER OVERVIEW

 

Learning
Objectives
 1. Understand the meaning of social change and how it has been applied in various

situations.

2. Understand the complex nature of social change and that many elements and people need to come together in order to create change.

3. Identify an issue of importance and how to be a part of a social change movement.

Background
 Leadership educators consulted by the authors of the Leadership for a Better World book noted that when teaching the social change model many students who had not personally experienced social issues (e.g. privileged students) struggled with the concept so the authors decided to begin the book with this chapter to allow the whole academic term to wrestle with the concept. The concepts can be adapted to the context and the students as necessary. We have provided ample resources to help support those varied contexts.

Brief
Chapter
Summary


 I. What is Meant By Social Change?

a. Social Change Addresses the Root Causes of Problems – in order to understand how to create social change, students must first identify the root cause of the problem in order to move forward with changing it.

b. Social Change is Collaborative – One person cannot fix a major societal problem. Therefore, this section identifies that change comes through collaboration.

c. Social Change is Not Simple – Social change involves many people and many elements in order for change to happen, this section addresses the complexity of the process and helps students gain a greater understanding of that process

II. Why Get Involved in Social Change? – There are various reasons for being involved in social change and how that relates to the student’s own experience.

1

 

 

10

a. A Personal Connection to the Problem – Several of the reasons people engage in social change is because they are either directly affected by the problem or experience marginality.

b. A Connection to Others – Others engage in social change because they see their connection to others through acts of selflessness.

c. Interconnectedness of Community Problems – Many see the problems they face as connected to the problems of other people and choose to engage in social change for this reason.

d. Satisfaction Derived From Making a Difference – Last, many people find satisfaction and enjoyment out of making a difference in the world and seek to be involved in social change for that reason.

III. But I’m Not a Hero, I’m Just A Regular Person – The people who are most prominently attached to social change often seem to have super-human qualities with which the average person does not typically identify. However, an “average person” can truly be involved in extraordinary activities related to social change.

IV. Possible Pitfalls In Social Change – Social change at times might create unintended outcomes for both the individuals involved and the communities affected. Without the proper planning and knowledge going into the process, more harm may be done than good. This section highlights some of those pitfalls such as paternalism, assimilation, a deficit-based perspective of the community, seeking the magic bullet, and ignoring cultural differences. Most importantly, the chapter discusses how to avoid potential pitfalls

V. Socially Responsible Leadership – Socially responsible leadership embodies the values of serving the public good even if an organization’s mission does not directly serve the public good. It is an approach to leadership that is collaborative and inclusive. Socially responsible leadership involves the awareness of how a “group’s actions and decisions effect others.” (Leadership for a Better World, p. 33)

VI. Social Change and Leadership – Social change happens by addressing issues through active engagement with stakeholders as well as having a deep understanding of the root causes and needs of the community. Working as a leader in social change, one must understand the effective approach to working in a group to create change.

 

 

TOPICS EMERGING FROM DISCUSSION QUESTIONS

 

• The term “social change” may seem too abstract and grandiose of a notion to envision being involved in it. The topic of social change should, therefore, begin with a discussion of “what is social change?” by addressing emerging issues, common misconceptions, and who can be involved in the social change process. This can be done by helping students identify how social change is happening in their daily lives. It is useful to begin with large, national social change movements as they are more apparent as social change, however, it would be more of an impact for students to see social change at a personal level through local community social movements by reading the school and/or local

 

 

11

news. Additionally, alternative news sources can be very helpful in expanding the students’ knowledge about social issues that are not often depicted in the mainstream media. Please see the resources section for a detailed list of resources about specific social change movements as well as suggestions for alternative media sources. (Activity 1 may be a good activity to explore this issue)

• Although individual accomplishment is highly stressed in Western culture, social change can only happen when a collective of motivated people are working together. One person might act as a motivator for major social change but it inevitably took collective effort to accomplish the goals. (Chapter 7 can provide useful activities that focus on Collaboration).

• A common question about social movements is if they really work. To many people, activities that are trying to elicit some change seem like futile efforts to have their voices heard without much change coming of it given the state of the world and the people that hold power. However, it is the case that no grand societal change has ever happened without the voices of people being heard. It is the foundation of democracy and although change seems like it can only be made through political means, it is possible to work for change and average people to have their voices heard and actual change being made of it. (Refer to the social movement resources to find specific examples of actual change being made. Also, for additional activities to link Citizenship to social change, see Chapter 5)

• This chapter can lead well into a discussion about the importance of focusing on community-identified needs rather than the “we can fix you” mentality that outsiders to a community can sometimes have. The discussion might want to help guide them to understand this distinction.

 

KEY CONCEPTS

Social Change – A broad definition of social change according to Leadership for a Better World is as follows: “Social change addresses each person’s sense of responsibility to others and the realization that making things better for one pocket of society makes things better for the society as a whole” (p. 10). Root Cause – the actual cause of a problem as opposed to the symptoms that are usually seen on the surface Collaboration – working together with all stakeholders to make change Marginality – A definition of marginality is described in Leadership for a Better World as “ a term used to describe the sense that one’s presence in a group or community is not valued or that one’s experiences or perspectives are not normal” (p. 18).

 

 

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Ubuntu – a South African concept that describes how one person’s life is intricately connected to that of others (a more detailed description can be found in Leadership for a Better World on page 19). Sphere of Influence – the network of people that one can work within to begin to create change. While many social problems are complex and systemic, there is a grassroots level at which anyone can be influential. Individuals can start by addressing the issue in their own context, by talking about it to family members and friends, by recruiting classmates, etc. Paternalism – the “father knows best” attitude that implies an unequal relationship between two parties (in this context it refers to the unequal relationship between the person coming in to “fix” a community) Asset-based view – the perspective that identifies the assets of the community as opposed to the deficits which is much more effective to create change by highlighting the positive aspects and focusing on those for change

ACTIVITIES

 

Social
Change
Project
 Brief Description This activity is intended to last an entire semester or term, but can also be used for individual classes. It requires students to work independently to find real-life examples of social change in their community and the world. Purpose

• To become informed and aware of the social issues in the world and their communities. • To understand how social change relates to their lives and communities and that it is not

just something seen on a global scale and acted upon by famous and charismatic people. • To increase understanding of the complexity of social change as they progresses through

the project. • To become inspired to be a part of social change around issues that are important to them.

Kolb Cycle Active Experimentation, Reflective Observation Number of Participants Any size is appropriate Time requirements

 

 

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Throughout course of semester or term First week: 30-40 minutes Second week: 30-40 minutes 10-15 minute weekly discussion (optional) Space requirements None Materials For students: Media source and “social change journal” Outline First day of class (30-40 minutes)

1. Discuss social change and well-known movements (see processing questions below as well as resources)

2. Bring discussion from the large social change movements to more community-oriented social change. Instructor may want to bring in examples from the community that could help students understand the topic of discussion.

3. Introduce the semester-long assignment (see description below) where students will bring examples of social change with them to class each week. Suggest students read their local and campus paper to identify social change. Also suggest alternative media sources for social change examples outside of the mainstream media. (See resource section for good examples of alternative media sources).

Second week of class (30-40 minutes)

1. Processing first week assignment: As students come in, instructor asks students to display their example around the room.

2. Ask students to move around the room quietly, looking at each example, taking note of 3 examples (besides their own) that stick out to them.

3. Discussion of examples: Have students – as they feel comfortable – discuss the examples that appealed to them. Also, have students discuss why they chose their example. See processing questions below to help guide the discussion. * Instructor may want to repeat activity or variation of activity for week 2 once more in order to familiarize students with social change at a deeper level.

Weekly social change discussion (10-15 minutes) In first few minutes of class each week, ask students to discuss the example they found that might add something extra from what was discussed the weeks previously. Instructor may choose to bring in elements of the 7Cs as the class progresses through those topics. Final discussion and processing of semester-long activity:

1. Ask questions that help students explore their growth of understanding of social change. Make sure to include elements of the 7Cs.

 

 

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2. Assign final essay about social change: See essay prompts at the end of the section. This should be a culmination not just of the activity, but of the entire course. The activity itself merely facilitates the real-life understanding of the topic.

Description of Assignment *Instructor should adapt to context and students as necessary

• Students will bring an example of “social change” as they understand it each week to class. Suggest local/campus news or alternative news sources.

• Have students make one copy of the news source (if it is print media or from the internet) or write up a description if it is not print (and to bring a recording with him or her to give to the instructor).

• Ask students to keep a “social change journal” where they ask themselves these questions about the example of social change they found that week:

*Note: Instructor may want to add questions from each section as the complexity and understanding of social change and the 7Cs increases:

o What makes this social change? o How did people make change or how do they intend to make change? o Who is affected by the change being made? Is it the ones creating the change or

others? o Do you think the change that is being made is positive or negative? o What are some of the potential pitfalls that might be created from this change?

• Each instructor may choose to do it differently. Decide on a way to display or share the different social change examples. Some instructors may want to display the articles or descriptions around the room and give students an opportunity to read others’ examples. Students will then share as they feel comfortable their example of social change. Instructor may want to just ask students to share their example aloud.

• Have these sharing activities weekly or biweekly, whatever seems appropriate. Processing Questions First day of class/Introduction

• What are examples of well-known social change movements? (refer to resource section for examples and resources to explore some of the movements further)

• What are some themes that come up in each of these movements? • Can you see any of these elements in other “movements” or examples of social change

that might not be as well-known as the examples?

Extension Although this activity describes a semester-long growth, the activity can be adapted to the length of the class or workshop as well as the students’ understanding of social change. If students have a greater understanding of social change already, there is likely no need to go over the basics; just move on to looking at the elements of the social change movement. Sources Please see list of resources for examples of social change

 

 

15

Keywords Social Change, Social/Change Movement, Motivation

Root
Causes
–
From
a
Tree
to
a
Forest
 Brief Description Students work in small groups to identify the root causes of social change. The second half of the activity, the students and instructor work together in a large group to identify the connected nature of each social issue. Purpose

• To identify the root causes of social issues and distinguish those from the surface-level problems, and to focus on how they can be involved in specific change for that issue.

• To identify the interconnectedness of issues by demonstrating the shared root causes of various issues.

Kolb cycle Abstract Conceptualization

Number of Participants Any size is appropriate Small groups (4-6 students) can work as one whole group Large groups can split up into groups of 4-6 students

Time requirements 30-60 minutes

Space requirements Large room so that people can move around. When working in large groups, the instructor should have enough space so that students can work in smaller groups without distracting the other groups.

Materials Flip chart pad, markers * Prepare a piece of flip chart paper by drawing the leaves, trunk and roots of a tree.

Outline Part 1 – Root Causes Tree

1. Students convene in a circle (for a small group) or are formed into small groups of 4-6 (for a large group). Have groups come together, but within earshot of the instructor.

2. Pass out markers and flip charts. Ask students to draw leaves, a trunk and roots of a tree on their flip chart paper.

3. Have students discuss amongst themselves some of the problems that they see in their community or around the world. Ask them to identify one issue that is important to all people in the group and ask them to write that issue on the trunk of the tree. Instructor may want to give examples such as homelessness.

 

 

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4. Ask the students to think about some of the root causes to that problem. For homelessness, examples might be living wage, resources, healthcare, social inequality, natural disasters. Have them write these on the roots of the tree.

5. Ask the students to think of possible solutions to the problems written on the roots and ask them to write it on the leaves of the tree.

6. Ask the students to think of ways they can possibly be a part of meeting the needs related to the root causes. Have them write that on the side of the paper next to the trunk. Emphasize that these are to meet the needs of the root causes and not anything else.

7. Ask each group to present their issue and root causes. 8. Have group convene in a circle so everyone can see each other and begin asking the

processing questions to discuss as a group. Instructor writes themes and discussion issues on a flip chart.

Part 2 – Root Causes Forest

1. If group does one root cause tree, begin discussion about what other issues might share the same root causes. It may be useful to do two root cause trees and demonstrate the interconnectedness.

2. Have students post their root cause trees around the room. 3. Have students move around the room taking note of the root causes of the other trees. 4. Begin discussion about the interconnectedness of root causes.

Processing Questions Part 1

• Were there any themes that emerged amongst the root causes? What were they and why do you think they came up?

• In looking at the root causes, what do you think the “surface-level” issues might be? How is that different from a root cause?

• Do you think it is best only to work on the root causes and not just at the surface? Do you think you can do them together? If so, how?

• Do these root causes seem easy to combat? • Do the ideas that you brainstormed to be a part of meeting the needs of the root causes

seem feasible or easy to do? • How do you get started to combat the root causes of the problem? • How is this activity relevant when discussing social change?

Part 2

• Did any of you see trees/issues that had the same root cause as your issue? • Do you see how those issues might be connected? • What does this mean in terms of social change? • What happens if we only looked at the one tree? Do we see the forest if we concentrate

on that? • How does the forest look?

 

 

 

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Extension

• If a group has come together to decide on how to work on a specific problem, the activity can be followed up with an action plan of sorts in order to begin addressing the problem. Understanding the root cause is the first step to achieving change.

• The problems that are brainstormed can be adapted to the learning context. Homelessness is a good example for students in a social justice education context. However, there might be more relevant campus issues for students in a student government association. The problem can be something for which they have decided to work on together in that case

Sources Adapted from activity contributed by Mei-Yen Hui, University of Maryland

Keywords Root causes, interconnectivity, social change

 

Mask
of
Marginalization
 Description Students participate in a simulation activity that separates them into different “groups” (the marginalized and a group with more active power). They work together to identify priorities, but in the end the point of the activity is to discuss the interaction between the different groups. Purpose

• To be put into a position where they can identify their roles that mirror those in society of privilege and marginalization.

• To identify what it means to be marginalized and how that affects people’s sense of empowerment.

• Students will be able to identify their personal role in society and how that relates to social change

Kolb cycle Active Experimentation Number of Participants 8-20 Time requirements 30-90 minutes Space requirements Large open space or classroom

 

 

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Materials Masks for up to 2/3rds of participants (doesn’t matter what type of mask, but at least something that goes over the eyes and the students can see through), flip chart paper and pens, list of 10 issues that students have to prioritize Outline

1. When students come in, gives masks to about 2/3rds of the students as they come into the class, do not explain what they are for yet.

2. Explain the rules: a. Anyone without a mask can speak freely b. Anyone with a mask must raise their hand before they are able to speak and thus

must be granted permission to talk. 3. Explain the activity:

a. Give students a list of 10 issues. Make sure that they are issues that there could be some contention about. The issues can be adapted to the context, but here are some examples to start with: Global warming, civil liberties, gay rights, marriage equality, gun control, immigration, global poverty, racism, healthcare, education, prison system, combating terrorism, war, famine, homelessness, living wage, housing, corporate responsibility, unemployment, human rights violations, free speech, etc.

b. Students must list the 10 issues the instructor gives to them in order of priority. Make sure students stick to the rules stated previously

c. During the activity, the instructor must make sure that everyone abides by the rules and no one removes the masks or speaks when they’re not supposed to.

4. Once students have completed the list, gather everyone in a circle and begin processing (actual priorities don’t matter, it is the process that does which will be discussed)

Processing Questions

• How did it make you feel to be in the position that you were in? • Did you feel like your priorities were aptly represented in the outcome? Why or why

not? • Did you talk much or raise your hand much? • Out of the group without masks, who talked the most? What do you think the reasons for

that are? • What happened when the masked people put their masks on? Were they treated the same

as those without the masks? Why or why not? • Why didn’t the people with the masks go against the rules? • If someone tried to break the rules, what happened? • What if they accidentally broke the rules? • Was the rule a good one? • If you don’t think so, then why did everyone abide by it? • How does this activity apply to a real-life situation? • Who do the people with the masks represent? • Who do the people without the masks represent? • Who did the facilitator represent? • What does the rule represent?

 

 

19

• What does the ranking of priorities represent? • Can you identify a real-life example where something like this might happen? • Are there situations where the people with the masks went against what the rules? (Can

encourage students to look back to a social change movement discussed earlier in the class). What happened?

• Who are the marginalized populations in real-life social movements? • Who are the marginalized people in your community? • Why are they marginalized? • Are the marginalized always marginalized or can that change? • Do you feel like you are marginalized? In what way?

Extension

• Instructor may want to preface the discussion by ensuring that it is a safe space and that people should understand that this is only a simulation, but it might say some telling things about human nature.

• Instructor may want to take note of some of the conversations, discussions or issues that come up and bring it up in the discussion.

• Oftentimes, the students might bring up ideas and thoughts that the instructor hadn’t thought of, so sometimes it’s good to just let the conversation flow.

• Make sure to bring up the topic of marginalization and tie it back to the discussion raised in Leadership for a Better World.

Sources Adapted from activity contributed by Julia Eddy, Bread for the City (Washington, DC) Keywords Marginalization, power, privilege

 

Personal
Sphere
of
Influence
Model
 Description Students work individually to identify their sphere of influence by creating a model that represents their “sphere.” Purpose

• To identify their personal spheres of influence (the people who have influenced their ideas and experiences and have been involved in their achievements). This will serve to help inspire them to use their sphere of influence to be involved in social change.

Kolb cycle Abstract Contextualization Number of Participants Any size is appropriate

 

 

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Time requirements 20-40 minutes Space requirements Regular classroom space Materials 81/2 x 11 paper (color optional) Pens, pencils or markers (provide multi-colored set of markers or colored pencils to allow for creativity) Outline

1. Begin with discussion questions about the sphere of influence 2. Pass out paper and pens 3. Ask students to create their own personal sphere of influence model

a. Have students keep in mind the “sphere” when creating the model b. Encourage creativity c. This part may take 10-20 minutes depending on how involved the students are

4. Ask students to share their sphere if they feel comfortable 5. Discuss how they feel their sphere can help them create change – use final discussion

questions Processing Questions Pre-activity questions

• What is a sphere of influence? • Why a sphere? • Think about these questions as you create your personal sphere of influence model and

make notes next to each person: o How have people influenced you? o How have you influenced them?

Post-activity questions • Who is in your sphere of influence and why? • In what arenas do you have the power to make something better? • How could you use your sphere of influence to make change? • In what arenas would you like things to be better? • How do you utilize your current sphere of influence to create change there?

Extension

• Keep the directions open for interpretation which will allow for creativity and deeper reflection on the topic. This activity may also be useful in leading towards a journal- entry or essay.

Keywords Sphere of influence, power

 

 

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This
I
Believe
Values
Statement
 Description Students will work individually to create their own values statement through an activity based on the NPR series This I Believe, a story-telling series where ordinary and famous people discuss their beliefs in eloquent and brief stories. Purpose To reflect on personal values and beliefs and to envision how that can fit into social change.

Kolb cycle Reflective Observation, Abstract Conceptualization

Number of Participants Any size is appropriate

Time requirements 30-60 minutes

Space requirements Classroom

Materials Computer with audio (for instructor) Paper and pencil/pens (for students)

Outline 1. Instructor should choose 2-3 relevant radio broadcasts of “This I Believe” from NPR

(http://thisibelieve.org) to play as examples to students in class. Set up computer and audio for students to listen during class

2. Discusses the series “This I Believe” from NPR: A series of essays submitted all over the country and the world that address the beliefs of a variety of people from well known authors, actors and musicians, to not-so-well-known people.

3. Play selected essays for the class. 4. Lead discussion using the processing questions below. 5. Ask students to write 5 values that are important to them on their sheet of paper. 6. Discuss assignment of an essay about students’ values and beliefs that are similar to the

essays heard on “This I Believe.”

Processing Questions • What was different about the 2-3 peoples’ beliefs expressed? • What was similar about the beliefs? • How do their beliefs relate to your lives? • Did their beliefs inspire you to think about your beliefs? Why or why not? • What is the purpose of understanding your beliefs? • How might beliefs (theirs or yours) inspire you to action?

 

 

 

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Extension

• The instructor may want to choose essays that are both from well-known individuals and not-so-well-known individuals. The essays from those who are not famous are oftentimes the most inspiring as it might be easier for the students to relate to them.

• In assigning the essay, it may help to refer students to the “This I Believe” website. The instructor may want to remind students not to use someone else’s idea, rather to feel inspired by his or her own beliefs and values.

• Instructor may also want to use the “This I Believe” curriculum (see in sources). Sources This I Believe, Inc. This I Believe: A Public Dialogue About Belief-One Essay at a Time. Found in http://thisibelieve.org. This I Believe: Sample College Writing Curriculum [pdf document]. Retrieved April 27, 2009 from http://thisibelieve.com/documents/ThisIBelieveCollegeCurriculum.pdf Keywords

Values, personal beliefs, NPR

 

RESOURCES

 

Power
and
Privilege
Resources
 Books Adams, M., Bell, L. A., & Griffin, P. Teaching for diversity and social justice:

A sourcebook (pp. 231-260). New York, NY Routledge. This book has useful curricula and activities that will help address various social justice issues dealing with race, class, gender, and religion as examples. This may be useful to assist in adapting or modifying Activity 3. Online Resources Becoming an ally (2005, December). University of New Hampshire Residence Life. Retrieved

May 10, 2009 from http://www.unh.edu/residential-life/diversity/index.html This is a website that has links to useful activities to address class, race, gender and religion issues. Some of these activities can be used to adapt Activity 3 accordingly. McIntosh, P. (1988). Unpacking the invisible knapsack. Retrieved from: http://www.nymbp.org/reference/WhitePrivilege.pdf

 

 

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This well-known reading helps students examine the issues of race. The instructor may want to use this and other sources to address specific issues of privilege such as race, class, gender and religion.

Social
Movement
Resources
 Activities to engage students in discussion about the specific social change movements: Have students watch a movie or read an excerpt from a book about one of the social change movements. Adapt the social change movement to the learning context. Follow-up questions:

General
Social
Change

Books Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass. This book is an excellent resource to use in the discussion of socially responsible leadership. It highlights many issues that can be integrated in with the 7Cs and the discussion of social change in general. Kotter, J. P. (2002). The heart of change: Real-life stories of how people change their organizations. Boston, MA: Harvard Business School Press. This book provides a basis of discussion for organizational change. It could be useful in addressing change within a business context. Regardless of the students, it provides examples of real change that has been made. Lappé,F. W., & Dubois, P. M. (1994). The quickening of America: Rebuilding our nation,

remaking our lives. San Francisco, CA: Jossey-Bass. This book provides excellent examples of social change that happen at a community level. The examples within can provide a context for students so that they can see how an average person can make change in their communities. Also, many of the examples within provide insight into specific elements brought up about many of the topics discussed throughout Chapter 1 of Leadership for a Better World. Jones, E., Haenfler, R., & Johnson, B. (2007). The better world handbook.

Gabriola Island, British Columbia: New Society Publishers. This handbook does not necessarily depict social change in action, but it is a part of social change as it provides useful ways to improve one’s daily life by being informed about her or his actions. Especially for students that are settled on their specific comfort zone, it could be a useful way to show how they can start to make individual changes in her or his life. Loeb, P. R. (Ed.). (2004). The impossible will take a little while: a citizen’s guide to hope in a time of fear. New York, NY: Basic Books. This book contains a series of essays from mostly well-known people who have been involved in change. It is intended to inspire citizens about positive, non-violent action towards change. Each essay has a different perspective as the authors have all engaged in a variety of social change movements. An instructor can choose one or more essays for students as examples of social change or to provide hope for making change. It also helps provide examples of

 

 

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expressing ones feelings about social change that will be helpful to students for journal-writing and essay prompts. Online Resources Barefoot Collective, The. (2009, July). The barefoot guide to working with organizations and social change. Retrieved from: http://www.barefootguide.org/Book/Barefoot_Guide_to_Organisations_Whole_Book.pdf. This online resource primarily focuses on organizations’ involvement with social change. Many elements related to the 7Cs show up throughout the guide. Also, given the focus on organizations, this resource could be helpful for students who are working with a specific organization. It does take a fairly “granola” perspective on social change, so if that is off-putting for some students, the instructor may want to combine it with other sources. Raza, M., & Velez, P. (Filmmakers). (2003, September 29). Occupation: The Harvard

University living wage sit-in. New York, NY: Spike Digital Entertainment, Inc. Found at: http://www.spike.com/video/occupation-harvard/2478089

This video depicts the Living Wage sit-in at Harvard University in 2001. It is a great example of a social change movement from beginning to end. Also, it involves students. There are many elements form the 7Cs that can be analyzed. It is a great video to use at the beginning or the end of class. It may be a bit difficult for those not comfortable with radical movements, but as they become familiar with social change movements, it could be an excellent resource in that context. Organizations MoveOn.org: www.moveon.org – MoveOn.org is made up of a “family of organizations” that works together to mobilize people and communities to have their voices heard and to make change in their communities, the country and the world. Funding comes entirely from individuals and utilizes the internet and other media outlets to get the word out about issues. The website and the organization are excellent examples of “real people” working to make change. The World Social Forum: http://www.forumsocialmundial.org.br – A meeting held in various locations around the world where individuals dedicated to social change, social movements, networks, NGOs and civil society organizations that are dedicated to alternatives to neo- liberalism. The WSF is an excellent example of the dialogue that can take place amongst people and organizations working for change.

Anti‐Apartheid
Movement
(South
Africa)

For students interested in international social issues, this is an excellent movement to explore. The movement has all the major components of social change and would be a useful example regardless of the students’ interests. Videos Avildsen, J. G. (Director). (1992). The power of one. [Motion Picture]. USA:

Warner Brothers. Hirsch, L. (Director). (2002). Amandla! A revolution in four part harmony. [Motion Picture] USA: ATO Pictures.

 

 

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Civil
Rights
Movement

This is, of course, is a well-known and somewhat less contentious topic in comparison to LGBT social movements; however it might also bring about questions about whether the type of change that was envisioned has actually taken place or is it a different kind of segregation. Videos Morgan, R. (Producer). Weidlinger, T. (Director). (2004). Long walk to freedom.

United States: Moira Productions. Additional information on this movie can be found at: http://www.bullfrogfilms.com/catalog/long.html

Conservation
and
Environmental
Movements

The perceived goal of these movements is much more ambiguous than those previously mentioned. On the other hand, this movement involves a global push, rather than an isolated group of people. Many individuals might also be engaged in this movement without even knowing it. It provides a good, neutral discussion and it can also lead to a discussion on social movements within a movement (e.g. forest conservation, sustainable product use, etc.) Books Edwards, A. R., & Orr, D. W. (2005). The sustainability revolution: Portrait of a paradigm shift. Gabriola, British Columbia: New Society Publishers. Kline, B. (2007). First along the river: A brief history of the U.S. environmental movement. Lanham, MD: Rowman & Littlefield. Pringle, L. (2000). The environmental movement: From its roots to the challenges of a new century. New York, NY: Harper Collins Press. Shabecoff, P. (2003). A fierce green fire: The American environmental movement

(rev. ed.). Washington, DC: Island Press. Steffen, A. (Ed.). (2008). World changing: A user’s guide for the 21st century.

New York, NY: Abrams

Fair
Trade
Movement

This movement would be interesting to those with a global focus. Fair trade is something many people look for in products and it has become a movement for global advocacy for fair wages and trade. It is very counter to the idea of free trade, which oftentimes is seen to oppress the people from the developing country. Books Jaffee, D. (2007). Brewing justice: Fair trade coffee, sustainability and survival.

Berkeley and Los Angeles, CA: The Regents of University of California. Online Resources Wikipedia: http://en.wikipedia.org/wiki/Fair_Trade

 

 

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Landless
Peoples
Movement

This is a unique movement that has taken place in such countries as South Africa and Brazil where people without land or homes mobilized themselves to be a powerful voice in having their voices heard. It is an excellent lesson on participation and mobilization of marginalized populations. It may also be a good discussion point for students interested in global issues. Videos Kelly, B. (Producer), & Walker, C. (Director). (2004). Life: Brazil’s land revolution [Motion Picture]. United Kingdom: Television Trust for the Environment Books Wright, A. L., & Wolford, W. (2003). To inherit the earth: The landless movement and the struggle for a new Brazil. Oakland, CA: First Food Books.

LGBT
Movement

This is a more recent issue as opposed to woman’s suffrage and the civil rights movement. It may be a bit more contentious than civil rights and woman’s suffrage, but ahs the potential to bring about a lively debate. Books Engel, S. M. (2001). The unfinished revolution: Social movement theory and the gay and lesbian movement. Cambridge: Cambridge University Press. Stein, M. (2004). Encyclopedia of lesbian, gay, bisexual, and transgender history in

America. New York, NY: Charles Scribner. Online Resources/Organizations GLBT Historical Society: http://glbthistory.org/ James C. Hormel Gay and Lesbian Center: http://sfpl4.sfpl.org/librarylocations/main/glc/glc.htm Lesbian History Archives: www.lesbianhistoryarchives.org ONE National Gay and Lesbian Archives: www.onearchives.org Wikipedia Timeline: http://en.wikipedia.org/wiki/Timeline_of_LGBT_history

Social
Entrepreneurship

Although this might not be considered a “movement” as the others are, it is certainly gaining ground in discussions around social responsibility and the environment. This would provide an excellent starting-point for a discussion on what is considered a “movement” or “social change.” Books Bornstein, D. (2007). How to change the world: Social entrepreneurs and the power of new ideas (Updated Ed.). New York, NY: Oxford University Press. Brooks, A. C. (2006) Who really cares: The surprising truth about compassionate conservatism. New York, NY: Basic Books. Hawkin, P. (2007). Blessed unrest: How the largest social movement came to being and no

 

 

27

one saw it coming. New York, NY: Penguin Books. Nicholls, A. (2006). Social entrepreneurship: New models of sustainable social change. New York, NY: Oxford University Press. Online Resources Ashoka. Video Library. Found: http://www.ashoka.org/views/video

Woman’s
Suffrage
Movement

Like Civil Rights, Woman’s Suffrage is more historical, but there are still effects of inequalities that are experienced today which could be brought up through deeper discussion. However, it provides an excellent example of social change achieved through action. Books Kraditor, A. S. (1981, 1965). The ideas of woman suffrage movement: 1890-1920.

New York, NY: Columbia University Press. Ruth, J. E., & Sinclair, E. Women who dare: Women of the suffrage movement Wheeler, M. S. (Ed.). (1995). One woman, one vote: Discovering the woman suffrage movement. Syracuse, NY: New Sage Press. Videos Von Garnier, K. (Director). (2004). Iron jawed angels [Motion Picture].

United States: HBO Films.

Conservative
Social
Change

Although many of the most prominent social change movements are linked to liberal or progressive movements, they are not the only examples. It is important for all students to be aware of social movements from different perspectives and help connect those movements to different reasons for change. The following resources provide examples of social change movements that exist in what is deemed as a more “conservative” perspective: Books Dillard, A. D. (2007). Faith in the city: Preaching radical social change in Detroit.

Ann Arbor, MI: University of Michigan Press. Gottfried, P. (2007). Conservatism in America: Making sense of the American right.

New York, NY: Palgrave. Gottfried, P. (1992). The conservative movement (social movements past and present). New York, NY: Twayne. Munson, Z. W. (2008). The making of pro-life activists: how social movement mobilization works. Chicago, IL: University of Chicago Press. Watson, J. (1997). The Christian Coalition: Dreams of restoration, demands for recognition. New York, NY: St. Martins Press.

 

 

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Organizations National Right to Life: www.nrlc.org – this organization began in response to Roe vs. Wade in 1973 in order to represent people and communities who are dedicated to opposing the legalization of abortion through legislation. The organization is an excellent example of mobilizing “real people” for social change. Christian Coalition: www.cc.org – The Christian Coalition is a means by which people of faith can become engaged in political action based on a pro-family agenda.

Additional
Websites
and
Organizations

Interfaith resources Interfaith Alliance: www.interfaithalliance.org The Council for a Parliament of the World’s Religions: www.cpwr.org/who/who.htm National American Interfaith Network: www.nain.org International Committee for the Peace Council: www.peacecouncil.org The South Coast Interfaith Council: www.scinterfaith.org United Communities of Spirit: http://origin.org/ucs/home.cfm The United Religions Initiative: http://www.uri.org Religions for Peace http://www.rfpusa.org The World Congress of Faiths: www.worldfaiths.org

Alternative
Media
Sources

Television Public Broadcasting Service (PBS): www.pbs.org Link TV: www.worldlinktv.org Free Speech TV (FSTV): www.freespeech.org Current TV: www.current.tv Television Programs Frontline: www.frontline.org The NewsHour with Jim Lehrer: www.pbs.org/newshour P.O.V. (Point of View): www.pov.org In The Life: www.inthelifetv.org Radio stations and Radio Programs National Public Radio (NPR): www.npr.org Democracy Now!: www.democracynow.org This American Life: www.thislife.org Radio Netherlands: www.radionetherlands.nl Alternative Radio: www.alternativeradio.org

 

 

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Magazines Mother Jones: www.motherjones.com Utne: www.utne.com Green America (from Co-op America): www.coopamerica.org Good Magazine: www.goodmagazine.com Canadian Dimension: www.canadiandimension.com Peace Magazine: www.peacemagazine.org Internet Common Dreams: www.commondreams.org News for change: www.workingforchange.com Straightgoods: www.straightgoods.com Newspapers The Christian Science Monitor: www.csmonitor.com Local Independent Papers: These are free weekly newspapers found in your area

Examples of popular Independent newspapers are: The Washington City Paper (Washington, DC): www.washingtoncitypaper.com The Stranger (Seattle, WA): www.thestranger.com Willamette Week (Portland, OR): www.wweek.com The Village Voice (NYC): www.villagevoice.com San Francisco Bay Guardian (SF): www.sfbg.com

 

ESSAY PROMPTS

1. Read this excerpt from Lappé and Dubois’ (1994) The Quickening of America:

The minimum wage is the lowest hourly wage an employer can legally offer. Somewhere, some government body must set it. To Grace Trejo, a Los Angeles homemaker and first-generation American, raising the minimum wage appeared far beyond reach. In just nine months in 1987, however, Grace and other low-to- moderate income Americans in three citizen organizations—affiliates of the Moral Minimum Wage Foundation in Southern California—launched the Moral Minimum Wage campaign and conquered what she called ‘a mountain.’ (p.165)

Describe the social change and how it was achieved. What are the important elements of change described in the excerpt? What, if anything, might have been left out of this description? How do you see this might be relevant to social change in your life?

 

 

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Strong responses will include:

o Discussion of major elements of social change discussed in chapter (e.g. addressing the root cause of the problem, collaboration, complexity of social change, possible marginalized population).

o Components of reflection and identification of students’ potential involvement in social change.

2. This question is best given at the end of the semester or the completion of the project

described in the first activity: Identify the example of social change that you feel is the best illustration of the concepts of social change. Discuss who the major actors are and what roles they played. Who else was involved in the social change movement that might not be represented completely in the example? How do you see yourself involved in similar social change? Discuss how the 7Cs are involved in this social change?

Strong responses will include: o A relevant social change example o Discussion of major elements of social change from the chapter (e.g. addressing

the root cause of the problem, collaboration, complexity of social change, possible marginalized population).

o Effective incorporation of the 7Cs (if prompt given after the completion of the 7Cs).

o Extensive self-reflection on personal involvement in social change.

3. Discuss the issue or problem that is most important to you and why? How does it relate to your situation? What kind of skills and abilities can you bring towards combating that issue or problem?

Strong responses will include:

o Genuine reflection on student’s skills and abilities o Realistic potential of involvement o Incorporation of elements discussed throughout the chapter

 

REFERENCES

Lappé F. M., & Dubois, P. M. (1994). The quickening of America: Rebuilding our nation,

remaking our lives. San Francisco, CA: Jossey-Bass, Inc. Publishers. This I Believe, Inc. This I Believe: A Public Dialogue About Belief-One Essay at a Time. Found

in http://thisibelieve.org. This I Believe: Sample College Writing Curriculum [pdf document]. Retrieved April 27, 2009

from http://thisibelieve.com/documents/ThisIBelieveCollegeCurriculum.pdf

 

 

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AUTHOR BIO

Elizabeth Doerr is the Community Service-Learning Coordinator for Immersions at the University of Maryland. She trains and advises student trip leaders for the Alternative Breaks program helping them focus on the root causes of social issues and meeting community- identified needs through the service conducted during their trips. Elizabeth served as a Peace Corps Volunteer in Malawi, Southeastern Africa where she worked as an HIV/AIDS educator at the Mkanda Health Center in central Malawi. She was also a recruiter for the Washington, DC Peace Corps recruitment office. Elizabeth is currently earning her M.A. in International Education Policy at University of Maryland.

Please cite as

Doerr, E. (2010). What is social change? In W. Wagner, D. T. Ostick, S. R. Komives, & Associates (Eds.). Leadership for a better world: Instructor manual. (pp. 10-31). A publication of the National Clearinghouse for Leadership Programs. San Francisco, CA: Jossey-Bass.

 

 

 

 

 

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AN OVERVIEW OF THE SOCIAL CHANGE MODEL OF LEADERSHIP DEVELOPMENT Amye M. Lee

 

CHAPTER OVERVIEW

 

Learning
Objectives
 1. Understand and be able to explain the Social Change Model of Leadership Development.

2. Understand and be able to explain how the Seven Cs relate to each other within the Social

Change Model.

3. Identify the elements of the Social Change Model in various situations.

Brief
Chapter
Summary


 I. A New Approach to Leadership – Briefly traces the history of the subject of leadership

up to the time that a shift in thinking about leadership was prompted by Rost and others. Specifically mentioned are relational or collaborative leadership models since these models involve working toward positive social outcomes.

II. The Social Change Model of Leadership Development – Introduces how the model was created, first distributed and applied in higher education. Discusses how to think about the Model as an evolutional process, a framework for collaboration, dynamic and interconnected. The unwritten “eighth C” of Change, which is inherent throughout the model, is discussed as the basis for the entire model that gives meaning and purpose to the Seven Cs.

a. Society/Community Values – Leadership for purposes beyond self. i. Citizenship – Seeing oneself as part of a greater whole, engaged in

community and aware of issues that affect the entire group. b. Group Values – Leadership at the level of a group within community.

i. Collaboration – The intent to work together and thus multiply effort, while also gaining multiple perspectives.

2

 

 

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ii. Common Purpose – Sharing one vision, though individual connections to it may differ.

iii. Controversy with Civility – Purposeful conflict that ultimately promotes the group’s development and ability to achieve positive social change for all.

c. Individual Values – Personal reflection for the purpose of better group and social level leadership.

i. Consciousness of Self – One’s self-awareness, as shaped in part by the influence of others.

ii. Congruence – Fostering trust through authenticity; acting in accordance to one’s values.

iii. Commitment – Sense of responsibility as determined by passion and investment.

III. Note that this approach to leadership “a purposeful, collaborative, values-based process that results in positive social change.” (p. 50).

IV. Interactions in the Social Change Model – Presents the reciprocal relationships between each of the Seven Cs. The Cs listed above can be introduced in any order as seen fit for the group’s interaction with the concept, since each is independent and yet interconnected. No one C is a direct cause of another, nor do they gradually build. All seven Cs, plus Change, work in concert to achieve positive social change through leadership.

V. Implementing the Social Change Model – Briefly introduces the concept of Knowing, Being, Doing (see chart on pp. 68-70). Knowing is acquiring the knowledge, Being is to integrate that knowledge into one’s understanding, while Doing is to act out the application of the knowledge.

VI. Social Change on Campus – Examples of how the Model can already be seen in higher education.

 

TOPICS EMERGING FROM DISCUSSION QUESTIONS

• As students gain an initial understanding of the Social Change Model of Leadership

Development, certain elements may be confusing for the group. For example, it may be difficult for students to provide examples of the Seven Cs from their daily lives or experiences, having never examined situations in this manner before. They may be able to contribute historical or pop culture examples, but seeing leadership for social change in their own lives may prove difficult. It is possible that this is because students often struggle with the concept of social change, and struggle with seeing themselves as effective agents of social change at various levels, from personal and societal. In addition, students may not know who was a key motivator involved in social change that they observe first-hand, so role models for the behavior can be difficult to identify.

• During discussions it may also become apparent that the Social Change Model is based in Western perspectives. For example, students from a collectivist culture may not see the benefit of considering consciousness of self because they consider themselves within a

 

 

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whole, rather than individually. Still, since the Social Change Model promotes consideration of self as it relates to a whole, e.g. citizenship, it does appear to be cross-culturally sound. This can be attributed to the values of community and service that are inherent in the model and prove to be effective when the model is applied in diverse communities. Still, adapting the Social Change Model to better fit certain cultures should be encouraged and explored. To-date, the revised Socially Responsible Leadership Scale that measures the Social Change Model has been translated into Spanish for use in the 2009 Multi-Institutional Study of Leadership with the hopes of appealing to a broader cultural audience to be able to analyze across more cultures (see www.leadershipstudy.net).

• During first encounters with the Social Change Model many have difficulty seeing the connections and interplay between the elements. In presenting The Seven Cs care should be taken that they are not perceived as hierarchical, ordered and distinct, or as a check-list of tasks toward a social change. Rather, the intention was for the Seven Cs to be seen as reciprocal and fluid. The broad concept of social change may be overwhelming for students to grasp at the community or the group level, and so students tend to build from the individual out to the group and then community values. Instructors should encourage students to engage with the model around the concept they are the most comfortable with, while emphasizing the model as a whole and the way each piece, and the connections between them, contribute to the whole.

 

ACTIVITIES

 

Exploring
the
Model
 Brief Description Students physically engage with the model to understand each grouping (individual, group, and societal) of the Cs, as well as the connections between the groupings. Purpose

• To gain a better understanding of the Social Change Model of Leadership Development by physically moving through it

• To identify connections between the elements of the Social Change Model of Leadership Development

Kolb Cycle Active Experimentation, Reflective Observation Number of Participants 10+ Time Requirements

 

 

35

60 minutes Space requirements Large room, preferably empty to allow movement Materials Blue painter’s tape, printouts with the definition of each C and discussion questions related to that C (from appendix 2.1), slips of paper indicating the arrows in the model (from appendix 2.1). Outline

1. With the tape, “draw” the social change model diagram on the floor – 3 large circles, 6 arrows. At each circle, post the definition of the circle, the definition of each C in the circle, and discussion questions for each C. Also place stacks of slips of paper explaining the arrows that originate in each circle at each circle (two different stacks at each circle). (10 minutes)

2. Split the students into 3 groups, starting one at each circle. Ask each group to read their circles’ definitions out loud and discuss the questions posted at their circle. (15 minutes)

3. The instructor should distribute the arrows, splitting them evenly between students at each circle. Ask the students to walk slowly and silently along the arrow that matches their card, thinking about the connection it describes (2 minutes)

4. Repeat the circle discussions at the station the students have just arrived at. Repeat handing out arrows after approximately 15 minutes of discussion. Do everything once more so that each student visits each circle. (35 minutes)

5. Point out that students have only walked around one direction of the arrows. Instruct them to trace their path back across arrows they have not yet walked, while silently reflecting on the connections represented in that direction. (10 minutes)

6. When finished, ask students to take a seat in the center of the model and reflect on the entire construct. If there is extra time, ask students to offer their thoughts on the model as a whole.

Processing Questions

• What did you discuss at (circle)? • What did you think about when walking along one of the arrows? • Why did you think we asked you to reflect while walking along the arrows?

Extension

• Encourage students to focus on having a good discussion around the values, rather than getting to all the discussion prompts.

• Set up using long arrows whenever possible so that students have plenty of time to silently reflect as they move to the next circle.

• Enable students to see this as a process model, where the movement between the values is just as important as the values themselves.

• Enable students to understand there is no hierarchy between the values, since each group started at a different point in the model.

 

 

 

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Sources Beth Neihaus, Graduate Assistant for the Maryland Leadership Minor Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college students who want to make a difference. San Francisco, CA: Jossey-Bass Keywords Seven Cs, knowing, overview

 

Sailing
the
Seven
Cs
 Brief Description Students see the Seven Cs play out in their fictitious shipbuilding companies and engage in discussion after each round of play to immediately identify and react to their awareness. Purpose

• To identify the Seven Cs in a simulated situation Kolb Cycle Abstract Conceptualization, Reflective Observation Number of Participants 16+ broken into groups of eight Time Requirements 60 minutes Space Requirements Large room, preferable empty or with a large table and chairs for each group Materials One set of building toys for each group (such as Legos® or TinkerToys®), instructions for each group, measuring tape and stopwatch Outline

1. Assign students to groups of approximately eight. Select one individual to act as the observer in the group. Distribute building materials to groups. Explain that each group is a shipbuilding company and must make a ship worthy to sail the Seven Cs using the provided materials only. (3 minutes)

2. Each group should select a name and use the materials to build a ship of their own design. The observer should take notes on the group process, noting evidence of the Seven Cs. (10 minutes)

3. The instructor should comment on each of the ships, and then facilitate a discussion using questions 1, 2 and 3 below. (5 minutes)

 

 

37

4. Ask each group to send one participant up for further instructions. Disassemble current ships. Distribute instructions (see appendix 2.2) to the one individual, but also tell them to unfold the paper after this round of play for personal instructions. (2 minutes)

5. Repeat shipbuilding, following instructions with pricing and size requirements. Then repeat a facilitated discussion using questions 3, 4 and 5 below. (15 minutes)

6. Remind individuals to open up their instructions for the final step. Disassemble current ships.

7. Repeat shipbuilding. Then repeat a facilitated discussion using questions 3, 4, 5 and 6 below. (15 minutes)

8. Disassemble ships and collect all materials. (2 minutes) Processing Questions

• What is each group’s name and ship design? • What was the first step each group took to reach their goal? • What values did you see during this process? • How, if it all, was this process different than your last attempt? • What roles did different individuals play in this process? The individuals with

instructions had special roles this time. • What did you notice was different about their role during this last round?

Extension

• Ask the student who is observing to contribute their thoughts as a bystander to the process. Switch observant role in each group if necessary for equal participation.

• It may be necessary to suggest a C and have students give examples of how that played out in their group to facilitate dialogue.

Source Adapted from Leadership Lehigh program, Lehigh University Keywords Seven Cs, doing, overview

 

Seeing
the
Model
as
Leadership
Consultants
 Brief Description Students act as consultants to student organizations on campus, while also tracking a campus- wide issue, to identify elements of the model in reality, quite close to their own experience. Purpose

• To identify the Seven Cs on campus in various situations. • To follow a current event on campus to illustrate the Social Change Model in a broader

context.

 

 

38

Kolb Cycle Active Experimentation Number of Participants Any size is appropriate Time Requirements Ongoing, long-term Space Requirements Classroom Materials None Outline

1. Working in pairs, students should select an on-campus organization to act as a leadership consultant for the length of the project. Students should pair off based on common interests and involvement on campus. Determine appropriate organizations to “audit.”

2. Student pairs should contact organizations to request to do a “leadership audit” to understand the current issues facing the organization and their methods for achieving goals. During meetings continually follow up with student pairs about what they see during observations. Encourage examples of each of the Cs and the interactions between Cs.

3. Student pairs should continually observe the organizations throughout the length of the project, identifying different values and how they interact as the group moves toward their goals. As necessary, the student pairs should offer suggestions as a consultant to the organization. The instructor should continue to follow each pair.

4. As a final project, students should write a report analyzing how the organization follows or strays from the Social Change Model of Leadership Development, identifying specific circumstances to demonstrate. Offer and share with the group recommendations for future work that might better align with the model.

5. As a class, track an ongoing campus-wide issue in the student newspaper and other media. Identify elements of the model and how they are working for or against the desired change. Bring resources (the student paper, news from the faculty and staff perspectives, upcoming events, etc.) to the attention of students. Facilitate dialogue around seeing the model in action, or not, on campus.

Processing Questions

• What part of the model has seemed most relevant to your organization lately? • Have you and your partner observed things differently? How so? • What does the organization need to do differently to enact the desired change? • What is your role as a consultant, and how can you interact with the organization? • How is the process of the campus-wide example the same or different from your

organization’s process?

 

 

39

Extension

• It will be easiest for students to audit an organization in which they are already involved. If more than one pair of students is in the same organization, encourage them to audit different issues facing the same organization and compare notes throughout the audit.

• If time allows, devote one meeting to each of the Cs – but allow the pairs to select the order which makes the most sense for them each week. Be sure to have students connect the current C to the previous one each week to see the interplay.

• If no progress is being made, use that as a real-life opportunity for students to diagnose the issue and make suggestions to the organization to help them progress toward their goal. As conflicts arise, encourage them to use the model in their own interactions with the organization.

• Students may struggle with this new consultant role to the organization – encourage use of the model in their own interactions as consultant.

• Students may be inspired to support the desired social change by becoming an active participant – this is fine, but ask them to consider the individual values before changing their consultant role to being part of the group.

Keywords Social Change Model, observation, campus issues, current events

 

Media
for
Change
 Brief Description Through listening to movement music, students will identify elements of the model. Purpose

• To identify the Cs in media, recognizing media as a change agent Kolb Cycle Reflective Observation Number of Participants Any size is appropriate Time Requirements 30 minutes Space requirements Classroom Materials Music player, speakers, and desired song

 

 

40

Outline 1. Explain that you will be listening to a song, and thinking about music and other media as

agents of social change. If relevant provide some historical background surrounding the song and/or artist selected.

2. Listen to the song through once. Listen a second time, asking the students to now take notes about what they see as key messages in the music.

3. The instructor should facilitate a discussion using the questions below. Processing Questions

• What is the message for social change conveyed by this song? • Where do you see some elements of the Social Change Model in the lyrics? • Do you know of any other songs that hold greater social meaning such as this? • What do you think of using music and other media as social change agents? • How do you see music and other media fitting into the values and processes of the Social

Change Model? • How could you use music and other media for a cause you care about?

Extension

• Providing historical context may be necessary during the discussion to help students understand what happened before and after the song.

• Elements of the model may not be apparent in the song lyrics necessarily, but in the message conveyed by the music you will often find messages of commitment to a cause, collaboration, common purpose, controversy with civility…

• To follow up, have students write lyrics of their own, or change the lyrics to a favorite song, to hold social meaning for a cause for which they advocate.

Possible music:

• Imagine – John Lennon • Waiting for the World to Change – John Mayer • Revolution – The Beatles • Hands – Jewel

Keywords Social Change Model, observation, music, lyrics, meaning

 

Social
Change
in
Public
Speaking
 Brief Description Through listening/watching/reading a public address, students will consider and discuss elements of the model. Purpose

• Using a video, CD or transcript of a public address, to consider how the Cs are integrated and, if possible, the results produced.

 

 

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Kolb Cycle Reflective Observation Number of Participants Any size is appropriate Time Requirements 25 minutes + length of the speech Space requirements Classroom Materials Media equipment and desired clip OR copies of the desired speech Outline

1. Explain that you will be [reading/listening to/viewing] a speech, approximately (XX) minutes long, and thinking about how public figures and public speeches inspire social change. If relevant, provide some historical background surrounding the speech and/or public figure. (3 minutes)

2. Allow time to read/play recording/play video. If necessary, pause at key points to allow time for reflection/notes about key themes, works, or points of interest in the speech related to the Social Change Model of Leadership Development (TBD minutes).

3. Facilitate discussion using the questions below. (20 minutes) Processing Questions

• What is the message for social change conveyed by this speech? • Where do you see some elements of the Social Change Model in the speech? • How effective, in your opinion, is a speech delivered in this manner at affecting the

desired social change? • How do you see the political process, as you know it, fitting into the values and processes

of the Social Change Model? • How might the political process in other cultures fit into the values and processes of the

Social Change Model? • How could you adapt a method like this to be effective on this campus for a cause you

care about? Extension

• Providing historical context may be necessary during the discussion to help students understand what happened before and after the speech.

• If the clip is current, ask students to hypothesize the social change that might result from this speech. Have them follow the results as they develop.

• To follow up, have students outline points they would make in a public announcement about a cause for which they advocate. For a project, have the students produce and film these public announcements. Watch them at a meeting and critique each other based on

 

 

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what they considered effective methods of using the social change model in the public announcement.

Keywords Observation, speech, political, government, public speaking

RESOURCES

 

Books
and
Articles
 Astin, H. S. (1996). Leadership for social change. About Campus, 1. This brief article by one of the conveners of “the ensemble” describes ways to implement the model and emphasizes the importance of self-awareness, and the exploration of personal, group and societal values in leadership training. Higher Education Research Institute (1996). A social change model of leadership development

(Version III). Los Angeles: University of California Los Angeles, Higher Education Research Institute.

This monograph, available through the National Clearinghouse for Leadership Programs, was the initial publication created on the social change model and was addressed to a student affairs/higher education administrator audience. Each C is described in detail and other resoures such as case studies are provided.

Websites
with
Various
Group
Activities

 TED Talks: Jeff Skoll, Making Movies that Make Change http://www.ted.com/index.php/talks/jeff_skoll_makes_movies_that_make_change.html

TED (Technology, Entertainment, Design) video clip. Lecture (~15 minutes) by Jeff Skoll, first President of Ebay, founder of The Skoll Foundation and Participant Media, on the future of humanity, developing socially responsible individuals, and media’s impact. Participant Media http://www.participantmedia.cm/

Entertainment that inspires and compels social change. This website offers links and strategies for acting on the inspiration found in movies they produce. The Skoll Foundation http://www.skollfoundation.org/ The Skoll Foundation exists to advance systemic change to benefit communities around the world by investing in, connecting and celebrating social entrepreneurs.

 

 

43

 

The
Socially
Responsible
Leadership
Scale
 This scale measures the Social Change Model 8 Cs and provides individuals with a printout using normative data from the Multi-Institutional Study of Leadership for comparison. Instructors may purchase a site license for classroom or other use. A composite report is available for instructors. See http://www.srlsonline.org/

 

ESSAY PROMPTS

1. In a given scenario, identify each of the seven Cs. Provide at least two examples of how one

C interacted with another to affect the process and eventual outcome. • If possible, use a current campus example or national news story for the scenario. • Otherwise, suggested scenarios could be: Rock the Vote’s impact on the historic 2008

Presidential Election, the Pennies for Peace project, a classic movie such as Norma Rae or Footloose, the story of Bill Gates leading to the Gates Foundation…and so on.

• Strong responses will show advanced understanding of how the Cs interacted, clearly demonstrating how the interplay is vital to the eventual outcome. Emphasis on the process of leadership and how the seven Cs contributed to the process should be evident.

2. In a given scenario, identify what C is missing. Describe how both the process and the

outcome would have changed if that C had been a part of the process.

• As above, use a current campus example, national news story, or an alternate scenario. Examples for this prompt should be “unfinished” stories, in which students have to project the eventual outcome if the C is added. Otherwise, stories should stop at a certain point in their history before one of the Cs is evident to facilitate the desired response.

• Strong responses will relate the missing C to each of the other Cs, demonstrating that the model is about the whole picture and not just one element. There should be a clear difference when hypothesizing the outcome with and without the missing C.

3. Give an example from your own life of a time when you were working toward social change, on a local scale or even bigger. Identify each of the Seven Cs in your example and detail the roles and contributions of a few individuals toward the desired outcome.

Strong responses will incorporate the perspectives of the author and others involved. While positional leaders will be evident, the strongest responses will identify non-positional roles as leaders and recognize the contributions of all toward the goal.

 

 

 

 

44

REFERENCES

Berman, S., & La Farge, P.. (1993). Promising practices in teaching social responsibility.

Albany, NY: State University of New York Press. Bonous-Hammarth, M. (2001). Developing social change agents: Leadership development for

the 1990’s and behond. In S. F. C.L. Outcault, Developing non-heirarchical leadership on campus: Case studies and best practices in higher education (pp. 34-39). Westport, CT: Greenwood.

Chrislip, D. D., & Larson, C. E. (1994). Collaborative leadership: How citizens and civic leaders

can make a difference. . San Francisco, CA: Jossey-Bass. Figueroa, M. K. (2002). Communication for social change: An integrated Model for measuring

the process and its outcomes. New York, NY: The Rockefeller Foundation and Johns Hopkins University Center for Communication Programs.

Preskill, S., & Brookfield, S. D. (2008). Learning as a way of leading: Lessons from the struggle

for social justice. San Francisco, CA: Jossey-Bass. Roberts, D. C. (2007). Deeper learning in leadership: Helping college students find the potential

within. San Francisco, CA: Jossey-Bass. Spears, L.C. (1997). Insights on leadership: Service, stewardship, spirit and servant-leadership.

San Francisco, CA: Jossey Bass.

AUTHOR BIO

Amye M. Lee will graduate in Spring 2010 with a Master’s degree in College Student Personnel (CSP) from the University of Maryland, College Park. In 2008 she completed a BS in Business & Economics at Lehigh University, where she was also selected to be part of the second cohort to complete the Leadership Lehigh program, a four-year leadership development program based in part on the Social Change Model. Amye was invited to coordinate the third cohort of Leadership Lehigh and spent three years in that role. During those years she was able to attend the National LeaderShape Institute and the National Conference of College Women Student Leaders. Amye’s strong interest in leadership has led to the focus of her professional concentration and thesis research in student leadership development. While pursuing her degree she is serving as the graduate coordinator for Academic Success Programs in the Department of Resident Life at the University of Maryland. Amye is also a Summer 2009 apprentice in the Center for Student Programs at Georgetown University, where she is developing a leadership series for the Georgetown Office of Leadership & Development.

 

 

45

Please cite as

Lee, A. M. (2010). An overview of the social change model of Leadership Development. In W. Wagner, D. T. Ostick, & S. R. Komives, and Associates (Eds.). Leadership for a better world: Instructor manual. (pp. 32-50). A publication of the National Clearinghouse for Leadership Programs. San Francisco, CA: Jossey-Bass.

 

 

 

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APPENDICES

 

Appendix
2.1:

Attachments
for
Exploring
the
Model
Activity
 Print each explanation of C as a full page and tape to the ground at that circle. Provide the related discussion questions at the same circle. Following are the descriptions of each connection between C’s to provide as students walk along an arrow from one C to another.

Collaboration Collaboration is a central value in the model that views leadership as a group process. It increases group effectiveness because it capitalizes on the multiple talents and perspectives of each group member, using the power of that diversity to generate creative solutions and actions. Collaboration underscores the model’s relational focus. Collaboration is about human relationships, about achieving common goals by sharing responsibility, authority, and accountability. It is leadership for service. Discussion Questions:

• Why is collaboration important? • What might be the negative impacts of a group not operating collaboratively? • What does collaboration look like in a group?

 

Common Purpose A common purpose develops when people work with others within a shared set of aims and values. Shared aims facilitate group members’ engagement in collective analysis of the issues and the task to be undertaken. Common purpose is best achieved when all members of the group build and share in the vision and participate actively in articulating the purpose and goals of the group work. Discussion Questions:

• Why is common purpose important? • What might happen to a group whose members do not share a common purpose? (be

more specific than the group may dissolve!) • How can you facilitate common purpose in a group?

 

 

 

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Controversy with Civility

Controversy with civility recognizes two fundamental realities of any group effort: first, that differences in viewpoint are inevitable and valuable, and, second, that such differences must be aired openly and with respect and courtesy. Disagreements are inherent in almost any social interaction or group process. They bring valuable perspectives and information to the collaborative group, but eventually, they must be resolved. Such resolution is accomplished through open and honest dialogue backed by the group’s commitment to understand the sources of the disagreement and to work cooperatively toward common solutions. Discussion Questions:

• What does controversy without civility look like? • What does controversy with civility look like? • What may happen to a group whose members do not handle controversy with civility? • Why is controversy important? Why wouldn’t you just try to avoid it completely?

 

Consciousness of Self Consciousness of self means knowledge of yourself, or simply self-awareness. It is awareness of the values, emotions, attitudes, and beliefs that motivate one to take action. A person with a highly developed capacity for consciousness of self not only has a reasonably accurate self-concept but also is a good observer of his or her own behavior and state of mind at any given time. Consciousness of self is a fundamental value in the Social Change Model of Leadership because it constitutes the necessary condition for realizing all the other values in the model. Discussion Questions:

• Why is it important to pay attention to your consciousness of self? • How can one improve his or her consciousness of self? • Do you know yourself? Do you know yourself well?

 

Congruence Congruence is thinking, feeling, and behaving with consistency, genuineness, authenticity and honesty toward others. Congruent persons are those whose actions are consistent with their most deeply held beliefs and convictions. Being clear about one’s values, beliefs, strengths, and limitations, who one is as an individual, is essential. Discussion Questions: • Why is congruence important? • Have you ever behaved in a group or a team with inconsistency? Why? What is the risk of

behaving with inconsistency, with the lack of genuineness or authenticity? • One can experience a strong pressure on expressing her or his values and beliefs while

working in a group or a team. What can one do to resist such pressure?

 

 

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Commitment

Commitment implies intensity and duration in relation to a person, idea, or activity. It requires a significant involvement and investment of self in the object of commitment and in the intended outcomes. It is the energy that drives the collective effort. Commitment is essential to accomplishing change- It is the heart, the profound passion that drives one to action. Commitment originates from within. No one can force a person to commit to something, but organizations and colleagues can create and support an environment that resonates with each individual’s heart and passions. Discussion Questions: • Why is commitment important? • Think about the commitment of the people in an organization you are involved with, or about

the commitment in a relationship you are involved in. Starting today, what can you do to improve this commitment?

• What can teachers and students in a class like ours do to improve their mutual commitment to the success of the class?

Citizenship

Citizenship names the process whereby the self is responsibly connected to the environment and the community. It acknowledges the interdependence of all involved in the leadership effort. Citizenship thus recognizes that effective democracy requires individual responsibility as well as individual rights. Citizenship, in the context of the Social Change Model, means more than membership; it implies active engagement of the individual and the leadership group in an effort to serve the community. It implies social or civic responsibility. It is, in short, the value of caring about others. Discussion Questions: • Can you explain the concept of citizenship using real-life examples? • What are the communities you feel part of? How can you be active citizens of these

communities? • Why is citizenship important? Arrow a. Consciousness of self is a critical ingredient in forging a common purpose for the group as its members ask, What are our shared values and purposes? Similarly, the division of labor so basic to true collaboration requires an understanding of each group member’s special talents and limitations. Likewise, the civil controversy that often leads to innovative solutions requires both congruence (a willingness to share one’s views with others) and commitment (a willingness to stick to one’s beliefs in the face of controversy). Arrow b. Feedback from any leadership development group is most likely to enhance the individual qualities of consciousness of self, commitment, and congruence when the group operates collaboratively with common purpose and accepts controversy with civility.

 

 

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Arrow c. Responsible citizenship and positive change are most likely to occur when the leadership group functions collaboratively with a common purpose and encourages civility in the expression of controversy. Arrow d. Conversely, the group will find it very difficult to be an effective change agent or to fulfill its citizenship or community responsibilities if its members function competitively, if they cannot identify a common purpose, or if they pursue controversy with incivility. Arrow e. The community is most likely to respond positively to an individual’s efforts to serve if these efforts are rooted in self-understanding, integrity, and genuine commitment. Responsible citizenship, in other words, is based on self-knowledge, congruence, and commitment. Arrow f. An individual learns through service, and his or her consciousness of self is enhanced through the realization of what he or she is (and is not) capable of doing. Commitment is also enhanced when the individual comes to realize that positive change is most likely to occur when individual actions are rooted in a person’s most deeply held values and beliefs.

 

 

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Appendix
2.2:

Attachments
for
Sailing
the
Seven
C’s
Activity
 Print the following instructions on half-sheets of paper. On opposite side of each page print the additional instructions. Fold and close so the additional instructions are inside when distributed.

Round Two:

Your shipbuilding company, ___________________, has to stay competitive in a global market.

Please follow the pricing index below to build your next ship as inexpensively as possible.

While cost is important, you must also build the tallest ship possible to stay competitive.

Sample Pricing Index:

Small connector: 5 whiz

Large connector: 10 whiz

Brown v Board of Education

/in /by

HIS 200 Project 2 Guidelines and Rubric

Overview History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has

done and thus what man is. —R. G. Collingwood

Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However, studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.

For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History class, if that event is something you wish to investigate further through this assessment.

In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.

Project 2 addresses the following course outcomes:

 Illustrate the impact of historical thinking on personal and professional experiences  Select appropriate and relevant primary and secondary sources in investigating foundational historic events  Communicate effectively to specific audiences in examining fundamental aspects of human history  Utilize historical evidence in drawing conclusions about the impact of historic events on American society  Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives

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Prompt Your historical analysis essay should answer the following prompt: Analyze the historical event you selected, using your writing plan as the basis for your analysis. The following critical elements will be assessed in a 4- to 6-page word processing document.

I. Introduction: In this section of your essay, you will introduce your readers to the historical event you selected. Specifically, you should: A. Provide a brief overview of your historical event. For instance, what background information or context does the reader of your essay need? B. Based on your research question, develop a thesis statement that states your claim about the historical event you selected. Your thesis

statement should be clear, specific, and arguable, as it will give direction to the rest of your essay.

II. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your sources. Specifically, you should:

A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event?

B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the perspectives of the key participants differ?

C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society?

D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with specific examples from your sources.

III. Conclusion: In this section of your essay, you will discuss the impact of historical thinking. Specifically, you should: A. Explain why this historical event is important to you personally. In other words, why did you select this event to research? B. Illustrate how your research of the historical event impacted the way you thought about the event. In other words, how did thinking like a

historian change the lens through which you viewed the event? Support your response with specific examples. C. Explain how a historian would pursue further study of your thesis statement. In other words, if a historian were to continue researching your

thesis statement, what would be the future directions or next steps?

IV. Provide a reference list that includes all of the primary and secondary sources you used to investigate your historical event and support your thesis statement. Ensure that your list is formatted according to current APA guidelines (or another format, with instructor permission).

V. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential current knowledge of historical events, or lack thereof, and what is specifically important to the audience.

2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Project 2 Rubric Guidelines for Submission: Your historical analysis essay should adhere to the following formatting requirements: 4–6 pages, double-spaced, using 12-point Times New Roman font and one-inch margins. You should use current APA-style guidelines (or another format approved by your instructor) for your citations and reference list.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Introduction: Overview

Meets “Proficient” criteria, and response expertly balances necessary detail with brevity (100%)

Provides brief overview of historical event (85%)

Provides brief overview of historical event, but with gaps in detail or clarity (55%)

Does not provide brief overview of historical event (0%)

8.6

Introduction: Thesis Statement

Meets “Proficient” criteria, and response demonstrates keen insight into historical event (100%)

Develops clear, specific, and arguable thesis statement that states claim about historical event based on research question (85%)

Develops thesis statement that states claim about historical event, but thesis statement is not based on research question or lacks clarity or specificity or is not arguable (55%)

Does not develop thesis statement that states claim about historical event (0%)

8.6

Body: Causes Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%)

Describes the causes of historical event, citing source(s) (85%)

Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citation (55%)

Does not describe the causes of historical event (0%)

8.6

Body: Course Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%)

Illustrates course of historical event, citing source(s) (85%)

Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citation (55%)

Does not illustrate course of historical event (0%)

8.6

Body: Consequences Meets “Proficient” criteria, and response demonstrates insight into relationship between historical event and American society (100%)

Describes immediate and long- term consequences of historical event for American society, citing source(s) (85%)

Describes immediate and long- term consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citation (55%)

Does not describe immediate and long-term consequences of historical event for American society (0%)

8.6

Body: Evidence Meets “Proficient” criteria, and response demonstrates strong understanding of how to use historical evidence in drawing conclusions about the impact of historic events on American society (100%)

Discusses historical evidence that supports conclusions about impact of event on American society, citing source(s) and providing specific examples (85%)

Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citation (55%)

Does not discuss historical evidence that supports conclusions about impact of event on American society (0%)

8.6

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Conclusion: Personally

Meets “Proficient” criteria, and explanation demonstrates keen insight into impact of history on personal experiences (100%)

Explains why historical event is important personally (85%)

Explains why historical event is important personally, but with gaps in clarity or detail (55%)

Does not explain why historical event is important personally (0%)

8.6

Conclusion: Research Meets “Proficient” criteria, and response demonstrates insight into relationship between event and historical thinking (100%)

Illustrates how research of historical event impacted thinking about event, supporting response with specific examples (85%)

Illustrates how research of historical event impacted thinking about event, but response has gaps in clarity, detail, or support (55%)

Does not illustrate how research of historical event impacted thinking about event (0%)

8.6

Conclusion: Historian Meets “Proficient” criteria, and response demonstrates understanding of historical thinking (100%)

Explains how a historian would pursue further study of thesis statement (85%)

Explains how a historian would pursue further study of thesis statement but with gaps in clarity, detail, or logic (55%)

Does not explain how a historian would pursue further study of thesis statement (0%)

8.6

Reference List Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, formatting list according to current APA guidelines (100%)

Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, but list has gaps in adherence to current APA formatting guidelines (55%)

Does not provide reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement (0%)

8.6

Message Meets “Proficient” criteria, and presentation demonstrates understanding of effectively communicating with specific audiences (100%)

Communicates message effectively in a way that is tailored to specific audience (85%)

Communicates message to audience, but communication is not effective or is not tailored to specific audience (55%)

Does not communicate message to audience (0%)

8.6

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%)

Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%)

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%)

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%)

5.4

Total 100%

4

 

  • HIS 200 Project 2 Guidelines and Rubric
    • Overview
    • Prompt
    • Project 2 Rubric

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