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Youth

Activist’s
Toolkit

BY JULIA RETICKER-FLYNN

ADVOCATES FOR YOUTH 2013


By Julia Reticker-Flynn
© Advocates for Youth, 2013
2000 M St NW, Suite 750
Washington, DC 20036

www.advocatesforyouth.org
www.amplifyyourvoice.org

Rights. Respect. Responsibility.

Advocates for Youth is dedicated to creating programs and advocating for policies that help young people
make informed and responsible decisions about their sexual and reproductive health. Advocates provides
information, training, and strategic assistance to youth-serving organizations, youth activists, policy mak-
ers, and the media in the United States and developing nations.
Table of Contents

I. WHAT IS ORGANIZING? 2

II. IDENTIFYING THE CHANGE YOU WANT 3

III. CREATING A STRATEGY 7

IV. POWER ANALYSIS 9

V. BUILDING POWER 13

VI. USING POWER 18

VII. WINNING 28

VIII. RESOURCES 30
4 YOUTH ACTIVIST’S TOOLKIT
1

Dear Activist -

“Never doubt that a small group of President agreed to a just employment


thoughtful, committed citizens can policy that increased workers’ wages
change the world. Indeed, it is the from $6.50 to over $13.00/hour with
only thing that ever has.” benefits.
- Margaret Mead
The experience of winning this cam-
During my first year of college, I became paign was transformative. For the first
involved in a campaign to advocate for time, I saw how my actions and the
living wages for workers on campus. actions of my peers could influence and
I spent hours every week in meetings shape the decisions of those in power. I
and retreats with a small group of stu- saw how we built community, how we
dents learning organizing tactics and transformed a room of ten into 300, and
discussing strategies that might move how we ultimately put enough pres-
campus administrators to agree to pay sure on campus administrators to win
campus workers living wages. In the a living wage. Through this experience,
spring of 2005, after years of meeting I realized that creating change requires
with campus administration and get- more than informing and educating
ting nowhere, we organized a hunger those in power. It also takes a strategy
strike. Over 20 students refused to eat to build power within ones own com-
until the campus administration agreed munity. In other words, I learned what it
to pay living wages to campus workers. means to be a community organizer and
Over the next week, we called on every- activist.
one we knew: students, workers, labor This toolkit aims to equip you with the
leaders, professors, our congresswom- tools and strategies to be a community
an, religious leaders, alumni, press, and organizer and to win real change in the
we turned people out. What started as lives of your community members, your
10 students in a small classroom trans- state, and even your country. As a dedi-
formed into a rally of over 300 people cated young person, you can change the
marching to the University President’s world and this guide will provide you
office demanding a living wage for cam- with some of the skills to do it.
pus workers. And we won! The University

Julia Reticker-Flynn
Associate Director,
Youth Organizing & Mobilization
2 YOUTH ACTIVIST’S TOOLKIT

What is Organizing?

Organizing is the process of building power then they would act. Unfortunately, in most
as a group and using this power to create cases, even if we are right, and those in
positive change in our lives. Throughout power know about the issue, they still don’t
history, organizers have played a key role act. This is because they are being pres-
in addressing injustice in our country. From sured by others not to act, such as donors
the Civil Rights movement, to the feminist, who want school funds to be allocated to
LGBT and immigrant rights movements, sports programs instead of a student health
organizers have come together, created center. Most campaigns will require you to
strategies and built collective power to win be more than right. You will find that you
lasting change. must build power in order to put pressure
on those who can make decisions. Organiz-
Organizing has everything to do with power ing is about figuring out what resources
and shifting relationships of power. Power you really need in order to win change. This
is the ability to control our circumstances could mean you need the votes of members
and make things happen outside of our- of your student council; chatter on social
selves. Everyone has power inside them- media; the allegiance of a person with
selves—power to make decisions, to act, power; or it could mean building crowd sup-
to think, to create. However, not everyone port to disrupt business as usual with direct
has equal power to make things happen action (such as a protest). You must identify
outside of our own lives due to inequality of what you need and then figure out how you
resources and authority. Nevertheless, we can make it happen.
can build our own power and the power of
our community through organizing. Collec- This guide will serve as a tool you can use
tive power is the power that a group has by to think through how to make change in
working together with a shared interest in your community. It will walk you through
achieving a goal. the steps of developing a campaign strategy
that includes setting goals and establishing
Sometimes we think that if our cause is demands, analyzing key players, building
right, we will be able to win easily without power, and using power to achieve your
building power. We might think that if deci- goals.
sion makers just understood the problem
II. IDENTIFYING THE CHANGE YOU WANT 3

II. Identifying the


Change You Want
One of the first steps of identifying the
change you want is to develop a shared
" High rates of STIs and HIV
vision. A vision is a clear idea of the world " Legal and economic barriers to safe
abortion care
you want to create. It is based on a set of
core values that define a group and what
they are fighting for.
" Lack of access to condoms and contra-
ception
For example, Advocates for Youth envisions
a society that views sexuality as normal " High rates of sexual assault
and healthy and treats young people with
respect. " Barriers to getting the information and
resources needed to make informed
The core values of Rights. Respect. Respon- decisions about sexual and reproductive
sibility.® (3Rs) animate this vision: health

RIGHTS: Youth have the inalienable right " And this list goes on.
to accurate and complete sexual health
While we must be ambitious and dream
information, confidential reproductive and
sexual health services, and a secure stake big to realize our vision for young people’s
in the future. sexual health and rights in our communi-
ties, we also must recognize that we cannot
RESPECT: Youth deserve respect. Valuing address all of the problems we see at one
young people means involving them in the time. So the first step we must take is to
design, implementation and evaluation think through what we want to tackle first.
of programs and policies that affect their
health and well-being.

RESPONSIBILITY: Society has the respon- Here are four key questions to consider
sibility to provide young people with the when determining what problems to ad-
tools they need to safeguard their sexual dress. The first two will help you identify
health, and young people have the respon- if the problem is deeply and widely felt.
sibility to protect themselves from unwant- Questions three and four will help you think
ed pregnancy, and sexually transmitted through the solution to the problem:
infections (STIs) including HIV.

To develop your own shared values, you can 1. What problems are you most angry
use Advocates’ vision as a launching point about?
and determine if there are ways you want to
It is important that you seek to
adapt it or recreate it to meet the values of address a problem that impacts
your community or group. people’s lives in a direct and signifi-
cant way. The more deeply we feel an
At times, Advocates’ vision and the sexual injustice (often through anger), the
health and rights of young people are more likely people will be willing to
take action to address the problem.
threatened. For examples, in instances of:

" Violence and discrimination based on


race, sexual orientation and/or gender
2. Do other people share your anger and
frustration?
identity The more people that are directly
affected by the problem or that
4 YOUTH ACTIVIST’S TOOLKIT

share your concern, the more people understanding of the problems you see in
you will be able to motivate to take your community will help you determine a
action.
solution that does not simply address the
3. Can you think of a concrete solution for symptoms, but rather the underlying power
this problem? Is this solution feasible? structures that support the problems.

If you cannot name a concrete solu- Complete the chart by filling out the differ-
tion, you will be unable to organize ent levels of the problem:
towards a change that will address
the problem. It is also important that 1. Leaves: What problems do you see facing
your solution is possible. The more
able you are to convince people that the community? Leaves are the visible
your solution is feasible, the more and tangible parts of the problem. In
likely people will commit their time other words, they are the symptoms.
and energy to working toward mak-
ing change. (For example, sometimes For example, high STI rates, high rates of
students say that they are really unintended pregnancies, violence against
angry about patriarchy, but a clear LGBTQ people, high rates of sexual assault
winnable solution to patriarchy is
hard to name. Instead, if we identify in the community, etc.
sexual violence is a problem on cam-
pus, then we can identify solutions 2. Trunk: What structures, practices and pol-
such as demanding improvements to icies create an environment that supports
the sexual assault policy on campus, the problems – what’s “holding them
or requiring training for all incom-
ing students on sexual assault and up”? When answering this question, think
consent.) about some reasons these problems exist.
Is there a policy banning condom access
4. Will this solution make a lasting change in your school? Does your school teach
in people’s lives? Does it alter the system abstinence-only programming rather than
that is creating the problem? comprehensive sex education? Is there
It is important to consider if the a lack of training for students, profes-
change you are aiming toward will sors, and campus police on gender-based
make a lasting impact in people’s violence? Think about what structures are
lives or will the community go back
to how life was before you started keeping these problems in place and that
this campaign. One way to ensure if they were changed would have a long
lasting success is to address under- term impact on your community.
lying power structures (who has
power in a situation and the systems 3. Roots: What are the underlying historical,
which reinforce that individual’s or
group’s power). social or economic root causes of these
problems? Why do these structures or
Once you have answered the four ques- policies (listed under the trunk) exist?
tions above, you likely will have developed Some examples of root causes are racism,
a shorter list of problems that you want classism, homophobia, sexism, ageism,
to address. Your next step is to complete a and discomfort with or fear of sexuality.
deeper analysis of the problem which will
help you determine how to address it in Your organizing efforts should be focused
order to make a lasting change in your com- on challenging the programs, practices and
munity. policies you listed under the trunk. If you
only address the leaves, you will only create
ROOT CAUSE TREE TOOL band-aid solutions. It is difficult to address
the roots because they are based in a long
The problem tree is a great tool to use with
history of deep rooted injustices. Cutting
your group to better understand the con-
off the problems at the trunk is your best
cerns you see in your community and where
opportunity to defeat the problems in your
you should concentrate your organizing
community.
efforts to create lasting change. A deeper
IDENTIFYING THE CHANGE YOU WANT 5

PROBLEM TREE

LEAVES: WHAT PROBLEMS DO YOU


SEE FACING YOUR COMMUNITY?

TRUNK: WHAT STRUCTURES, PRACTICES, AND


POLICIES INSTITUTIONALIZE THE PROBLEMS?

ROOTS: WHAT ARE THE UNDERLYING HISTORICAL, SOCIAL,


OR ECONOMIC ROOT CAUSES OF THESE PROBLEMS? WHY
DO THESE STRUCTURES OR POLICIES EXIST?

See page 36 for a blank worksheet problem tree you can fill out!

IDENTIFYING YOUR DEMANDS: center provides free HIV testing, the school *This original Blueprint
for Social Justice, from
Now that you have analyzed the problem could meet your demands by providing free which the ‘Root Cause/
Problem Tree’ is mod-
and the structures, you are ready to name testing one time a year. A more specific de- eled, was developed
your solution. Your solution should aim to mand could be that the student health cen- by the Movement
Strategy Center [MSC]
cut the problem off at the trunk by address- ter should provide free HIV testing twice a for Young People For.
ing the policies, practices or structures week—once before and once during school This work is a remixed
and updated version of
that are keeping the problem in place. hours. Creating specific demands requires the Blueprint for Social
Organizers often refer to their solutions that you do some research to understand Justice Workbook &
Curriculum licensed
as demands. A demand is a specific policy how to best meet the needs of your com- in 2009 to Movement
munity, but it ensures you have the most Strategy Center, under
change or action that you seek to win from the Creative Commons
a decision maker. control of defining how the success of your “Attribution-NonCom-
campaign will be implemented. mercial-ShareAlike 2.5”
License.
One way to ensure you create strong de-
mands is to make them S.M.A.R.T. (Specific, Measurable: It is important that you
Measureable, Attainable, Realistic, and establish concrete criteria for measuring
Timely) progress to attaining each demand. Setting
measurable benchmarks will help you stay
Specific: It is important that your demands on track and be able to clearly articulate
are as specific as possible so that you are how you are moving toward achieving your
in control of defining success. For example, demands.
if you demand that your student health
6 YOUTH ACTIVIST’S TOOLKIT

Attainable: Is your demand something Timely: Your demands should be grounded


someone can actually agree to? For exam- within a timeframe. One of the best tactics
ple, demanding an end to sexual violence in of decision makers to avoid your demands
your community is an important vision but is to delay them. Instead of rejecting your
not a concrete demand. No one can be held demands, most decision makers will at-
accountable for taking action. Instead a tempt to calm you by saying they need time
more attainable and specific demand would to consider, ideally long enough that you
be to demand your principal take action stop caring and move on. Therefore, it is
by implementing and enforcing a specific extremely important that you state your
sexual assault policy, or mandating all stu- demands are met by a certain date. This
dents and staff go through sexual assault creates a sense of urgency that is crucial for
and consent training. While it is true that winning.
neither of those demands alone will end
Creating S.M.A.R.T demands forces organiz-
all sexual violence in your community, they
ers to cut the issue in a way that they can
are attainable and measurable actions for
design a tangible and winnable campaign.
which someone can be held accountable.
Sometimes this might feel like you are
Realistic: A demand must be something you minimizing the problem and not addressing
are both willing and able to work toward. the entire issue. While this is true in some
This does not mean you should think small. respects, because one campaign cannot
In fact, more people are often willing to erase the deep rooted historical injustices
work towards demands that are harder but and oppressions demonstrated in the prob-
will have a greater impact on your commu- lem tree, creating S.M.A.R.T. demands will
nity. set your campaign up for a tangible success
that can win real change in people’s lives
and move your community one step closer
to addressing the underlying injustices.
III.CREATING A STRATEGY 7

III.Creating a Strategy

As mentioned, organizing is the process then you will need a strategy, because you
of building power as a group and using will need power to influence a decision
this power to create positive change in maker.
our lives. To do this, we must have a vi-
A tool that can help you design an effective
sion, an understanding of how we can go
strategy is this strategy chart created by
about working towards creating positive
Midwest Academy. The chart asks questions
change. In other words, we need a strategy.
that you need to answer in order to plan
A strategy can be defined as the method
how to win your campaign. The chart has
of building enough power to influence a
five columns. Each column addresses one
decision maker to give you what you want.
aspect of organizing and allows you to think
Creating a strategy is essential because it
concretely about what you need to do. Thus
will help you understand how each action
far, you have identified your demands and
you take will move you toward winning
are ready to fill out the first column of the
your demands. A strategy is different from a
chart. The subsequent chapters will help
plan because it involves power and relation-
you to complete the strategy chart by defin-
ships. For example, if your group is putting
ing targets and key players, providing tips
on a social event, you don’t need a strategy.
on how to build your power, and by offering
You just need a plan to execute the event.
suggestions on using your power through
However, if you want your school to change
employing various tactics.
its non-discrimination policy to be inclusive
of sexual orientation and gender identity,
STRATEGY CHART
CURRENT POTENTIAL
DEMANDS TARGETS RESOURCES SUPPORTERS TACTICS
Demands are specific Primary target: What we have: Who cares about this Tactics are actions taken
measurable things we issue enough to join or to move your target to
want to WIN! The person who has List the resources help us? give you what you want
the power to give you that your organization (your demands).
1. List the demands of what you want. (The brings to the campaign. Who has the skills that
your campaign? decision maker) A target Include: skills of you need to win the Tactics must:
is always a person, never group members, campaign?
an institution. connections to student Demonstrate your power
2. What short-term or and community while simultaneously build
partial victories can you Understanding your organizations, funding. How will you reach out your power.
win as steps toward target: to potential supporters? Be within the comfort
reaching your overall What we need: zone of your group, but
campaign demands? What opposing pressure (for instance: table outside comfort zone of
does your target face to List the specific things on campus, hold your tactic.
not give you what you you need to do to membership meetings, Be directed toward your
How will the campaign: want? develop the campaign. host social events, primary or secondary
" group
Expand leadership of present at other club target
" Win concrete
improvements in Secondary target:
meetings, canvass
the dorms, talk to
Moves you closer to
reaching your demands.
people’s lives? " base
Build membership
professors, etc.)
" ofGivetheir
people a sense
own power?
The person(s) that have
power of your target? " Develop media plan
Example of tactics:
Petitions
Public Hearings
" power?
Alter the relations of What power do you " strategy
Develop campaign
Negotiations
have over the secondary Rallies
YOUTH ACTIVIST’S TOOLKIT

target? " messaging


Develop media/
campaign
Marches
Sit Ins
Strikes
" plan
Develop fundraising
etc.
See page 32 for a blank worksheet you
can fill in as your own strategy chart. Adapted from Midwest Academy
8
IV. POWER ANALYSIS: IDENTIFYING KEY PLAYERS AND DETERMINING YOUR STRATEGY 9

IV. Power Analysis: Identifying


key players and determining
your strategy
Now that you know what you want, it is the person/people that you want to direct
time to figure out who has the power to your organizing efforts toward in order to
give you what you want. In this section, you move them to make the change you want.
will walk through the process of identifying Painting your target as your enemy will not
key players in your campaign and mapping necessarily help you win your campaign.
everyone’s power to help you determine Winning will require that your target agree
your campaign strategy. to your demands, which is more likely if
they can also look like they won in the
KEY PLAYERS end. In other words, if you win, your target
The key players in your campaign are those doesn’t need to lose.
who hold the decision making power to Secondary Target: It is also important to
give you what you want, those who can identify if there is a secondary target. A
influence the decision maker, and those secondary target is a person who has more
who could help build your power to influ- power over the primary decision maker
ence the decision maker. These include your than you and you have greater influence
primary target, secondary target, constitu- over this person than over the primary
ency, allies, and potential allies. target. For example, there might be a teach-
Primary Target: Put simply, a target is the er at your school that is more responsive to
person or people who can give you what the needs of the students or more sympa-
you want. In other words, the target is the thetic to your cause and might have more
decision maker. Sometimes it will take a lit- power to influence the principal. If you have
tle investigative research to determine who more power to influence this person, s/he
has the power to make decisions about your
issue. It is important that the target is a per-
son (or group of people), not an institution
(like a college or university). Individuals are EXAMPLE
far easier to move than any institution. Any
Danny, a high school student from Parma, Ohio, worked
institution such as a University, will have
for almost two years to get his school to reject abstinence-
fixed policies and ways of making decisions
only education. Over the two years Danny organized in his
that will resist input from external sources community and successfully identified the key decision
such as you. Nevertheless, institutions are makers who needed to be influenced on this issue. He met
made up of people, who can be influenced with these school board members and other key community
to change their decision, thus shifting the members, as well as taking the issue to a larger audience,
policy or practice of the entire institution. speaking at a town forum about the status of sex education
For example, your target should not be your in schools. Finally the members of the school board agreed
school, but rather the president or principal to his demands. In order to keep the momentum going and
of your school. Similarly, your target should make the changes a reality, Danny and his advocacy group
not be the school board, but rather the spe- congratulated the leaders of the school board for making
cific people on the school board. the right decision. Danny recognized that the school board
members were not the enemy, but rather valuable players
It is also important to remember that your in ensuring young people received comprehensive sex
target is not your enemy. Rather he/she is
10 YOUTH ACTIVIST’S TOOLKIT

might be a good secondary target. Other Or if your target is an elected official, they
secondary targets might be a major donor, may be influenced by:
a local elected official that supports your
efforts, or a respected religious leader in
your community, etc. If you think you have a

CO ROU
better chance at moving your secondary tar-

RS
G
MM PS

NO
get to move your primary target to give you

UN

DO
what you want, you might want to focus

ITY
your efforts on this strategy.
R
VO HE LS
TE
RS OT ICIA
Understanding your primary and secondary F
OF
targets: It is important to look at the situ-
ation from the perspective of your target ELECTED
to determine potential secondary targets OFFICIAL
as well as potential supporters who have
major influence. You can do this by mapping
out some of the people and institutions that
influence your target. You will also be able
Constituency: Constituents are the people
to identify your opposition and be able to
directly impacted by the issue you are
start developing a strategy to make sure the
organizing around. These are your core
pressure you are putting on your target will
group of people. Constituents have the
outweigh that of your opposition.
most to win if change is achieved. From
For example if your target is the president within this group, it is important to identify
of your University, she will be influenced trusted leaders who can help shape and
potentially by the following players: lead the campaign, as well as the skills and
resources your group can help bring to the
campaign.

Allies: Allies are the people and organiza-


UN BOAR

tions that can help you get what you want.


LTY

Allies are generally supportive of your mis-


IVE D

sion and could be encouraged to advocate


U
RSI

publically on your behalf. Allies could be


FAC

other student groups, community orga-


Y T

nizations and leaders, bloggers, religious


DO L
NO O CA NITY leaders, politicians, or anyone who could be
RS L MU supportive of your cause. It is important to
M
CO identify potential allies that have influence
over your target that you could move to
be more supportive of your cause. It is also
UNIVERSITY helpful to have some unlikely allies, those
PROSPECTIVE
STUDENTS
(TUITION
PRESIDENT STUDENTS
who might be perceived not to support your
cause but come out vocally in support. Hav-
DOLLARS) (REPUTATION)
ing unlikely allies can often open the minds
of potential new supporters and show how
your mission would benefit the entire com-
munity, not just the core constituents. For
example, the Catholic nuns who came out
in support of birth control coverage under
health care law were unlikely allies in the
fight for access to birth control since his-
torically the religious leaders had opposed
contraceptive access.
IV. POWER ANALYSIS: IDENTIFYING KEY PLAYERS AND DETERMINING YOUR STRATEGY 11

POWER MAPPING your campaign were to advocate for free


Once you have identified the key players, HIV testing on campus, your scenario might
your next objective is to assess their level of look similar to the map below. The Univer-
support for your demands and the amount sity President has the ultimate decision
of power they have by putting them on making power, which ranks her high on the
a power map. By mapping where people y-axis, and she might stand in the middle
currently stand, you will be able to craft in terms of her agreement with offering
a strategy of moving key players to being free HIV testing, plotting her in the middle
more supportive of your demands. on the x-axis. On the other hand, the vice
president (a good secondary target) has less
How this map works: decision making power so she lands a little
lower on the y-axis, but is more in agree-
For each key player, you will rate their level
ment with your cause and thus is plotted
of support for you demands on the horizon-
further to the left on the x-axis. See below
tal axis and their level of decision making
for a possible scenario.
power on the vertical axis. For example, if

POWER MAP
DECISIVE DECISION
TARGET: UNIVERSITY
MAKING POWER PRESIDENT
OR INFLUENCE

ACTIVE PARTICIPANT VICE


LEVEL OF POWER

IN DECISION MAKING PRESIDENT

CONSERVATIVE
BOARD MEMBER

TAKEN INTO
ACCOUNT
STUDENT GOVERNMENT
PRESIDENT

CAN GET
ATTENTION

YOUR
GROUP OPPOSING STUDENT
ORGANIZATION
NOT ON RADAR

DIE HARD ACTIVE INCLINED INCLINED ACTIVE DIE HARD


ALLY SUPPORTER TOWARD AGAINST OPPONENT OPPONENT

LEVEL OF OPPOSITION
12 YOUTH ACTIVIST’S TOOLKIT

Now that you have a sense of where the toward supporting your demands. In other
key players currently stand, you want to words, on the power map you want to shift
devise a strategy to build the power of your people towards agreeing to your demands
supporters and move key decision makers (left) and build your power (top).

POWER MAP

DECISIVE DECISION
TARGET: UNIVERSITY
MAKING POWER PRESIDENT
OR INFLUENCE

ACTIVE PARTICIPANT VICE


LEVEL OF POWER

IN DECISION MAKING PRESIDENT

CONSERVATIVE
BOARD MEMBER

TAKEN INTO
ACCOUNT
STUDENT GOVERNMENT
PRESIDENT

CAN GET
ATTENTION

YOUR
GROUP OPPOSING STUDENT
ORGANIZATION
NOT ON RADAR

DIE HARD ACTIVE INCLINED INCLINED ACTIVE DIE HARD


ALLY SUPPORTER TOWARD AGAINST OPPONENT OPPONENT

LEVEL OF OPPOSITION
V. BUILDING POWER 13

V. Building Power

Now that you have done a preliminary This is a key group to keep in touch with via
power analysis to understand your power in email or phone when you need to turn out
relation to the decision makers and begun larger numbers for a campaign.
to map out your campaign strategy, it is
Your goal is to increase your base of sup-
time to determine how you can build your
porters while simultaneously moving
own power. As a reminder, power is the
supporters to be members and members to
ability to control circumstances and make
be leaders. This is the process of base build-
things happen outside of ourselves. While
ing. Another way to think about this is that
not all of us have the economic or decision
you are trying to build a base that is both
making power to make change on our own,
wide and deep: wide in the sense that you
we can build power to create the changes
reach as many people as you can and deep
we want to see in our community. In this
in the sense that you build strong leaders
section we will discuss the cornerstone of
within the group.
organizing, which is how we build our col-
lective power through engaging others in As a means of envisioning your own base,
our fight to create change. fill in the circular diagram with the names of
your leaders, members and supporters. On
This process of engaging others, often
the outside of your diagram, you will want
referred to as base building, includes: con-
to think of new individuals and groups you
ducting outreach, following up and building
could reach out to bring in new supporters
relationships with potential new members,
and widen your base. Simultaneously, you
providing new opportunities for members
will want to circle the names of some of
to engage over time, and developing mem-
your members who you identify as potential
bers as leaders themselves.
leaders.
One helpful way to think of this process is
to break down your base into three catego-
ries: Leaders, Members, and Supporters

Leaders: People in the group who are deep-


ly committed to the success of the goals of
the group. They play a key role in planning
events or campaigns, making group deci-
sions, recruiting new members, and training
new leaders.
LEADERS
Members: People who are active in the
group in a more limited way. They attend
events and occasionally attend meetings
MEMBERS
but don’t take leadership roles. They are
passionate about the issue but have less
time to commit to the organization.
SUPPORTERS
Supporters: People who occasionally attend
events or have signed up for your email list.
14 YOUTH ACTIVIST’S TOOLKIT

STRATEGIES TO WIDEN YOUR “We need for our school system to


BASE: CONDUCTING OUTREACH TO adopt a comprehensive sex educa-
POTENTIAL SUPPORTERS tion curriculum and get rid of the
abstinence only programming.”
Your pitch: Anger Hope Action
This is also a place to return to your core
When reaching out to engage new people
values and vision and highlight what you
in your campaign, you will be most success-
are fighting for, young people’s right to lead
ful if through your conversations, emails,
healthy lives and promote their well-being.
blogs, press pieces etc, you are able to guide
people through the emotions you felt when 3. Action: Once you have illustrated your
you started the campaign. solution, you want to make sure the other
person knows they can make a difference
by taking action. Your goal at the end of
1. Anger is the first emotion you want to
every interaction is for people to take ac-
evoke. You can do this best by show-
tion right then. You could ask them to sign
ing how your vision or values are being
a petition in support of your demands
threatened. For example, if we return to
or attend an upcoming event or action.
Advocates’ 3Rs vision, we can ask ques-
It is important to get an email address
tions which illustrate how that vision is
and other contact information from the
violated such as: Did you know that LGBT
person when they make a commitment so
students on our campus are more likely to
you can follow up with them.
experience violence than straight stu-
dents? Did you know that our community Once you have developed your pitch, you
has one of the highest rates of STIs and want to think through some ways you can
HIV in our state? Did you know that our reach out to new people.
school teaches abstinence-only program-
ming which withholds vital information HERE ARE A FEW GENERAL TIPS
about condoms and contraception? By ON INCREASING THE NUMBER OF
SUPPORTERS
asking questions that highlight the prob-
lem you are working to solve and shar- 1. Build relationships with people by finding
ing information about this problem, you out what they care about. What issues are
will hopefully evoke a shared frustration they passionate about? What would they
about the problem. like to see changed in your community?
Many organizers can get so caught
up in their talking points that they
2. Hope is the second emotion you want to forget to listen to find out what
evoke. You want people to believe that other people want. The more you
know about them, the more you
change is possible in order for them to get can understand how to plug them
involved. You also want to take the energy into the work you are already doing
away from the problem and focus it on or get ideas on how to expand you
a solution. You can do this by explaining work.
your demands and how they will address 2. Ask people! People won’t join your cam-
the problem. For example: paign unless you ask them to.
“We need a staffed LGBT center
where staff members will coordi- 3. Recruit new people to an activity not to a
nate anti-homophobia trainings for meeting. You want people to first engage
all incoming students and for LGBT by doing the work they believe in, not by
students to have a space where they
could feel safe on campus.” talking about it.

“We need to change our condom 4. Don’t forget to follow up. Make sure to call
policy on campus so that students or email new supporters and thank them
can get condoms for free in the for participating or taking action. Invite
dorms and at the health center.”
them to your next event.
V. BUILDING POWER 15

5. Have fun! Choose fun and creative tactics nate with your school’s radio station to
to outreach to new supporters. The more announce your event.
you are having fun, the more people will
want to join you. " Partner with other student or commu-
nity organizations: By working directly
with other student organizations, you
SPECIFIC OUTREACH TACTICS TO
INCREASE NUMBER OF SUPPORTERS will bring a wider audience to your

" Table in your community: By setting


up a table in a highly trafficked area on
events and will build your network of
supporters.
your campus or in your community (out-
side the cafeteria, student union, library,
" Host social events: Hold dinner parties,
house meetings, dance parties, sporting
local coffee shop, sporting event), you events to bring new members to your
have the opportunity to engage new group. Advertise your events on social
supporters. At your table, make sure to media and in the student newspaper.
bring information about your organiza-
tion and upcoming events, as well as a " Have conversations with other students
in the cafeteria, at the coffee shop, in
petition to collect contact information
from people who stop by. Collecting con- the library, everywhere!
EXAMPLE
tact information is essential in making
sure you can follow up with potential " Use social media to recruit and engage
supporters. Set up a Facebook page
Carly, a student
supporters. Tip: bring candy, condoms, activist with the
about your group, event pages about 1 in 3 campaign
buttons or other items you can give your actions, and get your supporters to destigmatize
away to attract people to stop at your using the same hashtag on services like abortion, has
table. Facebook, Twitter, and Instagram. For hosted over 30
" Hold regular new member meetings:
Holding new members meeting on a reg-
instance, when the Texas legislature
worked on sweeping abortion restric-
dinner parties with
different student
ular basis (once a month) invites people tions, activists used #StandwithTXwomen organizations
to organize and post updates. where students
to join your group not only at the begin-
can get together
ning of the year, but also throughout
your campaign. At the new membership " Identify other online groups that are
relevant to your goal and share your
and talk about
abortion issues in
meeting, present an overview of your a safe and friendly
message to get new supporters.
campaign and the different committees atmosphere.)
or areas where people can get involved.
Encourage all attendees to take action
" Join a campus, community, or interest
group on Facebook.
on the spot by signing up to support the - Check out a hashtag that’s relevant to
campaign. your cause and use it. Folks who fol-
low that hashtag are good prospects
" Canvassing: Create flyers about upcom-
ing actions or events and spread the
for recruiting. Think creatively – look
for hashtags about your community,
as well as about your issue.
word by knocking on doors in your com-
munity and talking with people about
your upcoming events. If no one is there,
" Email is a universal, easy and free way to
communicate with your supporters and
make sure to leave behind information further engage them in your campaign.
about the upcoming event and a way for Collecting supporters’ email addresses
people to get involved. is a must so you can notify them about

" Make public announcements: Coordi- upcoming meetings, events and actions.
nate with your teachers to announce
your organization’s events during class.
" An individual phone call is still one
of the most effective ways to engage
Visit other student organization meet- people in an action or event. Before an
ings and ask for a few minutes to let action, calling your supporters to con-
them know about your event. Coordi- firm their participation will increase the
16 YOUTH ACTIVIST’S TOOLKIT

likelihood that they show up. For those There may be other skills that you are look-
willing to provide phone numbers, send ing for from your leaders that will help your
texts – people are more likely to read group reach its core goals. As a group, you
texts than email or social media posts. will want to continue to develop this list for
your campaign.
When using any of the above tactics to
outreach to members of your community, Leadership Development:
be sure to collect the contact information
Once you have defined what skills are im-
(email and phone number) of the people
portant for your leadership team, you can
with whom you interact. This will help you
begin to identify members in your group
build your list of supporters and enable you
that could be good leaders. The current
to follow up and engage them in new events
leaders should then begin the process of
or campaigns.
leadership development with these mem-
bers. One helpful tool to conceptualize the
STRATEGIES FOR DEEPENING YOUR
BASE: LEADERSHIP DEVELOPMENT process of leadership development is the
ladder of engagement. Your goal is to use
While it is extremely important to bring
different ways to move people up the lad-
in new members and supporters, it is also
der of engagement with your campaign so
crucial to invest in current supporters and
you can build strong leaders.
equip them with skills to move from sup-
porters, to active members to new leaders.
WAYS TO DEVELOP STRONG
To do this, you can start by identifying some LEADERS AND MOVE PEOPLE UP THE
of the characteristics of a leader that are LADDER OF ENGAGEMENT:
important for your campaign’s success, One-on-Ones
outlined below.
This is an opportunity for current leaders to
Traits of a leader: engage more deeply with emerging leaders.
" Understand the vision of the change you
want to make and the steps that must
During a one-on-one meeting, you want to
make sure to ask a number of questions of
be taken to reach the goals. the emerging leader such as:

" Possess different skills than the cur- " What motivates you to be involved with
this campaign?
rent leaders. For example, you will want
some leaders in your group to be people
who are more focused on getting things " What is your vision for this campaign?
done and moving the project forward.
You will need others who like the pro-
" What types of projects/aspects of the
campaign do you enjoy working on?
cess of making decisions and can make
people feel good about how things are
getting done. It is essential to have both
" What support or information do you
need to take the lead on these aspects of
forms of leadership to accomplish your the campaign?
goals and maintain group membership.
The answers to these questions will help
" Can build good rapport with the com-
munity and will be able to bring people
you understand how to best plug the
emerging leaders into your campaign, as
into the fight. This is the key trait of a well as give you ideas of new directions to
successful organizer. steer the campaign. It can also help you
" Represent the people and interests of
the community.
figure out what type of guidance will help
to build the emerging leaders strengths. It
is important that current leaders continue
V. BUILDING POWER 17

LADDER OF OVERSEES A MAJOR PROJECT


ENGAGEMENT PLANS MEETINGS, RUNS
ACTIONS, AND DELEGATES
RESPONSIBILITY.

VOLUNTEERS TO
PHONEBANK
COORDINATES A DORM CANVASSING
OR OTHER REGULAR EVENT

ATTENDS AN EVENT

CONSISTENTLY ATTENDS
MEETINGS AND PROVIDES INPUT

SIGNS A PETITION

to have one-on-ones with emerging leaders emerging leader with one current leader on
throughout the campaign. Having regular each project with the aim that the next time
check-ins will help foster a mentoring rela- this activity comes up, the emerging leader
tionship that will enable emerging leaders will take the lead.
to become the leaders.
Spending time to build strong leaders is es-
Leadership retreats: Leadership retreats sential for you to create the vision for youth
should aim to strengthen relationships sexual and reproductive health in your com-
among current and emerging leaders and munity. All too often when young leaders
thus build community among your lead- leave communities or graduate from school,
ership. They also serve as a time to dive campaigns and groups fall apart without
deeper into the strategy of the campaign. their leadership. It is essential to continu-
This opportunity will help new leaders ously build new leaders so the work you
develop a better understanding of how to care so deeply about continues.
create strategies, and increase their invest-
Base building and leadership development
ment in the success of the campaign.
is a continuous process that should happen
Shared ownership of aspects of the cam- throughout the campaign.
paign: It can also be helpful to partner one
18 YOUTH ACTIVIST’S TOOLKIT

VII. Using Our Power

As we discussed earlier, organizing is about


building power as a group and using that
" Focused on primary or secondary tar-
get: The focus of the action should be
power to create positive change. Now we on asking your target to do something.
can move on to some of the most exciting In the case above, it could be directed
parts of organizing: how to use our power towards the president of the University
to get what we want. who has the power to agree to a bias
reporting system or required training of
We can demonstrate our power through col- incoming students.
lective actions, often referred to as tactics.
Tactics are actions taken to get someone
(your target) to give you what you want
" Demonstrate your power, while simul-
taneously building your power: It is im-
(your demands). Each tactic should fit portant that your action not only shows
within your overall strategy to reach your your power to your target, but also
end goal. There are a variety of tactics that brings people in to your campaign. For
you can choose from to achieve your goals. example, if you hold a rally in the center
Your aim is to determine which tactic will of campus, your aim should be to show
be most effective at which time to get you your power, but also to engage more
what you want. people in your work. One way to do this
is to hand out fliers at the rally or have
Here are some basic guidelines that each people canvassing the crowd to sign
tactic should meet: petitions in support of the demands.
" Show support for your demands. Your
purpose for showing your power is
By building your power at each action
you take, you will be able to continue
to show support for your demands. If to escalate your tactics and apply more
your action does not clearly demon- pressure on your target to win your
strate your demands, it will fail to move campaign.
toward making lasting change in your
community. For example, if an anti-gay " Your action should be outside the
comfort zone of your target and within
hate crime occurs on campus, you could the comfort zone of your group. Tactics
set up a vigil condemning the violence work best when your target is unfamil-
against the LGBT community. This is iar with your action and does not know
important step to show support for the how to respond. If there has been a
LGBT community, but simply condemn- long history of sit-ins on your campus,
ing the violence does not demand the then it is likely that your University has
University take action. This action could developed an action plan to respond
be improved if participants of the vigil to a sit-in. However, they might be less
spoke out about what is necessary to ad- familiar with a group of students inter-
dress anti-gay violence on campus and rupting a board of directors meeting.
demanded the University take action They will be forced to act immediately
like creating a bias reporting system or without diligent planning, which may al-
mandating an anti-homophobia train- low you to make more headway on your
ing for incoming first year students. This demands. At the same time you want to
refocuses the energy of the action from pick tactics that members of your group
the problem toward a solution to create are familiar with so they will be more
lasting change. successful.
VII. USING OUR POWER 19

PRINCIPLE OF ESCALATION petitions. A petition usually includes a


As you are choosing tactics, you must also position statement on the issue, followed
consider the timing and amount of power by space for signatures and contact infor-
you want to demonstrate in each tactic. In mation. Check out the sample peition in the
a campaign, generally tactics build on the resources section at the end of this toolkit.
previous tactic by applying additional pres- When people sign the petition, they are
sure on your target. This is called escala- agreeing to the demands spelled out in the
tion. If you were to jump immediately into petition. By gathering petition signatures
a sit-in and this action fails to get you what and delivering them to your target, you are
you want, you cannot then decide to use a able to demonstrate that there is significant
petition. Tactics must always increase pres- support for your demands. Gathering sig-
sure on the target, or you risk showing your natures on a petition is also a great way to
target that your campaign is weakening. educate and activate people on your issue.
Petitions help build your base and provide
After each action, if your target does not an easy way for people to participate in
meet your demands, you must discuss how your campaign.
you will escalate your tactics to put ad-
ditional pressure on your target. The only To get the most signatures, gather them
time you should compromise with your online, as well as in person. To petition in
target is if your base is weakening and you person, identify high traffic areas such as
cannot continue to build power. the cafeteria, student union, or outside of
the library where you can engage people
Remember that few campaigns are won in a conversation and ask them to sign the
overnight. If one tactic doesn’t succeed, this petition. Make sure to set a goal for the
does not mean you should lose sight of your number of signatures you want to obtain
end goal. Instead, you will need to regroup and a date that you will deliver the peti-
and develop a new tactic that will move tions to your target. You can also create an
your target. Ultimately if you continue to online petition using any number of sites
build power and stick with it, your target (Amplify, Credo, MoveOn, or even just a
will be unable to ignore you. Organizing Google doc). Remember to distribute your
depends on your commitment to stick with petition through your email list, listservs,
the cause longer than the target will con- your social media site and your organiza-
tinue to resist your efforts. tions home page.
There are many different types of tactics. VICTORY!

ESCALATION
Claim victory in
Often we get stuck in using the same tactics a way that shows
because we are not aware of all the ways how everyone
we could use our power to create change. OF TACTICS wins.

On the following pages is a list of 198


methods of Nonviolent Action created by TACTIC
Gene Sharp and published in his 1973 piece,
The Politics of Nonviolent Action. These are If your target does not
meet your demand, put Let your target know how
meant to inspire you to think outside the some public pressure on powerful you are through
your target. Hold a speak a show of numbers such
box. Remember a good tactic will be outside out: ask people to sign as a rally, march.
TACTIC
the experience of your target and within a petition.
your group’s experience, so it’s key to put
some creativity in your actions. If they still don’t meet
TACTIC your demands, put more
pressure on your target.
Deliver petition in person
CLOSER LOOK AT SOME POPULAR TACTIC with supporters. Publish
TACTICS a piece in the newspaper.

Using Petitions to Demonstrate Support Meet with your target and outline
your demands nicely. Propose a
It is important to communicate support deadline for decision.
for your demands. You can do this through
20 YOUTH ACTIVIST’S TOOLKIT

198 METHODS OF
NON-VIOLENT ACTION
FROM GENE SHARP, ALBERT EINSTEIN INSTITUTION www.aeinstein.org

FORMAL STATEMENTS 2. Performances of plays and music 4. Sanctuary


1. Public speeches 3. Singing 5. Collective disappearance
2. Letters of opposition or support 6. Protest emigration (hijrat)
3. Declarations by organizations
PROCESSIONS
and institutions 1. Marches Economic
4. Signed public declarations
5. Declarations of indictment and
2. Parades
3. Religious processions
Noncooperation:
intention 4. Pilgrimages Boycotts
6. Group or mass petitions 5. Motorcades ACTION BY CONSUMERS
1. Consumers’ boycott
COMMUNICATIONS WITH A HONOURING THE DEAD 2. Nonconsumption of boycotted
WIDER AUDIENCE 1. Political mourning goods
1. Slogans, caricatures, and 2. Mock funerals 3. Policy of austerity
symbols
3. Demonstrative funerals 4. Rent withholding
2. Banners, posters, and displayed
communications 4. Homage at burial places 5. Refusal to rent
3. Leaflets, pamphlets, and books 6. National consumers’ boycott
PUBLIC ASSEMBLIES 7. International consumers’ boycott
4. Newspapers and journals
5. Records, radio, and television 1. Assemblies of protest or support
2. Protest meetings ACTION BY WORKERS AND
6. Skywriting and earthwriting
3. Camouflaged meetings of PRODUCERS
GROUP REPRESENTATIONS protest 1. Workers’ boycott
4. Teach-ins 2. Producers’ boycott
1. Deputations
2. Mock awards WITHDRAWAL AND ACTION BY MIDDLEMEN
3. Group lobbying RENUNCIATION
4. Picketing 3. Suppliers’ and handlers’ boycott
1. Walk-outs
5. Mock elections 2. Silence ACTION BY OWNERS AND
3. Renouncing honours MANAGEMENT
SYMBOLIC PUBLIC ACTS
4. Turning one’s back 1. Traders’ boycott
1. Displays of flags and symbolic
colours 2. Refusal to let or sell property
2. Wearing of symbols Social Noncooperation 3. Lockout
3. Prayer and worship OSTRACISM OF PERSONS 4. Refusal of industrial assistance
4. Delivering symbolic objects 5. Merchants’ “general strike”
1. Social boycott
5. Protest disrobings 2. Selective social boycott ACTION BY HOLDERS OF
6. Destruction of own property 3. Lysistratic nonaction FINANCIAL RESOURCES
7. Symbolic lights 4. Excommunication 1. Withdrawal of bank deposits
8. Displays of portraits 5. Interdict 2. Refusal to pay fees, dues, and
9. Paint as protest assessments
10. New signs and names SOCIAL NONCOOPERATION 3. Refusal to pay debts or interest
11. Symbolic sounds 1. Suspension of social and sports 4. Severance of funds and credit
12. Symbolic reclamations activities
5. Revenue refusal
13. Rude gestures 2. Boycott of social affairs
6. Refusal of a government’s money
3. Student strike
PRESSURES ON INDIVIDUALS 4. Social disobedience ACTION BY GOVERNMENTS
1. “Haunting” officials 5. Withdrawal from social 1. Domestic embargo
2. Taunting officials institutions
2. Blacklisting of traders
3. Fraternization 3. International sellers’ embargo
WITHDRAWAL FROM THE
4. Vigils SOCIAL SYSTEM 4. International buyers’ embargo
1. Stay-at-home 5. International trade embargo
DRAMA AND MUSIC
2. Total personal noncooperation
1. Humourous skits and pranks
3. “Flight” of workers
VII. USING OUR POWER 21

Economic educational institutions


6. Boycott of government-
Nonviolent
Noncooperation: supported institutions Intervention
Strikes 7. Refusal of assistance to
PSYCHOLOGICAL
enforcement agents
SYMBOLIC STRIKES INTERVENTION
8. Removal of own signs and
1. Protest strike placemarks 1. Self-exposure to the elements
2. Quickie walkout (lightning strike) 9. Refusal to accept appointed 2. The fast
officials 3. Fast of moral pressure
AGRICULTURAL STRIKES 10. Refusal to dissolve existing 4. Hunger strike
institutions 5. Satyagrahic fast
1. Peasant strike
2. Farm workers’ strike 6. Reverse trial
CITIZENS’ ALTERNATIVES TO
OBEDIENCE 7. Nonviolent harassment
STRIKES BY SPECIAL GROUPS
1. Reluctant and slow compliance PHYSICAL INTERVENTION
1. Refusal of impressed labour 2. Nonobedience in absence of
2. Prisoners’ strike direct supervision 1. Sit-in
3. Craft strike 3. Popular nonobedience 2. Stand-in
4. Professional strike 4. Disguised disobedience 3. Ride-in
5. Refusal of an assemblage or 4. Wade-in
ORDINARY INDUSTRIAL meeting to disperse 5. Mill-in
STRIKES 6. Sitdown 6. Pray-in
1. Establishment strike 7. Noncooperation with 7. Nonviolent raids
2. Industry strike conscription and deportation 8. Nonviolent air raids
3. Sympathy strike 8. Hiding, escape, and false 9. Nonviolent invasion
identities 10. Nonviolent interjection
RESTRICTED STRIKES 9. Civil disobedience of 11. Nonviolent obstruction
“illegitimate” laws
4. Detailed strike 12. Nonviolent occupation
1. Bumper strike ACTION BY GOVERNMENT
2. Slowdown strike PERSONNEL SOCIAL INTERVENTION
3. Working-to-rule strike 1. Selective refusal of assistance by 1. Establishing new social patterns
4. Reporting “sick” (sick-in) government aides 2. Overloading of facilities
5. Strike by resignation 2. Blocking of lines of command 3. Stall-in
6. Limited strike and information 4. Speak-in
7. Selective strike 3. Stalling and obstruction 5. Guerrilla theatre
4. General administrative 6. Alternative social institutions
MULTI-INDUSTRY STRIKES noncooperation 7. Alternative communication
1. Generalised strike 5. Judicial noncooperation system
2. General strike 6. Deliberate inefficiency and
selective noncooperation by ECONOMIC INTERVENTION
enforcement agents
COMBINATION OF STRIKES 1. Reverse strike
AND ECONOMIC CLOSURES 7. Mutiny
2. Stay-in strike
1. Hartal DOMESTIC GOVERNMENTAL 3. Nonviolent land seizure
2. Economic shutdown ACTION 4. Defiance of blockades
1. Quasi-legal evasions and delays 5. Politically motivated
Political 2. Noncooperation by constituent
counterfeiting
6. Preclusive purchasing
Noncooperation governmental units
7. Seizure of assets
REJECTION OF AUTHORITY INTERNATIONAL 8. Dumping
1. Withholding or withdrawal of GOVERNMENTAL ACTION 9. Selective patronage
allegiance 1. Changes in diplomatic and other 10. Alternative markets
2. Refusal of public support representation 11. Alternative transportation
3. Literature and speeches 2. Delay and cancellation of systems
advocating resistance diplomatic events 12. Alternative economic institutions
3. Withholding of diplomatic
NONCOOPERATION WITH recognition POLITICAL INTERVENTION
GOVERNMENT 4. Severance of diplomatic relations 1. Overloading of administrative
1. Boycott of legislative bodies 5. Withdrawal from international systems
2. Boycott of elections organisations 2. Disclosing identities of secret
6. Refusal of membership in agents
3. Boycott of government
employment and positions international bodies 3. Seeking imprisonment
4. Boycott of government 7. Expulsion from international 4. Civil disobedience of “neutral”
departments, agencies, and organisations laws
other bodies 5. Work-on without collaboration
5. Withdrawal from governmental 6. Dual sovereignty and parallel
government
22 YOUTH ACTIVIST’S TOOLKIT

Communicate your issues to a wider them carefully. LTEs are usually very
audience short and have to be submitted very
soon after an article has been published.
Expand your base continually, and let your They provide an opposing point of view,
target know you’re working on the issue, by or shed new light on a topic of an article
taking actions that will raise awareness of that has been published.
your issue to large numbers of people.
- The Washington Post ran a profile of
" Making your demands visible through
banners or interactive displays is a
programs which provide services to
pregnant and parenting teens. Young
mom Natasha wrote a letter describ-
great way to bring new potential sup- ing how these kinds of programs had
porters into the conversation. Generally, been very helpful to her as a teen
visual displays will attract attention mother. The Post appreciated hearing
from someone who had been directly
and, if done well, will spark conversation affected by the programs, and pub-
about your issue. It is also a good idea lished her letter – giving even more
to bring along leaflets to pass out with support to the idea of programs for
teen parents.
more information about the campaign
and ways people can get involved. Visual
displays also serve to remind your target
" An op-ed is an opinion piece written by
someone who is not newspaper staff.
that you are making your demands Anyone can submit one; look for the
known to the community. Make sure newspaper’s guidelines online. An op-ed
to think through a strategic location to gives you a longer opportunity to sound
hang the banner where many people off on a topic the newspaper hasn’t paid
will see it. (You may also have to con- enough attention to. Staying on topic,
sider whether you are allowed to hang adding a personal story to help readers
displays in particular areas in your com- connect to the issue, and providing a
munity.) You will also want to make sure few key statistics are ways to get your
that your banner truly communicates op-ed accepted.
your message to the people who see
- Kate, a student at Harvard, has started
it. It makes sense to run a couple mes- a school-wide conversation about
sages by people who are not engaged in sexual assault on campus. She wrote a
the campaign to see which one reso- series of op-eds in Harvard’s newspa-
nates more with them. On any printed per. Her student group combined this
tactic with campus forums and events,
materials you hand out, also add your to pressure the administration to set
social media handles and any relevant better policies around sexual assault,
hashtags so they can continue to carry and urge the campus community to
change the culture that enables sexual
your messages online. assault.
Reaching out to media can also be a good
way to communicate your issue to a wider
" When possible, work with a reporter.
Look at local articles and blogs about
audience. You can do this by writing let- your issue to identify which reporters
ters to the editor (LTE), Op-Eds, or working and bloggers have covered them, and
directly with reporters and bloggers. There email these reporters about what’s go-
are many ways to communicate your mes- ing on. It’s that simple. You might not
sage to the media. Each approach has its always get a bite – but the more your
advantages, so you’ll want to pick the one movement grows, the more interest
that best suits your needs. Your campus media is likely to take in your issue.
newspaper, local newspaper, or blogs that
speak to your community or topic can all - Lizzie and Chelsea at Boston College
were a part of a student group that
provide great media opportunities. distributes condoms –at a campus
that doesn’t allow condoms. The Col-
" An LTE is written in response to a news-
paper article. Look for the newspaper’s
lege’s administration threatened them
with disciplinary action. The group be-
LTE guidelines on its website and follow gan a media blitz, contacting reporters
at their campus paper and at local and
VII. USING OUR POWER 23

national papers. They received a huge - In the spring of 2012, Advocates for
amount of media coverage, including Youth along with other organizations
being profiled in the New York Times. decided to put pressure on Congress
The media attention put the spotlight to support birth control coverage
on the campus’ bad policies around under the Affordable Care Act. We
condoms and sexual health. utilized a social media strategy asking
youth activists to take pictures with
" Blogging/Vlogging is a great way for
you to report on your own issue and
Valentines’ reading “Congress, listen
up or we’re breaking up, birth con-
trol matters”. These valentines were
ensure your voice is heard. Blog posts, tweeted at members of congress with
like articles in newspapers take a more the hashtag #bc4us. Over 1600 people
in-depth look at your issue, but tend to took pictures and tweeted them at
Congress, to demonstrate young peo-
be more personal and less formal. Vlogs ple’s support for no cost birth control.
are great to convey emotion, and give The collection of valentines was later
a face to the issue. Either type of post complied in a book and presented to
House Minority Leader Nancy Pelosi,
will be stronger if they are engaging to further extend the campaign and
and passionate and have an authentic bring even more attention to the issue.
voice and style. Even if you are dealing This form of social media pressure on
with a complicated issue, make sure to members of congress helped to show
them that their constituents were
connect it to people by sharing stories. watching and wanted them to take ac-
One person’s story moves people more tion to ensure birth control coverage
effectively than pages of statistics. Cre- under the Affordable Care Act.
ate a username and password at www. Remember, online actions should connect
amplifyyourvoice.org and start writing. with on the ground actions, and vice versa.
Social Media If you collect petition signatures online,
deliver them to your target in person and
Social media is an essential tool for commu- take a picture that can be posted on Face-
nicating about your issue with a larger audi- book. Try to find ways to integrate social
ence. When your supporters communicate media into all your on-the-ground actions,
about the campaign on social media, they so those that can’t attend can participate.
can reach a wider audience of friends and Remember, you won’t win your issue be-
contacts who already know and trust them, cause of social media alone, but you can’t
vs. an audience of strangers – making it win without it.
more likely that your message will be heard
and not ignored.
HERE’S HOW JAMES FROM TEXAS COMBINED SOCIAL MEDIA
Visuals are ideal for communicating on AND ON THE GROUND ACTION
social media – make them easy and fun to In 2013, a lawmaker in Texas introduced legislation that would ban funding
to LGBT Resource Centers and Women’s Centers on college campuses.
share. These centers provide much-needed, even lifesaving resources and
support to thousands every year.
" Connect “memes” or popular pictures
with funny or timely captions with is- James went to work to stop this bill. Naming his campaign, “Get off Our
Backpacks,” he collected signatures, both online and in person, asking for
sues and events. You can add words to the “Zedler Amendment” to be withdrawn.
pictures with tools like PowerPoint, Pixlr
James assigned the campaign a hashtag, and disseminated it on a
or Photoshop. shareable graphic for social media.

" Post pictures and videos of events to


give tangible evidence that people are
Working with nonprofit organizations, James disseminated the online
petition to a large network of email contacts, and collected signatures in
person.
working hard to create the change you
want. (And ask your supporters to tag James printed out the online petition signatures and gathered those he
collected in person, and delivered 164 pages to the Texas legislature. That
themselves!) same day, the Amendment was withdrawn.

" Always ask your support to share or re-


tweet (RT) your posts. This will only help
James let his followers know through email and social media that the
campaign was successful. He continues to use the hashtag and “Get
off our backpack” campaign title to motivate activists whenever issues
your messages go wider and bring more around LGBT student safety arise.
attention and support to your issues.
24 YOUTH ACTIVIST’S TOOLKIT

Drama or Music: targeting both Facebook, and companies


who advertise on Facebook – threaten-
Skits, music videos, and signing are also ing a boycott of these companies if the
a great creative way to engage people in situation didn’t change. More than a
your issue. Putting your issue to song or dozen companies withdrew their adver-
a music video will allow you to incorpo- tising from Facebook. Facebook finally
rate humor or satire in a way that other agreed to review and change its policies
actions do not and might be more suc- around gender-based hate speech.
cessful in getting people on campus to
engage with your issue. Check out this Demonstrate the size and power of your
video created by Wesleyan students de- campaign
manding free STI testing. http://www.
Marches and rallies are two tactics that can
youtube.com/watch?feature=player_
be used to demonstrate your campaign’s
embedded&v=kiKRLzSsz3M
power by bringing people together to voice
their support for your demands. A march
Withdrawal and Renunciation: moves from one location to another, while
a rally generally take place in one specific
Publically refusing to participate in an location. Both marches and rallies offer a
event can also be a powerful display of public venue for voicing your demands, edu-
discontent. This can be done by walking cating the public, energizing supporters, or
out or turning one’s back to the speaker all of the above. They can increase support
during a major event. Both actions show a for your campaign and demonstrate to your
clear message that you do not support the target that you will not remain silent on the
speaker and what they are saying without issue.
disrupting the event. If this action is done
to your target by a large number of people, When doing an in-person action, here are
this can send a clear message to your target some steps to remember:
that people do not support their actions.
" Choose a location where your support-
" Students at an event with columnist
Dan Savage received national attention
ers can easily get to, and where you can
make your presence felt—such as out-
when they walked out of the event, feel- side your Senators’ home offices or in
ing that he had insulted their spiritual the center of your campus/community.
beliefs. Whether you agree with the stu-
dents’ point of view or not, their action " Check in early with the local police to
see if you need a permit to hold your
brought their message to the speaker’s
action in your chosen location. If so,
attention and ultimately to a very wide
get the permit and also follow all local
audience.
regulations regarding bull horns, picket
Boycotts, or refusing to purchase a prod- signs/posters, unobstructed space for
uct or participate in an event, are also a pedestrians, not interfering with traffic,
way to show your refusal to participate by etc.
withdrawing your money. At colleges and
universities this can be especially powerful " Before the action, make sure that
you and your supporters have a clear
if alumni refuse to donate until the univer-
understanding about what you want to
sity meets its demands.
achieve through it.
" Until 2013, Facebook’s policy on gender-
based hate speech was incomplete and " Let Advocates for Youth know that
you’re taking doing an action! We might
the site did not take action against pag-
be able to help you with media/social
es and groups which celebrated violence
media outreach, feature you on Amplify,
against women. Feminist activist group
or with other resources!
Women, Action, Media called for action
VII. USING OUR POWER 25

" Have educational materials ready to


distribute.
Influencing federal, state and local policy
through lobbying:

" Notify the media about your event, and


prepare someone to be the official me-
If you are organizing to change law or
policy, lobbying, or meeting with legislators
dia contact. Make sure the press contact in person, is a key tactic. Face-to-face meet-
is easily identifiable. (The media contact ings are the best way to address your issue
may or may not be the spokesperson, with a policy maker, and it’s easier than
listed next.) you may think to visit policy makers. As a
constituent, you can simply call a lawmaker
" Make sure you have a spokesperson that
is willing and able to talk with the me-
who represents you and ask for a meeting;
staff will tell you the procedure for arrang-
dia. Make sure the spokesperson is well ing one.
prepared with talking points, etc.
Once you have arranged a meeting, keep
" Prepare sheets with at least a few
chants to reinforce your message. Iden-
these tips in mind:

tify chant leaders. Be ready to hand the


sheets out to supporters.
" Target Your Efforts. Examine your goals
and determine the policy makers it will
be most effective to lobby.
" Gather supporters beforehand to make
posters and picket signs. Think of the
visuals you want for photographs or
" Be Gracious and Professional. Always
begin by thanking the policy maker for
media. the opportunity to share your ideas and
opinions. Elected officials who support
" Organize a short list of four to five
speakers for the action. Give each
adolescent reproductive and sexual
health, in particular, receive a lot of
speaker a topic you want her/him to negative attention from the opposition.
address, with a very short time limit on They will greatly appreciate a sincere
the speech. Choose an emcee that will “thank you.”
keep the action on message and on time.
The action should not last longer than
an hour.
" Do your Homework and Be Focused.
Stick with one issue. Talking about more
than one topic will only confuse the
" Define the end of the action! Always
have something that people at the
message and dilute your point. Research
the policy maker’s position on your is-
action can do right then. Ask them to vol- sue. You can find this position through
unteer to circulate petitions, coordinate voting records, speeches, newspaper
phone-banking, or even sign a postcard. articles, debates, and from other organi-
Make sure to give everyone the date and zations that work in related areas.
time of your next event—this will give
people another way to stay involved. " Make It Personal. Elected officials (and
their staff) are more likely to remember
" Follow-up with organizations and mem-
bers who attended and showed visible
letters and visits that include real life ex-
periences, so be sure to briefly describe
support for your issue. Remember to a personal experience that illustrates
thank organizations for participating. your point. Also, no matter how insig-
" Let your target know about your ac-
tion and how many people showed up,
nificant you feel the connection to be, if
you have friends, relatives, and/or col-
signed petitions, and/or got involved. leagues in common, let the policy maker
know! Especially let the policy maker
" After the action, be sure to let Advocates
for Youth know how it went, what you
know if you are a constituent!

achieved, how many people participat-


ed, and if you got media coverage.
26 YOUTH ACTIVIST’S TOOLKIT

" Consider Yourself an Information


Source. Policy makers have limited time
- EXAMPLE: Lucy and Alex, two teens
from Colorado, visited their congres-
sional representative’s office to
and staff to devote to any one issue. educate him on the Real Education for
They can’t be as informed on all the is- Healthy Youth Act (REHYA), a bill that
sues as they would like to be. You can fill would help ensure that young people
receive comprehensive sex education.
the information gap. Alex described how the sex educa-
" Ifyour
you can, take the opportunity to show
power to the policy maker. If you’ve
tion he had received did not include
information about contraception and
condoms – information he needed to
been collecting signatures, bring them. protect himself from HIV. Their Con-
gressman had not previously heard of
Your personal story is important, but let- REHYA, and agreed to be a co-sponsor
ting them know that hundreds of others – thanks to Alex and Lucy’s visit!
are behind you is also vital.
Methods of Nonviolent Intervention
" Know Your Opposition as well as Who Is
on Your Side. Anticipate who may be in Nonviolent intervention methods are
the opposition and tell the policy maker intended to disrupt the daily operations
what the opposition arguments are like- of your school or business. These are high
ly to be. Provide clarification and rebut- pressure level tactics and should only be
tal. It is also helpful for a policy maker used later in your campaign if necessary –
to know what other groups, individuals, after other tactics have been unsuccessful.
state agencies, and/or legislators are Sit-In: To hold a sit-in, people occupy a
working with you on an issue. Providing space by seating themselves in a strate-
this information illustrates that your gic location (like in a street to block it, in
group represents many voters. Bringing the president’s or admission’s office of a
coalition members and other youth in university, etc.) where they can disrupt the
on lobbying efforts is important. daily routine and force their target to deal
" Tell the Truth and Don’t Be Afraid to
Admit You Don’t Know Something.
with them. Participants will usually remain
seated until their demands are met or they
Giving false or misleading information are forcibly removed and arrested. Some
will result in your losing credibility. If schools will try to wait you out, while oth-
you don’t know something, don’t make ers will arrest you immediately. There is also
it up. Explain that you do not know the some risk that the school will use violent
answer and offer to get the information, tactics to remove you like using pepper
and DO IT! Be sure to get back to the spray, which happened at the University of
policy maker promptly with the informa- California-Davis. Schools often do not like to
tion you promised. arrest students or use force because, if cap-
tured by the media, this can create negative
" Be Specific in What You Ask for. If you
want a vote, information, answers to
publicity and can encourage more people
to stand in solidarity with the students and
a question, a signature on a petition – join your fight. Thus, it is important to send
whatever it is – make sure you say so a media advisory prior to staging a direct ac-
directly. Make sure you get a response – tion like a sit-in so you can have media there
yes or no – to your request. to capture your actions as well as the ac-

" Follow up. Send a thank you note im-


mediately following a meeting. Also,
tions of school officials. Also, make sure to
assign students to videotape, photograph,
live tweet and write about the action. It
find out if the policy maker did what he/
is also important that you win the media
she promised. Send a letter in which you
battle by making sure your messaging, not
restate your position, thank her/him for
the school’s, dominates the press coverage
the supportive action taken, or ask an
of the action.
explanation for unsupportive action.
VII. USING OUR POWER 27

" Inbegan
July of 2013, young people in Florida
a sit-in at the State House to call
for reform after the verdict in the Tray-
von Martin murder case. In August of
2013 they were still there, their protest
having lasted a month and counting.
Activists and media outlets around the
country have publicized their actions.
They’ve made it clear they won’t be
deterred.

Overloading of administrative systems:


Another way to disrupt daily operations is
to flood email, phone or fax systems of your
target. The goal of this action is to make it
impossible for your target to ignore your
demands by literally disrupting their means
of communication and work flow. This can
be done by getting high volumes of people
over a scheduled period of time to call the
office of your target and flood the phone
lines. You can also shut down email systems
if you get the correct email address of your
target. You must make sure people are
sending them from different domains and
use a variety of subject lines, to ensure they
are not easily blocked by your target. The
challenge with this action is that it is harder
to fully shut down systems for an extended
period of time. The upside is you often have
a lower risk of arrest.

Overall, there are a number of tactics to


choose from to move your target to meet-
ing your demands. As a group, you will want
to consider which makes the most for your
campaign strategy to bring you towards
your victory.
28 YOUTH ACTIVIST’S TOOLKIT

VII. Winning

Campaigns are rarely won overnight. Many select leaders from your group to be part
campaigns last for years and involve the of the implementation process. If the
use of a variety of strategies and tactics to person in power starts to slip and the de-
ultimately win and create lasting change mands are not being implemented, you
in one’s community. If you do not win at need someone ready to blow the whistle
first, do not lose sight of your end goal. You and put pressure on them to live up to
will want to regroup to build more power their agreements.
and develop some new tactics to move you
closer to achieving victory. What is essential " Set your next goal: One of the best
results of a campaign is not only the
is that your community remains dedicated
demand being met, but the fact that you
to the cause both during the campaign
have built a dedicated community of
itself, through the victory and throughout
folks who are not only passionate but
the implementation process.
know how to win campaigns. This is a
great moment to keep people engaged
Tips about winning: and start to outline the next set of de-
mands you will work towards.
" Don’t rub your victory in your oppo-
nents’ faces. Remember you are fighting
for a cause that will benefit your entire
community - you must frame your vic- That’s a Wrap:
tory to your community and to the press
in terms of how your entire community We hope this toolkit has sparked some new
wins from this change. There should be ideas and provided a clear framework that
no losers in the fight for social justice. you can apply to making change in your
community. Best of luck as you get started.
" Celebrate your victories. You have
worked very hard. Take time to acknowl-
And remember, you can always reach out to
staff at Advocates for Youth to support you
edge what you have accomplished. and your efforts.

" Document your victory. Get it covered


in the press. Publish how your demands
were formally accepted by the target.
This is key to ensuring a transparent
implementation of your demands. It is
also helpful to document your entire
campaign so you can pass along your
strategies, successes and challenges to
future organizers.

" Remember the fight isn’t over. Your tar-


get may have agreed to your demands,
but you will now have to work with her
to ensure the transparent implementa-
tion of the demands. You will want to
VII. WINNING 29
30 YOUTH ACTIVIST’S TOOLKIT

Resources

Midwest Academy New Organizing Institute


www.midwestacademy.com www.neworganizing.com

The Midwest Academy is a national train- New Organizing Institute trains organizers
ing institute committed to advancing the by integrating on-the-ground organizing
struggle for social, economic, and racial and online organizing. They offer a variety
justice. From local neighborhood groups of free tools and support for organizers.
to statewide and national organizations,
Midwest Academy has trained over twenty-
The 1 in 3 Campaign
five thousand grassroots activists from
Campus Activist Toolkit
hundreds of organizations and coalitions.
www.1in3campaign.org/resources

The 1 in 3 toolkit is a great resource for col-


Young People For
lege students interested in doing abortion
www.youngpeoplefor.org
related activism on their campus. It outlines
Young People For (YP4) is a long-term leader- concrete activities and actions student
ship development initiative that identifies, groups can conduct to work toward destig-
engages, and empowers the newest genera- matizing abortion and promoting access to
tion of progressive leaders. YP4 focuses on abortion services in their communities.
identifying young people who are campus
and community leaders today, engaging
them in the broader progressive movement,
and empowering them with the knowledge,
strategies, and skills they can put to work
to promote positive, sustainable change in
their communities.
WORKSHEETS 31

Worksheets
STRATEGY CHART
CURRENT POTENTIAL
DEMANDS TARGETS RESOURCES SUPPORTERS TACTICS
Demands are specific Primary target: What we have: Who cares about this Tactics are actions taken
measurable things we issue enough to join or to move your target to
want to WIN! help us? give you what you want
(your demands).
Understanding your
target:
What we need: How will you reach out to
potential supporters?
Secondary target:
YOUTH ACTIVIST’S TOOLKIT
See page 8 for the full instructions for filling out this chart. Adapted from Midwest Academy
32
ON
ESCALATIC
OF TACTI S
WORKSHEETS
33
My Vision for Sex Education! Pass the Real
I support the Real Education for Healthy Youth Act, a sex education vision that outlines what young people truly
need. The bill not only authorizes funding for comprehensive sex education directed towards adolescents and Education
for Healthy
college students, but also prioritizes teacher training so that our nation’s educators have the tools they need to be
effective in the classroom.
Let’s work to ensure that our vision of young people receiving the sex education they need in order to lead healthy
lives and have healthy relationships. We owe it to them to provide them honest sexual health education. With the
Real Education for Healthy Youth Act we can start bringing our vision for sex ed to life!
Youth Act!
FIRST NAME LAST NAME STATE ZIP EMAIL MY VISION IS:
YOUTH ACTIVIST’S TOOLKIT
2000 M STREET NW, SUITE 750 WASHINGTON DC 20036 USA
34
T:202.419.3420 F:202.419.1448 www.advocatesforyouth.org
LADDER OF
ENGAGEMENT
WORKSHEETS
35
36 YOUTH ACTIVIST’S TOOLKIT

PROBLEM TREE

LEAVES: WHAT PROBLEMS


DO YOU SEE FACING YOUR
COMMUNITY?

TRUNK: WHAT STRUCTURES, PRACTICES,


AND POLICIES INSTITUTIONALIZE THE
PROBLEMS?

ROOTS: WHAT ARE THE UNDERLYING


HISTORICAL, SOCIAL, OR ECONOMIC ROOT
CAUSES OF THESE PROBLEMS? WHY DO
THESE STRUCTURES OR POLICIES EXIST?
*This original Blueprint for Social Justice, from
which the ‘Root Cause/Problem Tree’ is mod-
eled, was developed by the Movement Strategy
Center [MSC] for Young People For. This work
is a remixed and updated version of the Blue-
print for Social Justice Workbook & Curriculum
licensed in 2009 to Movement Strategy Center,
under the Creative Commons “Attribution-Non-
Commercial-ShareAlike 2.5” License.
WORKSHEETS 37

UNDERSTANDING
YOUR TARGET
Write in some of the people or

YER
INF
groups of people that influence

PLA
LUE
your base.

NC

ING
ING

NC
PLA

LUE
YER

INF
IN E R
FL
UE AY
NC G PL
IN IN
GP C
LA UEN
YE FL
R IN

INFLUENCING PLAYER INFLUENCING PLAYER

PRIMARY TARGET
YER
INF
LUE

PLA
N

ING
CIN

ENC
GP
LAY

LU
INF
ER

IN E R
FL
UE AY
NC PL
IN G
GP CIN
LA UEN
YE FL
R IN

INFLUENCING PLAYER INFLUENCING PLAYER

SECONDARY TARGET
38 YOUTH ACTIVIST’S TOOLKIT

BUILDING
As a means of envisioning your own base, fill in the diagram with the names
of your leaders, members, and supporters. On the outside of your diagram,

POWER: you will want to think of new individuals and groups you could reach out to
bring in new supporters and widen your base.

Simultaneously, you will want to circle the names of some of your members
who you identify as potential leaders.
For each key player, you will rate their level of support for your demands on the
POWER MAP: horizontal axis and their level of decision making power on the vertical axis.

DECISIVE DECISION
MAKING POWER
OR INFLUENCE

ACTIVE PARTICIPANT IN
DECISION MAKING

TAKEN INTO
ACCOUNT

LEVEL OF POWER
CAN GET
ATTENTION

NOT ON RADAR

DIE HARD ACTIVE INCLINED INCLINED ACTIVE DIE HARD


ALLY SUPPORTER TOWARD AGAINST OPPONENT OPPONENT

LEVEL OF OPPOSITION
WORKSHEETS
39

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