COMMUNITY UPLI

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N E X T GE N E R A T I O

N SC H O L A R S S

U M M E R

A C A D E M Y

W E D N E S D A Y J ULY 2

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TEACHER INTRODUCTION

COMMUNITY AGREEMENTS • Being PREPARED is being RESPECTFUL• Respect to other people’s beliefs and opinions • One Mic• Rules of Discussion – No D-Bags • Listen and Understand • Be Open-Minded • Add on to someone – Help them out • Step-Up Step Back• Snaps

AGENDA – DAY ONE• Introduction to Community Uplift

• Review of Syllabus • Unit One: What Makes a Social Movement• Unit Two: Movement Within History• Unit Three: Analyze to Build a Movement

• Introductions to Each Other • What brought you to NGS?

• What are Social Movements? • Collective Definition • Why are they important?

• Close Out• Homework, Next Class, and Check-Out

INTRODUCTION TO COMMUNITY UPLIFT • What are we uplifting?

• Why do we need to transform communities?

• What tools do we need in order to make change?

INTRODUCTION TO COMMUNITY UPLIFT• Social Movements beginning in the 1960s – Beyond Martin

Luther King Jr. • Analyze intentions behind leaders and organizations• Identify motives behind movements and what policies are

revealed• Purpose of Social Movements

• Why do movements happen? • Who drives them forward? • Are they successful?

• Build Skills to Build Movements• Analyze your own communities • Identify policies and political decisions that affect you• Work collectively for social change

REVIEW OF SYLLABUS Unit One: What Makes a Social Movement? • Analysis of the Civil Rights Movement• Understanding Activist Rhetoric

Unit Two: Movement Within History • Identifying social issues through history• What about our history?

Unit Three: Build a Movement• Analysis of immigration and education policy • Final Exam

WHO ARE WE? What brought you to Next Generation Scholars?

How do we define “Social Movement?”

Is Next Generation Scholars part of a “movement?”

CLOSE OUTHomework for Monday, July 7th

“We Took the Streets: Fighting for Latino Rights with the Young Lords”

• Written by a Cuban-Puerto Rican activist in New York who participated in the Young Lords in New York in the late 60s.

Questions to Answer: 1. What triggered Mickey’s involvement? Why? 2. Define, in your own words, what an “activist engine” is. 3. Make a list of historical events that he illustrates in the

chapter.