Tools for a Greener Economy: A Popular Education Strategy
description
Transcript of Tools for a Greener Economy: A Popular Education Strategy
Tools for a
A comprehensive project submitted in partial satisfaction of the requirements for the degree Master of Arts in Urban Planning
GREENERA Popular Education Strategy
ECONOMY
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Disclaimer: Neither the University of California nor the School of Public Affairs either supports or disavows the findings in any project, report, paper, or research listed herein. University affiliations are for identification only; the University is not involved in or responsible for the project.
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Brenda AguileraSimone AndrewsNicolas Cranmer
Ingrid Cruz Sam Filler
Richard FranceDaniel GonzalezKatherine Green
Tia KoonseShoshana Krieger
Uyen LeJaime LopezSara Martin
Lanita Morris Kaliso MwanzaMathew PalmerCathy PersonJared Planas
Sergio Sanchez Maya Saraf
Chandini SinghAlex Stevens
Jann Whetstone-Brooks
Faculty Advisor: Gilda Haas
Teaching Assistant: Marcie Hale
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ACKNOWLEDGEMENTS
We would like to thank Gilda Haas for her support, guidance, and for leading a fabulous two quarters. Additionally, we would like to thank Marcie Hale for her support as the course teaching assistant, and for tackling every and all logistical nightmare that came our way. We would like to acknowledge Kaliso Mwanza’s contribution to the 2010 UCLA Community Scholars program. Kaliso’s expertise and perspective as a member of the Residential Retrofits Energy Efficiency team provided great help in the development of the group’s brochure. We also extend our greatest thanks to the UCLA Center for Labor Research and Education staff who participated in our Community Scholars class. Specifically, we would like to thank Labor Center Project Director and faculty member of the UCLA Department of World Arts and Cultures, Janna Shadduck-Hernandez, for lending her support to the class, teaching a session on public art, and creating a home for our project at the UCLA Downtown Labor Center.. We would also like to thank California Construction Academy research director Uyen Le, for her diligence in sifting through lengthy class materials and for her research assistance. In addition, we wish to thank all of the experts in popular education, art and technology who visited our class and shared tools necessary to assemble our final products. They are, in order of presentation: Linda Delp, Director, UCLA Labor Occupational Safety Health Program (UCLA-LOSH); Daniel Villao, State Director, California Construction Academy, UCLA Downtown Labor Center; Elsa Barbosa, Green Jobs Campaign Director; Lola Smallwood Cuevas, Director, Los Angeles Black Workers Center Project; Rosten Woo, Former Executive Director, The Center for Urban Pedagogy; Allen Gunn, Executive Director, Aspiration; Anne Bray, Artist and Executive Director, L.A. Freewaves. Our greatest thanks goes to the partner organizations with whom we had the pleasure of working. Los Angeles Black Worker Center Instituto de Educación Popular del Sure de California (IDEPSCA) Native Green Public Matters UCLA Center for Labor Research and Education UCLA Labor Occupational Safety and Health Program
Last but not least, we would like to thank the UCLA Department of Urban Planning and the Nathan Cummings Foundation for their
generous support.
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CLASS BIOGRAPHIES
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Brenda aguileraBrenda holds a B.A. in World Arts and Cultures, with a minor in Labor and Work Place Studies and Latin American Studies from the University of California at Los Angeles. Before transferring to UCLA, she attended East Los Angeles College and earned an AA Degree in Graphic Design Communications. Brenda has worked as a Graphic Design Consultant for the UCLA Labor Center and assisted the community-based organization, IDEPSCA (Instituto de Educacion Popular del Sur de California) with graphic design support and grant research in two of their programs.
Simone andrewS Simone is a filmmaker and visual “collager.” She has worked on documentary films dealing with a wide range of topics, from transgender issues to expansion and gentrification of communities next to the University of Southern California. She is a participant in the Women’s Creative Collective, and has partnered with REACH L.A. to start a girls summer youth media program.
ingrid CruzIngrid is a University of California, Irvine Graduate with a B.A. in Studio Art. At UC Irvine, she was actively involved in the Worker Student Alliance. She enjoys working with local community organizations and contributing her talents as an artist and photographer. She currently has a curatorial internship at LACE, a non-profit art gallery on Hollywood Boulevard, as well as with Public Matters, a firm specializing in creative enterprises for social change.
niColaS (niCk) CranmerNick is a second-year Urban Planning Master’s student at the University of California, Los Angeles. He has a B.A. in Architecture from the University of Washington, Seattle, and is interested in affordable housing and development. Nick spent three years working in the architecture field and two with the Peace Corps in Honduras working in municipal development and microfinance.
Sam FillerOriginally from New York and a graduate of Vassar (B.A.), Sam came to Los Angeles for the Coro Fellowship. In Los Angeles, Sam has managed a non-profit called the Transportation and Land Use Collaborative that assisted the Cities of South Gate, El Monte, and Coachella with community participation for their general plan updates. He is enrolled in the Urban Planning Master’s program at New York University for Fall 2010.
riChard FranCeRichard is a second-year Urban Planning Master’s student at the University of California, Los Angeles, focusing on transportation. He has interned at several large transportation agencies, both in Denver and Los Angeles. Richard currently is an intern at Community Arts Resources, a Los Angeles-based firm working to create new models of design to activate public space. Richard holds an undergraduate degree in Environmental Design from the University of Colorado at Boulder.
daniel gonzálezDaniel is a working artist/printmaker with a background in graphic design. He attended California College of the Arts (and Crafts) and studied graphic design but started working more
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with printmaking after volunteering at San Francisco Center for the Book and the Mission Cultural Center’s Mission Grafica department. Daniel has a studio in Chinatown, Los Angeles, where he produces his work and has occasional letterpress workshops and events.
katherine (kathy) greenKathy graduated from the University of Oklahoma with a B.A. in Journalism (with emphasis in Advertising) and History. She has been working in the entertainment industry since moving to Los Angeles as a comedy writer and producer on shows including Taxi, Cheers, Married...With Children, The Drew Carey Show, and My Wife and Kids. Kathy is highly active in politics and is very interested in problems surrounding food justice.
marCie haleMarcie is a first-year Urban Planning Master’s student at the University of California, Los Angeles. She is focusing her studies on regional & international development and environmental policy. She currently works with Liberty Hill Foundation on environmental justice issues and policy in Los Angeles. Marcie is the course’s teaching assistant.
tia koonSeTia is a third-year Law and first-year M.A. in Urban Planning student at the University of California, Los Angeles. She has worked for a gender justice, microcredit organization in Bangladesh, a workers’ rights organization for people categorically ineligible to unionize in Oakland (part-timers, independent contractors, domestic workers, and more), and for six years as a Board member of California NOW.
ShoShana kriegerShoshana is a third-year Law and second-year M.A. in Urban Planning student at the University of California, Los Angeles. Before coming to UCLA she worked as a community organizer in New York at a small Community Based Organization called Good Old Lower East Side (GOLES), dedicated to tenants rights. There, she primarily organized around the preservation of subsidized housing in the community and worked to involve community residents in a neighborhood-wide rezoning. Before working at GOLES, she was in Paraguay with the Peace Corps for two years.
uyen leUyen Le has a B.A. in Political Science from the University of California, Berkeley and a Master of City Planning from the Massachusetts Institute of Technology. She currently works as the Research Director for the California Construction Academy at the University of California, Los Angeles Labor Center. There, Uyen drafts proposals, conducts research, and designs programs related to green jobs career pathways, energy efficiency building retrofits, and construction labor markets and standards. In addition, Uyen is CCA’s communications liaison to the national Emerald Cities Partnership.
Jaime e. lopezJaime is a retired City Planning Associate with over 23 years of civil service with the City of Los Angeles. He has over 33 years of experience in the Planning field. Jaime is an avid poetry writer and has published five books of Spanish poetry in Ecuador.
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Sara margarita martin Sara works as a Tenant Rights’ Advocate for the Strategic Actions for a Just Economy (SAJE). She grew up in South Los Angeles and has taught Revolutionary Art at the MECHA de UCR summer leadership camp. Her goal is to teach art in South Los Angeles.
lanita morriSLanita is a project coordinator at the University of California, Los Angeles Downtown Labor Center. Her projects include developing the first Los Angeles Black Worker Center; creating good, sustainable careers through the California Construction Academy; and engaging students in the social justice and labor movement through summer internships. She also has a background in grassroots community organizing and leadership development in South Los Angeles.
kaliSo mwanzaKaliso is an Urban Community and Environment B.A. Candidate at Antioch University. He has many years of experience educating society at a grassroots level in Zambia, through the medium of Creative Theatre and Radio Soap Opera (the U.S. A.I.D. Theatre for Development Project and a long running UNDP Community Education Radio Production entitled “Bupe’s Story”).
mathew palmerMathew is a second-year Urban Planning Master’s student at the University of California, Los Angeles. He hopes to use popular education as a development approach that empowers communities to participate in cities, specifically around education and health. Since moving to Los Angeles, he has taught continuation high school students using an experience
based learning model and worked with teachers and students to establish recycling programs on school campuses.
Cathy a. perSonCathy is an independent artist and consultant involved in the Living in the Light Spiritual Center. She teaches Hatha Yoga and ethnic dance and movement in two dance forms from Africa and the Caribbean. Her focus is on educating people about folk and contemporary art forms by artists of African descent.
Jared planaSJared is a second-year Urban Planning Master’s student with a focus on Environmental Analysis and Policy at the University of California, Los Angeles. He also works at UCLA’s Institute for Democracy, Education, and Access as the technology supervisor and web developer.
Sergio SanChez Sergio is a popular educator who works for El Centro, a completely volunteer-based popular education space in Santa Ana. He has been working for the past two years developing a bi-national program called Educacion sin Fronteras through El Centro Cultural de Mexico in Santa Ana. Sergio also teaches math, calculus, and sociology to immigrants.
maya SaraFMaya works for UCLA’s Labor Occupational Safety and Health (LOSH) program as the Green Jobs Education Coordinator. She is currently putting together training materials and educational curricula on green jobs, including the health and safety hazards and benefits of these jobs. Maya has a M.A. in Urban Planning from the University of California, Los Angeles.
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Chandini (Chanda) SinghChanda is a second-year Urban Planning Master’s student at the University of California, Los Angeles. She has studied transportation and design, and has researched how these two disciplines intersect and ultimately affect our choices and health. She will be working as a pedestrian and bicycle planner after graduation, and hopes to improve the safety and vitality of Los Angeles’ streets.
alex StevenSAlex worked for fifteen years in the entertainment business before partnering with his wife, a former investment banker, to form FLOWER to the PEOPLE, Inc. in 2000, a sustainable landscape design firm. Their firm works mostly with residential clients all over Southern California to redesign and restore their properties into true outdoor living spaces.
Jann whetStone-BrookSJann is currently a trainer for UCLA LOSH | Labor Occupational Safety and Health Program. She also worked as an Outreach Coordinator for the State Building and Construction Trades Council for almost four years. Her role at LOSH is to work with other team members to develop a Green Jobs Health and Safety curriculum to be incorporated into the Green Retrofit Ordinance Training program.
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CONTENTS
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Background................................................................................................Projects......................................................................................................Market Makeovers........................................................................................native green................................................................................................green construction careers.........................................................................residential retrofits for energy efficiency......................................................young Workers leading a green MoveMent..................................................annotated BiBliograPhy.................................................................................aPPendix a...................................................................................................aPPendix B...................................................................................................
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BACKGROUND
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introduction
This report details the scope, methodology, and outcomes of the Community Scholars’ 2010 Comprehensive Project. It contains an overview of the class structure; a definition of the course’s central themes; an account of the research, discovery, and collaborative processes; and detailed descriptions of the five sub-projects that constitute the larger Comprehensive Project.
The 2010 Community Scholars Comprehensive Project is centered on green jobs and popular education in a community and economic development context. In the two-quarter Community Scholars class, students from UCLA’s Urban Planning program collaborated with professionals, artists, organizers, and activists to create products that would educate the broader community about the benefits of green jobs and locate the emergence of the green jobs sector in the broader social and environmental justice movements. Community members and students underwent a process that involved defining green jobs, identifying the potential for this emerging economic sector, determining how this sector can positively impact underserved communities, and assessing local community needs as they relate to the green jobs.
The goal was to use class members’ collective resources to create popular education tools that promote the green jobs movement as a vehicle for social justice and for community and economic development. After an initial period of learning about the green jobs sector nationally and locally, class members gathered research, shared resources, and settled into project teams. The goal was to work together to develop a specific popular education project framed around different topic areas. The five final project areas include: (1) healthy food access, (2) sustainable
gardening, (3) green construction, (4) environmentally-friendly home retrofitting, and (5) young worker organizing.
The following sections will define green jobs and popular education. In addition, we will include class descriptions, an explanation of the collaborative processes that led to the selection of the five green jobs areas and projects, and a brief description of each project team’s clients and needs.
green joBs
For the purposes of this course, we define green-collar employment as traditionally blue-collar jobs that have “been upgraded to better respect the environment” (Jones, 2008: iv). In addition to being environmentally friendly, these jobs should be well-paying, focus on workers’ safety, respect workers’ rights, and benefit underserved communities. As Jones (2008) notes, this economic sector should provide “family-supporting, career-track, vocational or trade-level employment in environmentally-friendly fields” (Ibid.). It is important to note that the term “green-collar job” (as opposed to “green job”) refers specifically to employment that is well paying, vocational, and career-track. Service-level employment that pays low wages can still be considered green jobs, but they are not green-collar jobs. Hence, all green-collar jobs are green jobs, but not all green jobs are green collar jobs. Examples of green jobs include, but are not limited to, the following:
• Landscapers that plant sustainable vegetation and install eco-friendly irrigation systems while restricting the use of harmful herbicides and pesticides
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• Agricultural workers who use environmentally-friendly farming practices
• Electricians who install solar panels• Plumbers who install solar water heaters• Construction workers that build energy-efficient buildings or
retrofit existing structures
Green-collar work tends to be middle-skill employment, which requires “more education than a high-school diploma, but less than a four-year degree.” Hence, these jobs are “well within reach for lower-skilled and low-income workers, as long as they have access to effective training programs and appropriate supports” (Jones, 2008: 12).
The emerging green-collar work force is expected to draw workers from the United States’ blue-collar and manufacturing bases. As traditional blue-collar and manufacturing jobs have gradually been outsourced from the U.S., many policymakers see the green-collar movement as one way to reestablish a vibrant American working class. Premised on the notion that “decent-paying blue-collar employment is what pulls people out of poverty and into the middle class,” the Community Scholars course aims to create products that will educate people about the emerging green economy (Walsh, “Saving the Working Class” 2008). In addition, the products are tailored to positively impact communities that can benefit most from these jobs.
The rapid increase in the green-collar segment of the economy hinges on the anticipated shift to renewable energy sources and stricter environmental regulation by local, state, and federal governments. A study by the RAND Corporation and the University of Tennessee found that if a quarter “of all American
energy were produced from renewable sources by 2025, we would generate at least 5 million new green jobs” (Walsh, “What is a Green-Collar Job?” 2008). The current Obama administration has a series of green initiatives aimed at augmenting renewable energy sources in the U.S. and expanding the availability of green jobs to the American working class. The American Recovery and Reinvestment Act dedicated more than $80 billion to “clean energy investments,” including the following provisions:
• $11 billion to improve power grids that will help transmit renewable energy to population centers
• $5 billion for low-income home weatherization• $6.3 billion for state and local renewable energy efforts• $600 million in green-collar job training programs (The
White House, 2010)
Each of these investments is intended to foster long-term job creation. One of the administration’s central themes is that “energy-related legislative priorities are based not only on environmental merits but on their ability to create jobs” (Kaplun, 2009).
Based on the momentum behind the green jobs movement, the Community Scholars class has chosen to explore the topic in the local context. Our aim is to create products that help communities take advantage of federal, state, and local policies that foster the creation of well-paying, sustainable, green-collar jobs in the Los Angeles area. Our mission is to create a meaningful set of tools that can be used in underserved communities to ensure that they are active participants (and beneficiaries) of the green movement.
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PoPular education
The term popular education is used in a variety of contexts and can apply to a diverse set of experiences. It can be a conscious endeavor, or grow organically as a tool for social change. The Community Scholars class was rooted in the idea that popular education is a collaborative learning and teaching process that brings people together “in struggle to share their experiences and democratically build collective solutions” (Haas, 1996: 1). Popular education involves a series of actors coming together in a collaborative effort to share experiences and knowledge to address an issue and meet collective goals. Participants take on the roles of teacher and student. As teachers, participants draw on their personal experiences, while as students, they learn from other participants’ knowledge and experience. This dual role helps build a collective understanding. In the social justice context, popular education is a tool that requires the active participation of a broad constituency to reach a collective goal. As Haas (1996: 3) states: “popular education creates safe places for people who take risks and fight for a more just society – places where they can share experiences and information and build strength and inspiration for the long haul.”
Based on this perception of popular education, the Community Scholars class aims to provide products that seek the input, participation, and collaboration of the target audiences. In particular, the items we produce should adhere to these values and principles:
• Self-determination• Collective and democratic processes• Critical analysis
• Fostering learning as a creative process• A commitment to action (Haas, 1996: 11)
In essence, each of the course’s projects relies on upholding these values and principles to ensure that it is an effective medium for social change. The class is aware that popular education is a “critical, reflective practice” that must go beyond a “compendium of stimulating games and exercises used to deliver a prepackaged message” (Delp et al., 2002: 7). While the project teams frame the question that the popular educators will address (e.g., “Is access to healthy food important?” or “Should I retrofit my home?” or “Can a green job help me?”), it is up to the participants to shape the content of the meetings. We have a conscious awareness that participants must be able to collectively determine their own outcomes; be allowed to critically assess a project’s subject area for themselves; and be engaged in a creative process. Most importantly, the audiences must have a reason to go out and act based on what they have learned.
As Bernard notes: “The real power of popular education is not its form but its content. The core content of popular education is critical thinking and empowerment” (Delp et al., 2002: 7). Keeping this in mind, each project team has devised content that addresses an explicit need, is tailored to a target audience, and one that allows participants to critically assess – for themselves – how green jobs can affect their community.
class descriPtions
This portion of the report will summarize the first four classes that shaped the discourse around green jobs and popular education. After surveying the green-collar regional landscape
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and learning about best practices in popular education, the class defined each projects’ scope. These initial meetings were intended to frame the topic.
FirSt ClaSS: exploring the green JoBS landSCape in loS angeleS
• Linda Delp, Director, UCLA Labor Occupational Safety Health Program (UCLA-LOSH)
• Daniel Villao, State Director, California Construction Academy, UCLA Downtown Labor Center
• Elsa Barbosa, Green Jobs Campaign Director• Lola Smallwood Cuevas, Director, Los Angeles Black
Workers Center Project
The first class consisted of a panel of professionals and organizers connected to the green jobs movement in Los Angeles. This meeting served as an introduction to the concept of green jobs, the politics, and policies surrounding the movement. Panel members spoke of the multifaceted roles that local, state, and federal officials play in the green-collar jobs movement. Organizers focused on the community and economic development aspect of the movement, emphasizing how green jobs can be an important tool to help disadvantaged communities in the Los Angeles region.
SeCond ClaSS: popular eduCation and itS role in green JoBS
• Gilda Haas, Lecturer, UCLA School of Public Affairs, Urban Planning
• Rosten Woo, Former Executive Director, The Center for Urban Pedagogy
The second Community Scholars session involved a discussion of popular education and its role in social movements. Both Haas and Woo discussed the implications of popular education in the context of green jobs. Both speakers stressed the importance of tailoring messages for a specific, narrowly defined audience. Likewise, popular educators must ensure that the message is delivered through a channel that is easily accessible to target individuals. Woo showed examples of work that he did while working with The Center for Urban Pedagogy in New York. These products included informational brochures for street vendors and port workers. These materials were used as examples for students interested in producing printed materials for some aspect of their project.
third ClaSS: CommuniCation StrategieS
• Allen Gunn, Executive Director, Aspiration
Gunn discussed web-based communication strategies with the class. He detailed the importance of defining an audience and creating a product that adds value for viewers. In addition, he provided tips for people who were interested in using online tools to reach their audience. These included staying engaged with your online participants, promoting opportunities for feedback, being responsive to critiques, and providing new content to keep people engaged. While Gunn’s talk was geared toward project teams working with web-based products, the communication strategies have wide implications outside of internet-based activity.
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Fourth ClaSS: puBliC art and SoCial Change
• Anne Bray, Video Artist; Executive Director, L.A. Freewaves• Janna Shadduck Hernandez, Faculty, UCLA Department
of World Arts and Cultures; Project Director, UCLA Downtown Labor Center
This session focused on the potential for public art to enact social change. Speakers discussed how their experiences with large-scale art events were aimed at fostering social change. One project was focused on raising AIDS awareness in Mexico through artists’ work. Another, based in Los Angeles, used art in public spaces in Hollywood to encourage dialogue and promote awareness of social issues. Since most of the Community Scholar products will have a graphic component, it is important to understand how images, text, and media can be used as mediums to foster social movements. Likewise, the speakers offered some templates and strategies for displaying public art and incorporating different mediums to convey messages.
BrainstorMing
After the presentations, discussions, readings, and research conducted during the first four weeks of the Community Scholars class, course participants held a retreat to define topic areas and start articulating the scope and scale for the final products. Individuals were asked to define topic areas, share those topics with the class, combine related topic areas, and create distinct project teams to move forward with a single product. The following is a description of each of the aforementioned processes.
individual topiC areaS
After the third class, course instructor, Gilda Haas, asked each class member to come up with a topic area that interests him or her related to the green economy. Additionally, each class member was asked to define four aspects of the proposed project: (1) topic, (2) audience, (3) channel, and (4) value.
Topic: Green jobs-related question/issue to be addressed
Audience: A specific, targeted group of individuals who would likely participate in the popular education process
Channel: The medium (e.g., the web, printed materials, workshops, face-to-face conversations) used to impart the message
Value: The value the product would add to the user’s experience, awareness, or motivation
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Members of the class came up with a variety of topics, including gardening, training for graduating high school seniors, workshops for young workers, green construction, and eco-friendly food vending. Each person came up with a one-minute pitch articulating the four aspects discussed above to present to classmates.
pitCh to ClaSSmateS – “Speed dating”
The next step of the brainstorming process involved sharing individual ideas with classmates. Haas incorporated a technique
– called “speed dating” – that involved a series of interactions where classmates pitched their individual ideas to each other. Students reiterated their one-minute pitches to each member of the class during a series of “dates.” Each person heard all of their classmates’ ideas. Students took notes on recurring ideas and themes, and then sat down in small groups to discuss what they had heard from others. Each small group was instructed to come up with a series of cards for each of the four project
aspects (topic, audience, channel, value). The cards would reflect what group members considered to be recurring themes in the discussion.
SyntheSiS: Creating themeS For proJeCtS
After each of the small groups had finished assembling their cards, each team was asked to post their recurring themes on the
front wall of the room. This would constitute a visual survey of the most common phrases, themes, and messages used to pitch individual project ideas. After the cards were posted, class members were asked to group the index cards into related themes and subject areas. What emerged was a series of groupings that melded individual ideas with one another and, in some cases, broadened the scope of certain projects. Based on these idea groupings, class members selected what broad project category (i.e., projects dealing with food/gardening/agriculture, projects focused on green construction, projects focused on labor organizing, etc.) they were the most interested in.
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Forming proJeCt themeS
After breaking up into larger themed teams, the class discussed what ideas appealed to them the most. Individuals who were particularly passionate about a given topic or those who had well-articulated ideas worked with people who were interested in the same broad categories to devise specific project teams. In these smaller teams, individuals were again asked to identify the topic, audience, proposed channel, and value added of the project. Once again, an individual from each project team made a pitch to the class to recruit classmates and laid out their ideas for consideration. Based on this process, the class separated into five project teams: (1) Market Makeovers, (2) Native Green, (3) Green Construction Careers, (4) Residential Retrofitting, and (5) Young Workers.
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PROJECTS
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Project teaMs
As mentioned above in the Background section, as the result of various discussions and class activities rooted in popular education, the class separated into five distinct project teams. A brief description of each follows below:
market makeoverS
The Market Makeovers team created a workshop curriculum to reach Latina mothers in the Maravilla neighborhood of East Los Angeles. This workshop teaches participants the outcomes of eating unhealthy foods and shares opportunities and techniques to “green” the East Los Angeles food desert through games and demonstrations.
The outcome goals for the workshop are for participants to leave with a:• Better understanding of their food environment and their
relationship to it;• A commitment to two concrete actions that will improve
their family’s diet and fit into real time and budget constraints.
native green
The Native Green team produced business cards, a brochure, and a website for Native Green, an emerging sustainable landscaping cooperative. The materials all promote the home lawn alternatives and sustainable landscaping practices of this “green gardening” enterprise. It is hoped that after reviewing these materials, homeowners will know the environmental
and economic benefits of hiring Native Green for all their landscaping needs.
green ConStruCtion CareerS
The Green Construction Careers team produced a large foldout poster to inform Building Trades leadership of the role that they can play as advocates of policies that promote comprehensive energy efficiency retrofits of buildings. The goal of these policies is to improve the energy efficiency of buildings, and as a result, create more construction jobs and increased union density in the construction industry.
reSidential retroFitS For energy eFFiCienCy
The Residential Retrofits for Energy Efficiency team (R2E2) produced a foldout brochure that helps Los Angeles homeowners figure out how to make their homes more energy-efficient, which results in lower utility bills. The brochure targets residents of the Los Angeles neighborhoods of Boyle Heights, Crenshaw, and West Adams. It provides information about resources, such as the low-income weatherization assistance program and L.A. County’s Energy program, that can help make retrofits more affordable. The goal of the project is to help residents make informed choices that will not only save them money, but also improve air quality and create new job opportunities.
young workerS leading a green movement
In fall 2010, the Black Worker’s Center will host a three-day retreat for young black workers in the Los Angeles area. The purpose of the retreat is to provide participants with the tools,
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information, and motivation that they need to become leaders in the green economy. To accomplish this, the team produced a curriculum to help young workers of color understand how climate change impacts L.A. communities, job opportunities in the green economy, union construction pre-apprenticeship program opportunities, and techniques for developing mentoring relationships and overcoming barriers to unemployment.
connectivity
Project products and scope of work have morphed significantly over the past 14 weeks based on professor, class and client feedback, trials, available tools, and time. What has remained constant is each project’s unwavering theme to address the broad topic of green jobs through the medium of popular education. Each project’s efforts have been guided by defining very specific topics, audiences, values, and channels; summary table follows on the next page.
Each project placed varying levels of importance on each of these categories. For example, some projects defined their audience first, and then decided what type of information would be most useful later on, whereas other projects did the exact opposite. This iterative method of defining projects helped to create five unique products.
We collectively have made strides in identifying groups that are underrepresented in the green economy, green jobs topics that have been ignored and/or poorly explained, and new strategies for economic participation.
The following sections describe each project in detail, providing background on the iterative process, tools, methods, and final project descriptions. All of the products are available in electronic form on a DVD, which accompanies this report.
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Topic Audience Channel Value
Market MakeoversGreening the East Los
Angeles Food Desert and addressing the outcomes of
eating unhealthy foods
Latina mothers in the Maravilla neighborhood of
East Los AngelesWorkshop curriculum: Games
and demonstrations
Understanding of food environments and health
impacts; awareness of time and budget limits for food
preparation
Native GreenSupporting the Native Green Gardeners by helping to find
customers for sustainable landscape services
Homeowners in Los Angeles Pamphlets, business cards, and a website
Market materials for the nascent workers landscaping
cooperative through education and promotion
Green Construction Careers
How to engage Building Trades leadership in making policy recommendations that
promotes Comprehensive Energy Efficiency Retrofits
and new union jobs
Building Trades Leadership Large (22" x 34") poster foldout
Understanding of the barriers to union's market share of
retrofit jobs and strategies to increase retrofit market share
Residential Retrofits for Energy Efficiency
Guiding homeowners to relevant energy efficiency
opportunities in Crenshaw/West Adams
Los Angeles neighborhoods of Boyle Heights, Crenshaw,
and West AdamsMedium (11" x 17")
brochure/poster foldout
Inform homeowners how to decrease energy and water
use and costs (while improving air quality and job
opportunities)
Young Workers Leading a Green
Movement
Develop participant understanding of the green
economy and the opportunities and challenges
it presents to a new generation of African
American workers
Young construction apprentices of color in the Los
Angeles area
Leadership School curriculum: Tools, games, and
demonstrations
Understand climate change impacts, green job
opportunities and employment techniques, and the importance of taking
leadership in these areas
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Market Makeovers
ingrid Cruz
riChard FranCe
katherine green
ShoShana krieger
Jared planaS
Chandini Singh
Bringing fresh Produce to food deserts through cornerstore Makeovers
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Background
Mary Lee, Associate Director of Policy Link, describes a food desert as:
…geographic areas where mainstream grocery stores are either totally absent or inaccessible to low-income shoppers. Though these may be located in the vicinity, they remain unavailable to low-income residents because of high prices and inadequate public transit (Lee, 2010).
East Los Angeles is a food desert. While there are numerous fast food options, there are relatively few healthy places to eat and an over abundance of corner markets that specialize in junk food. There are also few large supermarkets where the population can purchase fresh produce. The result is high rates of obesity, heart disease, diabetes, and cancer in the community. East Los Angeles has a higher rate of obesity-related chronic illness compared to the rest of Los Angeles (University of Southern California, 2010).
Group member Ingrid Cruz currently works for a local firm called Public Matters. Public Matters is a for-profit, social enterprise firm that uses media and youth activism to create positive social change. One particular area of expertise Public Matters has is what they call “Market Makeovers.” Market Makeovers transform standard junk food markets located in food deserts into healthier green markets with a wider selection of healthy food options. Market Makeovers starts out by working with small neighborhood food stores to help them find ways to carry more produce and healthy food. At the same time, they work with youth to create
community education about the benefits of eating fresh food and creating awareness of the food environment. By building a relationship with both the stores and the community in general, they hope to change people’s eating habits while at the same time building a consumer base that will shop at the newly made-over stores.
For the past two years, Market Makeovers has collaborated with agencies like the South L.A. Healthy Eating Active Communities (HEAC) Initiative. Together they have worked on a highly successful public health, civic engagement, youth media, and leadership development project with high school students from The Accelerated School (TAS). By using a multi-organizational approach, the effort to transform a community’s food environment is greatly increased.
Currently Public Matters is in the process of building ties in East Los Angeles and has begun working with high school students through community-building organizations such as YouthBuild and The Academy. A current focus is to spread their brand of popular education and awareness about food deserts and food options to the Maravilla Neighborhood in East Los Angeles.
Our group was very inspired by the work of Public Matters and believes making over markets in a disadvantaged community is an important contribution to the goal of building a green economy.
Project evolution
Our first step was to approach Mike Blockstein and Reanne Estrada of Public Matters to offer them our services. At an initial meeting at the UCLA Downtown Labor Center, we
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brainstormed about possible products or services that would further the Market Makeovers cause.
In that meeting, we identified a target audience and a goal. Public Matters had already begun their work in East Los Angeles, and had a wealth of knowledge about the community and its issues. They identified Latina mothers as a target audience because they were most likely to shop and cook for their families. Mike and Reanne wanted our product to help generate a market for the newly made-over stores. Many storeowners are hesitant to carry fresh produce because they are not confident that they can sell it, moreover, businesses are less likely to carry produce because it is inventory that will spoil faster than processed foods.
We then began to think of possible strategies to achieve this goal. Our initial idea was to create a large foldout poster that demonstrated the negative outcomes of unhealthy eating with graphics and pictures that compared the health outcomes of an average unhealthy market product (junk food) with those of Market Makeovers’ new healthy options (fruits and vegetables). The idea was that the poster would include healthy food facts, a section about the history of formerly agricultural East Los Angeles, healthy recipes, and nutritional information about green foods.
Our client was initially excited about the possibility of putting a coupon in the poster foldout to encourage people to visit the newly opened stores. Ultimately, we wanted to create a product that would educate people on healthy/unhealthy food choices, advertise the new market makeover stores, be easily dispersed, and be visually appealing.
Our team used an online project management system to coordinate our research efforts and share information. We split our research tasks into general categories including East Los Angeles history, nutrition facts, food prices, and health facts. This research included site visits in East Los Angeles, library and web research, and interviews. Once we completed initial research tasks, a pre-determined group leader for the week created an agenda for our weekly meeting, where we would discuss our findings. Having a strong agenda was one of the most important tools for accomplishing our weekly tasks.
We began to conceptualize our poster and then presented it to Public Matters in a second meeting. After much group discussion, we came to the collective realization that a poster would probably not create the type of impetus to shop at the made-over stores as we had hoped. We realized that a more interactive popular education tool would be more appropriate in creating a “market for market makeovers.” We brainstormed new ideas, which included a card game that taught players about the negative implications of unhealthy eating, and a shopping cart game to reinforce the fact that those healthy foods can be inexpensive.
Finally, our team decided to create a workshop curriculum that would include several games to communicate the same ideas as our initial poster idea, but in an interactive and fun way. This would allow for us to use many different methods (games, demonstrations, dialogue) to communicate all of the information we wanted to share about food deserts and their implications.
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We had numerous brainstorming sessions in order to figure out how to best accomplish this task, and countless iterations of the curriculum modules.
We started the process by first identifying what we wanted the learning outcomes of our workshop to be. We wanted participants to have a better understanding of their food environment and their relationship to it. After participating in the workshop, we wanted people to be more aware of healthy food options that fit into their time and budget constraints. We also wanted participants to leave the workshop committed to two concrete things they could employ to improve their diets.
We also wanted the workshop to be as flexible and replicable as possible and to include an East L.A. specific module that could be swapped out with the details of another community. In order for our workshop to be successful, our audience would need basic reading and language skills in either English or Spanish. We also assumed that the participants who were taking the course were the individuals who did most of the grocery shopping for their household, and that most felt barriers exist in obtaining fresh produce in their neighborhood.
final Project
Our final product is a two-hour workshop curriculum, complete with game pieces, which creates an interactive way to educate the community and create dialogue about the food environment. We believe that people who participate in the workshop will be more likely to patronize Market Makeovers’ stores.
Summary
RationaleEncourage residents to shop for produce and avoid processed foods at newly made-over corner markets.
AudienceOur target audience is Latina mothers in the Maravilla neighborhood of East Los Angeles, most likely who have children that attend schools in the neighborhood.
MediumOur product is a two-hour workshop that achieves the learning outcomes outlined below through interactive games and group discussion.
Learning Outcomes1. Illustrate trade-offs, identify priorities, and develop a
collective consciousness of food deserts2. Connect food choices to health outcomes3. Identify negative health effects associated with high-fat and
high-sugar diets4. Identify healthy food options that fit your budget5. Create knowledge of the disproportionate health effects in
one’s community6. Make food choices that reduce risk to pesticide exposure7. Establish a collective consciousness of the importance of
nutrition8. Share and reinforce knowledge and develop an action plan to
achieve better health goals9. Get people to the Market Makeovers website and connect
participants with the larger food justice community
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Pre-Knowledge1. Our audience can read and understand either Spanish or
English2. Our audience does most of the food shopping and cooking
for themselves and their families. 3. Workshop participant finds that there are barriers to getting
fresh, local produce in the neighborhood.
What follows is a summary of the Market Makeovers workshop curriculum. Please see Appendix A below for the complete workshop curriculum, game pieces, and other material.
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thiS page intentionally leFt Blank
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native green
sustainaBle gardens and sustainaBle livelihoods: suPPorting the native green gardening cooPerative
Brenda aguilera
Sara martin
alex StevenS
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Background
Our client is the Native Green Landscaping and Gardening Cooperative, a cooperative that has been developed with the support of the Instituto de Educación Popular del Sur de California (IDEPSCA). The cooperative is comprised of IDEPSCA members, day laborers and household workers, who have completed a green gardening training course and received a certificate in sustainable landscaping from the City of Los Angeles. Many of the cooperative members have previous landscaping experience from years of working for contractors and other employers, but for many, sustainable, environmentally-friendly landscaping is a new practice.
The Native Green Gardening Cooperative will provide its members the opportunity to own and control their own business and will provide its customers with affordable and sustainable landscaping services.
We became interested in this project through one of our team members, Brenda Aguilera, who works for IDEPSCA and with the cooperative. The cooperative needed marketing materials to provide prospective customers with information about Native Green’s services as well as the importance of maintaining a yard that is climate-specific, sustainable, and beautiful.
Native Green is a unique Los Angeles enterprise. There are currently no sustainable landscaping services that specifically target middle-income homeowners. In addition, this worker-owned gardening business is comprised of day laborers who are often employed by L.A. landscape businesses.
Our project’s goal is to help create a market for Native Green by connecting potential customers to the cooperative.
Our motivation for the project comes from our shared interest in promoting eco-friendly landscaping, as well as creating new jobs for day laborers that pay living wages, and provide job security and opportunities for worker-ownership.
Project evolution
Once we decided to work with Native Green, we began to research the gardeners’ needs and the interests of their potential customer base. To do this, we met with Raul Anorve, IDEPSCA Executive Director, and with the green gardeners themselves. At first, we were going to help the cooperative with a feasibility study, but it soon became clear that our best value-added would be to produce the company’s first marketing materials.
Our audience became clear after speaking extensively with IDEPSCA and the gardeners about the type of marketing materials they needed. We concluded that our audience should include homeowners and business owners who are interested in converting or maintaining their gardens using drought-tolerant native plants. Our goal is for these property owners to better understand the importance of using native plants and sustainable practices, and Native Green’s contact information.
We decided to create an informational brochure to convey much of this information, as well as a website. We did not have to go far to accomplish our first step, which was to educate ourselves about the benefits of sustainable gardening. Native Green Cooperative members provided us with their training materials. In addition,
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one of our team members, Alex Stevens, is a landscape designer who specializes in sustainable gardening practices.
Throughout this project, our three group members met at least once a week at the Community Scholars class. Additionally, we met periodically with the green gardeners and IDEPSCA staff members to get their input and feedback on our materials-in-progress.
We developed a questionnaire to help us understand the kind of expectations that homeowners have for green gardeners, and then created a focus group consisting of four Mar Vista homeowners, who had already transformed their traditional gardens into sustainable gardens, to help us answer our questions. Their feedback was incorporated into the marketing materials and was then taken back to Native Green to help them understand and prepare for these expectations. We also attended a major garden show in Mar Vista to help the Native Green Gardeners promote their services. By integrating ourselves into the gardeners’ activities, we gradually gained a better sense of their needs and desires.
Throughout the process we produced various iterations of our materials. Some original versions of the brochure were almost entirely focused on the importance of sustainability in landscaping. After receiving feedback from our classmates, the gardeners, and the course instructor, we decided to include more information in the brochure about the services that the green gardeners offer in order to accomplish our goal of turning our audience into customers.
final Project
Our final product is comprised of a brochure, business cards, and a website. We decided on these products as a result of an analysis of why we are doing the project, our audience and their background, what we hope our audience would learn from the materials, and the best method in which to convey information.
Summary
RationaleDevelop marketing materials for a nascent workers landscaping cooperative to create a customer base and promote an alternative sustainable landscaping practice.
AudienceProperty owners in Los Angeles
MediumOur final product consists of a brochure, business cards, and a website:
• Brochure: The members of Native Green envision distributing the brochure at gardening events, IDEPSCA, other worker-oriented events, and doorsteps. We felt that a simple yet sleek brochure would best accommodate this goal.
• Website: The gardeners were also interested in creating a web presence as another means of promoting their services. Therefore, we created a website that focused on both why the cooperative services are important and how a customer may commission work.
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• Business Cards: Gardeners can now hand out business cards to potential customers, making their new enterprise appear more professional and more cohesive.
Learning OutcomesAfter reading our materials, participants will know who the Native Green Gardeners are, what services they offer, be aware of the importance of sustainable landscaping practices, and recognize that their individual landscaping choices can promote or deplete our environmental security.
Pre-KnowledgeWe assume that our audience has control over their landscaping, has an interest in exploring new landscaping techniques, and/or an innovative alternative business model.
The following pages provide images of the Native Green brochure, website (nativegreencoop.com), and business card.
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The Solution? Hire a Green GardenerAs a response to California’s need to save water and incorporate native plants into urban green spaces Certified Green Gardeners offer the following services:
What is the Green Gardener Program? The Green Gardener Program educates and trains day laborers on sustainable landscape care and maintenance practices. IDEPSCA organizes and facilitates a series of
six training sessions that cover the following topics: understanding the landscape as an ecological system, nurturing healthy soil, capturing rainwater and managing stormwater on-site, watering according to need and efficient irrigation systems, selecting the right plant for the right place, preventing and managing pests, and reducing green waste, air pollution, and maintenance costs.
How do I hire a Green Gardener?IDEPSCA maintains a list of Green Gardeners who have completed the training and continue to build their Green Gardener skills. Contact IDEPSCA at (213) 252-2952.
For more information:(213) 252-2952
Instituto de Educacion Popular del Sur del Cal i forniaIDEPSCA is a non-profit community-based educational organization incorporated in 1991. Our mission is to create a more humane and democratic society by responding to the needs and problems of disenfranchised people through leadership development and educational programs based in Popular Education methodology.
Specifically, our goal is to organize and educate members of low-income Latina and Latino immigrants concerned with solving problems in their own communities.
Sustainable L and s c a p eS e r v i c e s
Transforming and Supporting Healthy Beautiful Southern California GardensFor more information:
(213) [email protected]
Capture Rainwater & Manage
Stormwater On-site
Soil Managementand Fertility
Select the Right Plant for the Right Place
Reduce & Reuse Green Waste
Maintain Sustainable Gardens
Evaluate Irrigation Systems for Efficiency and Savings
Sustainable Landscape Design
Manual Labor to Limit Noise and Air Pollution
triFold BroChure: Side 1
panel 1panel 6panel 3Benefits of hiring a green gardener are
outlined on final panel of brochureTitle PageBackground of program and
affiliated organization A printable electronic version of this brochure is available on the DVD which accompanies this report
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Su s t a i n a b l e L and s c a p e S e r v i c e s
As a consequence,the fees for water use are higher and some municipalities are passing ordinances to fine homeowners and businesses that disregard this roblem by using water guzzling water gardens.
Second, the current gardening workforce in Los Angeles, outside of city and county employment, is comprised of a substantial number of low-income gardeners who perform their duties as day laborers and short-term employees. In order to successfully develop this potential workforce, we have identified a need to pilot sustainable employment structures that develop family-supported pay scales.
The solution to both problems: Low impact development (LID) is an emerging and important international stormwater management trend that weaves the textures of nature into the urban hardscape to create an earth friendly fabric. It is a twenty-first century way to design our streets, sidewalks, and landscaping to soak up and clean runoff through more natural processes. These new methods help manage stormwater, reduce water demand, and recharge the groundwater. The design, installation and management of these practices will require a skilled workforce. A term for that skilled labor is: the Green Gardener.
Reduce & Reuse Green WasteA Green Gardener prunes plants selectively and properly, thus reducing green waste destined for landfills. Grasscycling - leaving clippings from lawn mowing – can also reduce green waste and cycles nutrients back into the soil to support a healthy lawn. A Green Gardener can reduce the green waste leaving your site by helping you manage a compost pile. The resulting mulch can add nutrients back to the garden.
Capture Rainwater &Manage Stormwater On-siteDisconnecting and directing downspouts to vegetation, installing a rain barrel, and constructing a berm around a tree are simple strategies that manage rain and storm water on-site and can help reduce seasonal irrigation needs. These strategies also help protect local water ways and the improve water quality. A Green Gardener will evaluate your garden for these opportunities or manage these if they already exist.
Select the Right Plant for the Right PlaceCalifornia native and Mediterranean plants are best suited to our hot dry summer and cool wet winter climate. A Green Gardener can help you choose the appropriate plant for your garden and help prevent and manage pests using an Integrated Pest Management approach. Allowing plants to grow to their mature size and pruning them to complement their natural form supports plant health and saves time and money on maintenance.
Limit Noise and Air PollutionUse manual labor on my landscape to limit noise and air pollution and/or electric equipment on my landscape. Only use gas -powered equipment when necessary. Ensure gas-powered motorized equipment complies with US E.P.A. PH1.
Evaluate Irrigation Systems for Efficiency and SavingsUnderstanding soil types and plant needs will help determine the appropriate irrigation schedule. Efficient irrigation systems minimize evaporation and runoff. A Green Gardener will evaluate your irrigation system for needed repairs and improvements. Seasonal adjustment of the irrigation schedule will ensure plant water needs are met and water savings.
Maintain Sustainable Gardens A Green Gardener will maintain an existing sustainable garden by offering services such as prunning, inspecting irrgation system to make sure it is performing properly,. manage the inputs and outputs to affect desired changes for a sustainable landscape system.
Sustainable Landscape DesignA Green Gardener can choose local, sustainably produced materials, and lower risk products. e.g. ultra-low VOC paints, salvaged lumber, or post-consumer recycled content or materials for any landscaping modifications and help educate you about the potential for reusing and recycling resources in landscape construction projects.
Soil Management and Fertility Soils vary from landscape to landscape.
A Green Gardener knows how to assess and evaluate the type
and characteristics of soil and uses this information to
inform decisions related to amending the soil,
scheduling irrigation, solving drainage
problems, applying the appropriate mulch,
and selecting the appropriate
plants.
First, our climate is changing and Los Angeles County is on its 3rd year of drought.
What are the problems?
triFold BroChure: Side 2
panel 5panel 4panel 2Why homeowners should hire a “green” gardener
Services the Native Green Garden Cooperative can provide; benefits of hiring a Green Gardener
A printable electronic version of this brochure is available on the DVD which accompanies this report
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native green weBSite
The Native Green Cooperative website is located at http://nativegreencoop.com, allows interested parties to find more information about the cooperative in a well-designed, intuitive website. The website contains information about the Native Green Cooperative story, the problem with traditional gardens, the solution, contact information, and the training program the cooperative members completed.
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native green BuSineSS Card
A professional business card
A printable electronic version of this business card is available on the DVD which accompanies this report
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green construction careers
niColaS Cranmer
Samuel Filler
uyen le
coMPrehensive energy efficiency retrofits lead to good joBs and a healthier Planet
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Background
The initial concept for the project was developed during a brainstorming retreat session in the Community Scholars class. Uyen Le, a Project Coordinator for the California Construction Academy (CCA), expressed interest in developing popular education materials about green jobs for the Building Trades, a topic that corresponded with her work at CCA. The project concept has since evolved through a collaborative effort between team members.
The Building Trades are at a crossroads. In the last thirty years, it has experienced a decline in union membership, employment opportunities, wages and market share. Energy efficiency retrofits present an opportunity for the Building Trades to regain market share and create more opportunities for workers to embark on “high-road” green construction careers.
Comprehensive energy efficiency retrofit programs make more environmental, social, and economic sense than basic weatherization programs. For example, comprehensive energy efficiency retrofits create more short- and long-term jobs. The Building Trades apprenticeship training model is well-suited to meet the new demand for labor generated by comprehensive energy efficiency retrofits because of its emphasis on thousands of hours of “on-the-job” training, the high quality of work performed, and the timeliness of project completion.
However, there may only be a small window of opportunity. There has been an unprecedented level of public investment in energy efficiency retrofits and green jobs training in the last couple of years. Policies and programs being created now will
shape and determine the future of the emerging energy efficiency retrofit market. By creating a popular education piece that targets Building Trade workers, we begin at the source of the work. Our product provides background knowledge about pertinent issues and gives the Building Trades the necessary tools to affect policy that generates demand for comprehensive energy efficiency retrofits and high-road green construction careers.
Our client is the California Construction Academy (CCA). The CCA is supported by the University of California, Los Angeles Labor Center, and provides leadership, coordination, and collaboration on issues facing the construction industry in California. The CCA seeks to achieve two primary goals:• To strengthen best practices in the construction industry.
A special emphasis is placed on strategies that pertain to workforce development, apprenticeship programs, relevant policy initiatives, and health and safety issues.
• To strengthen labor-management cooperation and partnership; and to enhance the Building Trades relationship to the broader community (California Construction Academy, 2009)
Project evolution
We began our project by conducting extensive research on our topic and audience. We focused our research in three different areas: green jobs studies, comprehensive energy efficiency retrofits, and Building Trades apprenticeship programs. The California Construction Academy provided the project team with various articles on the above topics, which were supplemented by web-based and library research. In order to facilitate the exchange of information and discussion within our group, we
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held weekly meetings and used an online project management system (Basecamp) to exchange information. Using the Basecamp website, we were able to create deadlines for the group to read information and write summaries of our findings. We also set agendas the day before each of our in-person meetings in order to get the most out of our limited time together. Thus, we were able to split research responsibilities evenly and ensure every group member was accountable.
After reviewing our research findings, we conducted a series of interviews with Building Trades members and energy efficiency retrofit policymakers and experts. These interviews included Daniel Villao, the State Director of the California Construction Academy; Jann Whetstone, a former union member of the International Brotherhood of Electrical Workers (IBEW); Gary Cook, the Business Manager of UA Plumbers Local Union 78; Ben Tressler, a New York University planning graduate student; and Susan Munves, the Energy and Green Buildings Programs Administrator for the City of Santa Monica.
The most important discovery taken from the interviews was that for reasons of security, the Building Trades rely very little on internet and email, and communicate primarily via fax. We also discovered that although circulation of the Building Trades newspaper is quite extensive, few members actually read it.
Once we had better knowledge of the issues we hoped to address in our final popular education product, our group brainstormed what our end product might be. Initially, we planned to develop a conference where we would have facilitated a discussion between key stakeholders including Building Tradespeople, policymakers, and community organizations, among others. It was our hope
that through this conference, stakeholders would identify similar goals and agendas and forge coalitions around them. A second iteration involved a hybrid web and print product that would be distributed through the web in the form of a video, a printed mailer, and published in the Building Trades newspaper.
We ultimately decided on a 22-inch by 34-inch foldout poster that will be launched and distributed during a media event that will be hosted by the California Construction Academy. This decision was based on feedback from Building Trades leadership about how they access and receive new information. It is our hope that it will continue to be distributed through the mail as well as shared in person.
Once our group settled on creating a poster-size foldout, we met with Rosten Woo from the Center of Urban Pedagogy. Mr. Woo has extensive experience in popular education production and design including games, pamphlets, and other visual media. He provided design, layout, and strategic advice about the foldout, including how to setup Adobe Indesign files, how to choose colors, and where viewers’ eyes go first on a poster (typically from the top-right to the bottom-left).
final Project
Our final product is a 22-inch by 34-inch foldout poster that presents a complementary connection between comprehensive energy efficiency retrofits and strategies for advancing Building Trades apprenticeships, jobs, and union density. The foldout provides background knowledge on the barriers to energy efficiency retrofits, describes the components of an
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energy efficiency retrofit program, and discusses the union apprenticeship workforce pipeline.
The first panel is a teaser graphic with the purpose of drawing the user in. A Building Tradesperson is standing at a fork in the road reading our foldout. One path – basic weatherization – leads to high unemployment, declining market share, declining membership, and declining wages. A second path – comprehensive energy efficiency retrofits – leads to “high-road” green construction careers, business development opportunities, increased market share, and increased membership.
The second panel displays the differences between basic and comprehensive retrofit programs. These differences are described both in a checklist and a graphic illustration. The panel also includes data about current jobs and projections, and illustrates how comprehensive energy efficiency retrofits create more short- and long-term jobs.
The last panel, which makes use of the entire back of the poster, contains the core of our argument. Here we present the barriers to increasing market demand, elements of an energy efficiency retrofit program, and explain why the union apprenticeship training model makes a better pathway out of poverty. Spotlighted throughout the layout are relevant examples of policy or training programs that exemplify our recommendations. We conclude by providing a “pathway to policy” for Building Trades leadership, and discuss the ways in which labor unions can increase market demand for comprehensive energy efficiency retrofits, and, in the process, create more good jobs for a greener economy.
Summary
AudienceBuilding Trades Leadership
Medium22-inch by 34-inch foldoutThe primary influence of our selected medium for reaching our audience was how they typically receive information. Many Building Trades unions still communicate via fax, and very few use the Internet and/or read the trades newspapers. We determined the best medium for reaching them was through a foldout rolled out during a highly publicized media event. The event will be hosted by the California Construction Academy once they have fully vetted the foldout and are prepared to send it out for production.
Learning Outcomes1. The audience will understand the barriers to increasing
market demand for energy efficiency retrofits.2. The audience will learn strategies and examples on how to
increase market demand for retrofits.3. The audience will learn strategies and tools to help make them
advocates for policies that increase the rate of unionization for energy efficiency retrofits.
Pre-Knowledge1. The audience is in a leadership position in the Building
Trades or affiliated unions.2. The audience wants the information we are providing.
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3. The audience understands Building Trades unions have different current levels of engagement with energy efficiency retrofits.
4. The audience understands that Building Trades have an interest in participating in the energy efficiency retrofit market.
5. The audience will share the information if it is useful.6. The audience has staff that can dig deeper into these issues
if needed.7. The audience’s primary form of communication is paper-
based.8. The audience has short attention spans and busy schedules.9. The audience can speak and read English.10. The audience has the capacity to affect policy.
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Front Cover: Green Construction Careers 22-inch by 34-inch foldout (actual size 8 1/2” x 11”).
Back Cover: Additional resources on back cover for further investigation of our topic (actual size 8 1/2” x 11”).
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Panel 1: The first panel is a teaser graphic with the purpose of drawing the user in. A Building Trades person is standing at a fork in the road reading our foldout. One path – basic weatherization – leads to high unemployment, declining market share, declining membership, and declining wages. A second path – comprehensive energy efficiency retrofits – leads to “high-road” green construction careers, business development opportunities, increased markets share, and increased membership (actual size 11” x 17”).
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Panel 2: The second panel displays the differences between basic and comprehensive retrofit programs. These differences are described both in a checklist as well as illustrated graphically. It also incorporates data about current jobs and projections, and graphically illustrates that comprehensive energy efficiency retrofits create both more short-term and long-term jobs (actual size 17” x 22”).
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Panel 3: Here we outline the barriers to increasing market demand, elements of an energy efficiency retrofit program, and discuss why the union apprenticeship training model makes a better pathway out of poverty. Spotlighted throughout the layout are relevant examples of policy or training programs that exemplify our recommendations. We conclude by providing a pathway to policy for Building Trades leadership, and discuss ways in which labor can increase market demand for comprehensive energy efficiency retrofits (actual size 22” x 34”).
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Introduction: This window provides a brief introduction to our project that grounds people in our topic prior to making our policy recommendations.
Barriers: This window discusses the barriers that prevent the vast majority of individuals, companies, and governments from installing energy efficiency retrofits.
Elementsof aRetrofitProgram: This window discusses the various components of an energy efficiency retrofit program.
Union vs. Non-Union Workforce Training: This window provides a comparison between union apprenticeships, which are pipelines to better jobs, and non-union basic weatherization training, which lead to short-term, low-wage, and possibly unsafe jobs.
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GREEN CONSTRUCTION CAREERSA Growth Opportunity for the Building Trades
A POLICY REPORT FROM2010 Community Scholars ProgramDepartment of Urban PlanningUCLA School of Public Affairs
I n c r e a s i n g c o n s u m e r d e m a n d f o r c o m p r e h e n s i v e e n e r g y e f f i c i e n c y r e t r o f i t s l e a d s t o
g o o d j o b s a n d a h e a l t h y p l a n e t .
W h a t c a n t h e B u i l d i n g s Tr a d e s d o t o i n c r e a s e t h i s d e m a n d ?
C O M P R E H E N S I V E E N E R G Y E F F I C I E N C Y R E T R O F I T S
Declining Wages
Declining Membership
H i g h U n e m p l o y m e n t
Declining Market Share
B A S I C W E A T H E R I Z A T I O N
“High-Road” Green Construction Careers
Increased Market Share
Business Development Opportunities
Increased Membership
Declining
ADDITIONAL RESOURCES
2010 UCLA Community Scholars ProgramNick Cranmer Samuel Filler Uyen Le
“The Case for Deep Green Energy Efficiency: Why Basic Weatherization will Fall Short in Maximizing Carbon Reductions and Green Job Opportunities” The California Construction Academy. May 2010. Retrieved May 24th, 2010 from http://constructionacademy.org/wordpress/wp-content/uploads/2010/05/v.4-Deep-Green-Energy-Efficiency-Retrofits-FINAL-05-18-10-CCA.pdf
“Construction Apprenticeship Programs: Career Training for California’s Recovery.” Center on Policy Initiatives. September 2009. Retrieved May 24th, 2010 from http://www.onlinecpi.org/downloads/Construction%20Apprenticeship%20Programs%20report.pdf
“City of Los Angeles Municipal Green Building Retrofit and Workforce Development Policy Fact Sheet.” Los Angeles Apollo Alliance. Retrieved May 24th, 2010 from http://www.scopela.org/downloads/2009%20Apollo%20factsheet%20-%20ordinance.pdf
“Green Buildings, Good Jobs, Safe Jobs: Social Justice Pathways to a Sustainable Los Angeles.” UCLA Community Scholars Program. 2009. Retrieved May 24th, 2010 from http://constructionacademy.org/wordpress/wp-content/uploads/2010/03/green-jobs-report-Final-CS-Mar-2010.pdf
“An Industry at a Crossroads: Energy Efficiency Employment in Massachusetts.” Apollo Alliance. Green Justice Coalition. March 2010. Retrieved May 24th, 2010 from http://apolloalliance.org/wp-content/uploads/2010/03/energyefficiencyemploymentmassachusetts.pdf
“The Greening of Registered Apprenticeship: An Environmental Scan of the Impact of Green Jobs on Registered Apprenticeship and Implications for Workforce Development.” U.S. Department of Labor - Employment and Training Administration. June 2009. Retrieved May 24th, 2010 from http://www.doleta.gov/oa/pdf/Greening_Apprenticeship.pdf
“The Clean Energy Economy: Repowering Jobs, Businesses and Investments Across America.” The Pew Charitable Trusts. June 2009. Retrieved May 24th, 2010 from http://www.pewcenteronthestates.org/uploadedFiles/Clean_Economy_Report_Web.pdf
“U.S. Metro Economies: Green Jobs in U.S. Metro Areas” Global Insight. October 2008. Retrieved May 24th, 2010 from http://www.usmayors.org/pressreleases/uploads/greenjobsreport.pdf
“Recovery Through Retrofit.” Vice President Joseph Biden’s Middle Class Task Force and the Council on Environmental Quality. October 2009. Retrieved May 24th, 2010 from http://www.whitehouse.gov/assets/documents/Recovery_Through_Retrofit_Final_Report.pdf
Fuller, Merrian. “Enabling Investments in Energy Efficiency: A Study of Programs that Eliminate First Cost Barriers for the Residential Sector.” Efficiency Vermont. May 2009. Retrieved May 24th, 2010 from http://uc-ciee.org/energyeff/documents/resfinancing.pdf
“Profiting from Energy Efficiency!” ICLEI-Global Governments for Sustainability. Retrieved May 24th, 2010 from http://www.iclei.org/index.php?id=1675RETROFIT ELEMENTSBASIC WEATHERIZATION
ELEMENTSCOMPREHENSIVE ENERGY
EFFICIENCY ELEMENTSCONSTRUCTION CAREERS AVAILABLE
Sealing Air Leaks and CaulkingppHandy person, Laborer
InsulationppInsulator, Helper
Wrapping Pipes and Water HeatersppPlumber, Laborer, Helper
WeatherizationpSee Above
Lighting changes and lighting controlspElectrician
HVAC system upgradespHeating, Ventilation and Air Conditioning
Smart grid and building monitoring systemspElectrician, Operating Engineer
Renewable Energy GenerationpElectrician, Lineman, Roofer
Materials beneficial to environment and occupantpN/A
Healthy indoor environmental qualitypPainter, Plasterer, Asbestos Worker, Laborer
Site improvementspAsbestos Worker, Laborer, Bricklayer, etc.
Water conservationpPlumber, Pipefitter
Operations and maintenancepOperating Engineer
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Construction industry best practices treat buildings as comprehensive systems where the many mechanical and non-mechanical elements are connected. Energy efficiency retrofits need to reflect these best practices by treating buildings as whole and integrated systems, and not just “cherry-pick” the easiest basic weatherization items.
BASIC WEATHERIZATIONCOMPREHENSIVE
ENERGY EFFICIENCY
Comprehensive Energy Efficiency Retrofits create demand for workers with more diverse skills that will remain in demand over the long-term. Basic weatherization creates demand for workers with narrow skills that will be in increasing lower demand in the long-term. Workers should not just be taught how to wrap pipes, but how to install them.
JOB PROJECTIONSDIRECT & INDIRECTIMPACTS
“High-road” green construction careers lead directly to family-supporting wages, health & retirement benefits, and home ownership opportunities for individual workers and their families. In addition to these direct impacts, wages from these careers are usually re-invested in local business development, taxes, & public amenities.
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A printable electronic version of this poster is available on the DVD which accompanies this report
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BARRIER: COMPLEX POLICIESExample: Currently in the Greater Los Angeles area, owners/renters must seek out a random and un-coordinated set of property tax rebates, property tax financing, local tax rebates, tax exclusions, utility grant and loan programs, state grant and loan programs, and municipal grant and loan programs.
G R E E N C O N S T R U C T I O N C A R E E R SComprehensive energy efficiency retrofit programs make more environmental, social, and economic sense than basic weatherization programs. For example, comprehensive energy efficiency retrofits create both more short-term and long-term jobs. The Building and Construction Trades apprenticeship training model is well-suited to meet the new demand for labor generated by comprehensive energy efficiency retrofits because of its emphasis on thousands of hours of “on-the-job” training, high quality of work performed, and timeliness of project completion.
However, there may only be a small window of opportunity. There has been an unprecedented level of public investment in energy efficiency retrofits and green jobs training in the last couple of years. Policies and programs being created now will shape and determine the future of the emerging energy efficiency retrofit market. This fold-out provides the Building and Construction Trades and other stakeholders the necessary tools to affect these energy policies and energy efficiency programs in ways that generate “high-road” green construction career opportunities.
The Building and Construction Trades are at a crossroads. In the last thirty years, it has experienced a decline in union membership, in employment opportunities, in wages, and in market shares. Energy efficiency retrofits present an opportunity for the Building and Construction Trades to regain market share and to create more work opportunities for workers to embark on “high-road” green construction careers.
Public/private funding and consumer demand for comprehensive energy efficiency retrofits are two of the most important factors that lead to the creation of green construction careers. If the Building and Construction trades are interested in creating “high-road” work opportunities, it should pro-actively engage in, and shape energy policies and energy efficiency retrofit programs in order to generate CAPITAL and DEMAND for comprehensive energy efficiency retrofits instead of basic weatherization.
P O L I C Y & P R O G R A M R E C O M M E N D A T I O N S
EFFECTIVE OUTREACH & EDUCATIONUtilize community-based organizations to perform education, outreach, and marketing in neighborhoods in order to increase and aggregate demand, bundle contracts, achieve economies of scale, and encourage behavior changes. WHY? This will help to address the barriers of lack of information and risk aversion.
G E N E R AT I N G D E M A N D
DO NOT TREAT ALL BUILDINGS THE SAMEConduct a detailed analysis of building stock, building types, tenancy, and utility metering.WHY? The differences regarding building stock, building types, building tenancy, and who pays the utility meter will greatly affect what types of retrofits should be installed, how the retrofits are financed, how the costs of retrofits are repaid, and who should pay for those retrofits.
COMPREHENSIVE ENERGY EFFICIENCY AUDITS Start with a comprehensive audit that includes energy efficiency elements that go beyond weatherization. This deep green technical approach uses a Building Performance Institute (BPI) standard audit and includes: electrical systems, heating and cooling (solar thermal & combined heat and power), water conservation, renewable energy, solar thermal elements, and healthy home elements.WHY? These audits result in a full scope of work that takes into account the non-mechanical and mechanical elements of a building. These audits also address public health concerns, such as asbestos abatement, in order to accomplish safe and deep green energy efficiency.
CREATE IMMEDIATE VALUE FOR CONSUMERSBuilding owners and tenants should realize an immediate and quantifiable reduction in energy costs and an increase in building comfort as a result of the retrofit work.WHY? Helping the utility rate-payers to benefit financially in the short-term and long-term as a direct result of retrofit work will help to address the barriers of high up-front costs and risk aversion.
A TURN-KEY APPROACHDevelop a user-friendly interface and approach to customer service that will help partner a building occupant/owner with a program administrator or “energy advocate” that can walk them through the retrofit process from the beginning to end. WHY? This will increase demand since building owners/renters no longer have to go out by themselves to research complex and un-coordinated incentives, to recruit quality contractors, and to apply for relevant loans.
HIRE LOCAL AND ENFORCE LABOR STANDARDSCreate career pipelines for local communities (local hiring and retention), and also regulate and enforce labor standards to level the playing field for all contractors. High labor standards should be prioritized, including family-supporting wages, healthy working conditions, healthcare benefits, retirement benefits, and training and professional development pathways. WHY? In order to achieve the maximum amount of triple-bottom line benefits within a local community, it is critical that the employment, business ownership, and other economic opportunities are retained and recycled within that community. Generating additional income within a community will also enable more people to be able to afford the costs of retrofits, therefore helping to reduce the high up-front cost barrier.
ACCESSIBLE FINANCINGThe financial risks in an energy efficiency retrofit program should be mitigated through the development of sound financial assumptions, education and financial counseling for building owners/occupants , loan loss reserves, and credit enhancements. In addition, energy efficiency retrofit programs should make available a variety of financing mechanisms for building owners/occupants that would address their different financing needs. Some examples of financing mechanisms include: on-bill financing and/or on-bill repayment, property assessed clean energy (PACE) programs, tax rebates, and energy efficiency mortgages. WHY? The development of sustainable financing mechanisms that are offered in a variety of ways in order to meet the different needs of building owners/occupants will address the barriers of high up-front costs, lack of public and private capital, and split financial incentives.
THIRD PARTY CERTIFICATIONUtilize a third-party label for each building, such as ENERGY STAR, to certify the energy savings as a result of the work. Certification should include monitoring and verification of completed work.WHY? Having an independent entity monitor and verify actual energy savings as compared to estimated savings will help: 1) To ensure that quality work is being performed, 2) To strengthen financial assumptions that should be based on the level of actual energy savings realized, 3) To ensure building owners/occupants that they will realize the expected energy savings or will be offered some form of recourse, and 4) To create a “brand of distinction” for the more energy efficient building, therefore making it more attractive to potential building occupants and helping bring awareness of energy efficiency to people who pass by the building.
G E N E R AT I N G S U P P LYPLACE-BASED RETROFITS
Target whole neighborhoods instead of individual buildings, and view each neighborhood as a distinct market with different consumer demographics. WHY? This will help to realize the highest economies of scale and synergies, and to address community-level infrastructure needs.
BARRIER: LACK OF INFORMATIONExample: Of the over 150 residential loan programs in the United States, most reach less than 0.1% of their potential customers.
W H Y D O N ’ T T H E G O O D J O B S E X I S T ?1
LACK OF INFORMATION Potential energy efficiency retrofit customers lack easily-accessible and user-friendly information regarding the environmental and financial benefits of retrofits.
SPLIT (FINANCIAL) INCENTIVES
Building owners who do not pay utility bills usually do not have short-term incentives to invest in energy efficiency. Building tenants (renters) are reluctant to invest their own money to do energy efficiency retrofits in units they do not own and may not live in very long. Thus, neither building owners or renters usually end up investing in retrofits.
UP-FRONT COSTS The high up-front costs of a retrofit often deter a building owner’s/renter’s investment in energy efficiency, or make it impossible for those without access to capital to pay for the retrofits.
DISRUPTION COSTS The time and disruption involved in the retrofit process usually require building occupants to be inconvenienced by construction crews, utilities shut-off, etc. These disruptions can deter owners/renters from installing retrofits.
COMPLEX POLICIES Many of the incentives and regulations for retrofits are complex and are spread across different public agencies and private companies. Thus, the system is not user-friendly and is difficult to navigate for the general public.
LACK OF CAPITAL TO FINANCE RETROFITS
Most states and municipalities currently do not have the funds to cover up-front capital and financing costs to support a mass scale retrofit program. Some private investors are developing capital funds to finance retrofits, but these programs are still relatively small.
RISK AVERSION Policy-makers, businesses, and potential energy efficiency customers tend to be risk-averse, especially in today’s challenging economic environment. These risks include loan defaults, unscrupulous contractors, bad quality installations, poorly performing retrofits, and shifting regulatory environments.
SILOED APPROACH The successful implementation of energy efficiency retrofits require stakeholders to act in a cross-sectoral & collaborative manner, which is different than the siloed approach that has historically been taken between public officials, private investors, environmentalists, community advocates, labor unions, workforce development practitioners, and academic researchers.
Consumer demand has to be generated for comprehensive energy efficiency retrofits in order to create more green construction careers. Why aren’t consumers demanding retrofits that will save them money in the long run? If we can answer that question, we are well on our way to creating a lot of good jobs. The first thing we need to do is eliminate the following BARRIERS that keep people from choosing comprehensive energy efficiency retrofits.
2 W H AT D O E S I T TA K E TO C R E AT E A G O O D J O B ?
FINANCING / FUND MANAGEMENT
PROGRAM ADMINISTRATION &
COORDINATION
COMMUNITY ACCESS TO JOBS
WORKFORCE TRAINING &
DEVELOPMENT OF WORKFORCE
PIPELINES
EDUCATION ANDOUTREACH
AUDITS ANDRETROFIT WORK
STANDARDS AND ENFORCEMENT
MONITORING ANDCERTIFICATION OF
SAVINGS
MATERIALS PROCUREMENT
POLICY WORK
Workforce training, job creation, and job quality are directly impacted by all components of an energy efficiency retrofit program, not just the parts that are explicitly titled “workforce.” How a comprehensive energy efficiency retrofit program is designed and implemented will determine: 1) The types of jobs that are created, 2) Who gets access to these jobs, 3) How long these jobs will last, 4) How much these jobs pay, etc. Stakeholders who are interested in creating green construction careers should be familiar with and engaged in all aspects of program design.
T R A I N I N G T H AT W O R K S3
Not all workforce training, placement, and retention programs create the same results. These programs can mean the difference between: 1) Preparing individuals to embark on a “high-road” with certified skills to achieve sustainable long-term careers with family- and community-supporting salaries and benefits, or 2) Preparing individuals to embark on a “low-road” with minimal certified skills to only qualify for short-term, low-wage, and possibly unsafe jobs that may disappear after a few years. Union apprenticeship models have consistently demonstrated their abilities to achieve “high-road” construction careers for over a century, and should be used in order to generate “high-road” GREEN construction careers, as well.
TRAINING (hours) CERTIFICATIONS
SKILL LEVEL
WORKERSAFETY WAGES BENEFITS JOB STABILITY
UNION APPRENTICESHIP 4,000 + Yes High High $45,000 + Health/Retirement Long-term
NON-UNION BASIC TRAINING 40 - 200 None Shallow Low $24,000 None Temporary
UNION APPRENTICESHIP = PIPELINE TO BETTER JOBS RECRUITMENT PRE-APPRENTICESHIP APPRENTICESHIP JOURNEYMAN FOREMAN CONTRACTOR
NON-UNION BASIC TRAINING = BROKEN PIPELINERECRUITMENT TRAINING PLACEMENT START JOB INCREASE SKILLS & WAGES
GREEN WORKFORCE TRAININGBUILDING FUTURES in Providence, RI is: 1) delivering pre-apprenticeship training to 100 unemployed residents in Providence; 2) partnering with labor organizations to integrate certified green-training modules into existing apprenticeship curricula, ensuring that 650 registered apprentices receive green training; and 3) upgrading the skills of 850 dislocated journey-level tradespeople in green construction technologies and renewable energy projects. In total, 1,600 low-skilled residents of Providence will receive training and 800 will be placed in green energy jobs.
GREEN WORKFORCE TRAINING PARTNERSHIPSThe Regional Energy Efficiency Partnership Training Program (REEPTP) in Detroit is a coordinated training program between labor, government, CBO’s, and community colleges. Approximately 340 unemployed workers will be trained in green jobs or apprenticeship opportunities through five training tracks. The combined effort of the various stakeholders will create a pipeline for skilled workers for alternative energy opportunities.
The Vermont Growing Renewable Energy/Efficiency Employment Network (VtGREEN) is preparing workers for careers in energy efficiency and renewable energy industries. The program is supplemented by case management, support, referral, placement and post-program follow-up. And after successful completion of the training program, participants receive Certified Green Professional Certification and apprenticeship credits.
GREEN WORKFORCE
TRAINING
MAXIMIZE REDUCTIONS IN GREEN HOUSE GAS EMISSIONS MAXIMIZE POTENTIAL ENERGY SAVINGS EDUCATE COMMUNITY ON ENERGY SAVINGS AND GREEN BEHAVIORS
GO
AL
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MAXIMIZE OPPORTUNITIES TO GENERATE HIGH-ROAD APPRENTICEABLE JOBS, AND BUSINESS DEVELOPMENT OPPORTUNITIES
STRENGTHEN COMMUNITY, LABOR, MANAGEMENT, AND MUNICIPAL RELATIONSHIPSG
OA
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BARRIER: SPLIT INCENTIVESExample: “Why should I pay thousands of dollars for retrofits when I don’t get a cent back in energy savings?” asks Phil – Building Owner. “Why should I pay thousands of dollars for retrofits if I’m moving out in 6 months?” Asks Maria – Building Tenant
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residential retrofits for energy efficiency
r2e2: eMPoWering hoMeoWner and tenant ParticiPation in the green econoMy through energy efficient uPgrades to the hoMe
daniel gonzalez
Jaime lopez
mathew palmer
Cathy perSon
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Background
New funding opportunities to retrofit residential buildings with energy efficiency upgrades are now available to low-income families through city, utility and state initiatives. In concert with the American Recovery and Reinvestment Act (ARRA) stimulus funding, the County of Los Angeles has designed a landmark opportunity to implement and upgrade weatherization technology, HomeSTAR appliances and renewable energy infrastructure. Correspondingly, the awareness and capacity of residents in historically disinvested neighborhoods is crucial to ensuring equitable access and distribution of the Los Angeles County Energy Program.
As established by key legislation in California Assembly Bill 1890 (1996) and Assembly 995 (2000), energy efficiency is the state’s highest priority energy resource. Under this legislation, California has established a “loading order” that calls for first pursuing all cost-effective efficiency resources, then using cost-effective renewable resources, and only after that using conventional energy sources to meet new load demand. Following this loading order, California’s housing stock needs a residential retrofit for energy efficiency. Seventy percent of the state’s housing stock was built prior to the state mandates for energy conservation. The proportion of housing without energy-saving infrastructure is largest in low-income, minority, inner-city neighborhoods. It is estimated that 9.5 million dwelling units in Los Angeles County, or 70 percent of the County’s 13.5 million dwelling units, need energy efficiency retrofits.
Through residential retrofits for energy efficiency, residents in these communities can contribute to the development and
growth of a green economy, add value to their homes, and save money on their monthly utility bills.
The goal of our Residential Retrofits for Energy Efficiency (R2E2) project is to connect homeowners in Boyle Heights and Crenshaw/West Adams to resources that will help them make informed choices about residential retrofits to their homes.
Project evolution
Boyle Heights and Crenshaw/West Adams were selected as target areas because team members felt that the opportunity to improve the efficiency, quality, and functionality of residential buildings would provide a significant benefit to local residents. These benefits include the creation, development, and growth of an energy efficient economy in historically low-income neighborhoods. Participation of Boyle Heights and Crenshaw in the green job movement also creates a positive link between community revitalization, job creation, and environmental amelioration. Through residential retrofit for energy efficiency, a gateway to develop, maintain, and strengthen local advantages (geographic proximity to downtown jobs) and attributes (mixed used commercial residential structures along major through-fares) can be created. Our group identified residential retrofits as a key community development tool that will directly improve environmental health for residents, lower energy and resource bills, and indirectly increase job opportunities for local tradesmen.
Our first research endeavor was to better understand the population demographics of each community and analyze the general building stock. Both areas are predominantly low-income minority communities, with homes built before 1970 (Census,
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2000). After discussing the concept of residential retrofits and existing utility, city and county programs, it was apparent that few homeowners and tenants were aware of existing and forthcoming opportunities for low-cost or free work to be done. We felt that there was likely little knowledge within the community of residential retrofitting. Therefore, we concluded that our audience should indeed be residents of Boyle Heights and Crenshaw/West Adams.
With our topic and audience defined, we then developed several concepts around the value to our audience and the appropriate channel with which to reach them. Using lessons and readings in popular education and social marketing from class, as well as interviews with leaders and residents of both communities, such as the Boyle Heights Neighborhood Council and the Urban League, it was determined that a “User’s Guide to the Green Economy” brochure would be useful for our audience.
Our research into the energy sector revealed that numerous opportunities exist for our audience. Of particular note, Los Angeles County’s Energy Program (LACEP), in response to California state legislation AB811 and Federal Stimulus ARRA funding, aims to reduce home energy consumption and spur energy efficient manufacturing and installation job growth by providing low interest subsidized loans for residential retrofits. This landmark opportunity reduces the financial entry barrier to energy efficient upgrades of the home. Building owners throughout Los Angeles County will have access to County endorsed loans that will be paid back through marginal increases in annual property taxes. The goal of our brochure is to provide enough information about energy efficiency and resources so that residents can make informed and effective choices.
Our group utilized several techniques and tools to facilitate group meetings, as well as meeting self-imposed deadlines. We found it effective to reverse engineer from our project timeline for the due date of June 2, 2010. With this goal in mind, we set out to contact stakeholders, design a prototype, test the brochure with our audience (such as the Maravilla Foundation), and then go through the iterative process of redesign and adjustments based on feedback. Discussions with potential audience members and stakeholders helped us understand the need for a physical, tangible product that could be read and then passed from one resident to the next. In addition, we placed a strong emphasis on graphics, design, relevant content and images in order to make the information as accessible as possible.
final Project
Residential Retrofits for Energy Efficiency (R2E2) is a Community Scholars group project that creates a direct link between government energy entities, such as the Los Angeles Department of Water and Power and the Los Angeles County Energy Program, and the residents of historically underserved, low-income minority communities in the City of Los Angeles and Los Angeles County.
Summary
AudienceOur product empowers the residents of Boyle Heights and Crenshaw/West Adams to make informed choices regarding green retrofit work to their homes.
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MediumThis brochure enhances individual and collective understanding of economic, social, and environmental benefits to the family and the community, and is an easy to follow tool for taking advantage of local opportunities around residential retrofits. It is double-sided 11”x17” guide to achieving the benefits of a comprehensive home retrofit program.
Learning OutcomesResidential Retrofits for Energy Efficiency is an educational piece that serves as a catalyst for consumer value and behavior change. After reviewing the “Go Green, Save Green” brochure residents will be able to:1. List the contributors to a high energy bill2. Identify energy efficient retrofits in their home that will help
them save money3. Make informed choices about energy related upgrades to
their home4. Contact local resources that can provide free or low-cost
energy related work
Pre-Knowledge 1. People know that there is a social and economic crisis in the
United States2. People know that there is green movement building around
global warming3. People know that there may be a financial opportunity to be
had, but do not know where to begin
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Title: This introductory title assumes that saving money is a primary motivation to make changes to one’s home. The title entices the reader to open the document to learn more.
Front Cover
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Problem Statement: This presents the problem and personalizes the issue of energy costs by allowing the reader to fill out an interactive box. The goal is to develop an attached value to the handout for the audience through interaction.
FirSt Fold open - inSide
Left Panel Right Panel
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Description and Discovery of Problem: This provides a categorical, visual breakdown of the home-based components of energy and water consumption. It also provides an overview of where issues arise for insulation, heating, energy, and water.
SeCond Fold open - inSide
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EnergyEfficiencyResidentialRetrofitStrategy: An overview of the home energy use retrofit process using a checklist, and illustrating the benefits of retrofit. It also includes a detailed resource list of opportunities for residents in Boyle Heights, Crenshaw, and West Adams.
third Fold open - inSide
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print Side 1
A printable electronic version of this brochure is available on the DVD which accompanies this report
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print Side 2
A printable electronic version of this brochure is available on the DVD which accompanies this report
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young Workers leading a green MoveMent
Simone andrewS
tia koonSe
lanita morriS
Sergio SanChez
maya SaraF
Jann whetStone-BrookS
creating green joBs literacy and leadershiP in Black Workers 30 and under
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Background
In the fall of 2010, the Los Angeles Black Worker Center plans to host a three-day retreat for young Black workers in the Los Angeles area. The Black Worker Center, located at the UCLA Downtown Labor Center, promotes policy and programming that increases good employment opportunities for African Americans. The green economy—the sector of employment and entrepreneurship that promotes environmentally-sustainable construction, product manufacturing and lifestyles—is chief among the Black Worker Center’s priorities. In particular, the Black Worker Center seeks to support black ownership, investment, and employment in the green economy. The Black Worker Center believes this approach addresses the disproportionate impact of climate change and pollution levels experienced by poor communities and communities of color, as well as these communities’ disproportionately high rates of unemployment and poverty.
The overarching purpose of the upcoming retreat is to create an understanding of the economy and how it affects African American workers. The retreat agenda focuses on the relationship between African Americans and the economy as a whole, with labor unions, and with the green economy. Each of these areas will be discussed in both descriptive and prescriptive terms, explaining how we arrived at the current state of inequality, and how creating roles for new leaders can offer solutions.
In our Community Scholars class, we created a five-hour green economy curriculum to conclude the retreat on its third day. We felt that a retreat that focused on the relationship of African American workers to the economy would be incomplete without
serious consideration of the green economy. This is true for four reasons: 1. Recent federal and local government investment has made
this one of the fastest growing job sectors in the economy.2. For this reason, green jobs can offer a solution to the
unacceptably high unemployment rates in the African American community.
3. The communities where black people live have higher levels of environmental pollution than other parts of the City and this needs to be corrected.
4. There are few African American business owners in the green industry sector.
The purpose of the workshop (found in Appendix B of this report) is to provide young African American workers with the tools, information, and motivation to take on a leadership role in the green economy.
By the end of the workshop, we expect participants to understand:• Climate change and why it matters in their communities;• The role of the green economy as a solution to the climate
and jobs crises in their communities;• How to prepare themselves for pre-apprenticeship positions
with the Building Trades unions;• How to develop mentorship relationships and overcome
barriers to employment.
Project evolution
Our team of six includes the following five community scholars from an array of organizations invested in racial justice, green jobs, and popular education, as well as one UCLA graduate
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student in Urban Planning and Law: • Lanita Morris, UCLA Labor Center’s Los Angeles Black
Worker Center• Maya Saraf, UCLA Labor Center’s Labor and Occupational
Safety and Health Center (LOSH)• Jann Whetstone-Brooks, UCLA LOSH• Sergio Sanchez, a popular educator at an adult continuing
education school, El Centro• Simone Andrews, Strategic Concepts in Organizing and
Policy Education (S.C.O.P.E.) L.A.• Tia Koonse, graduate student in Urban Planning and Law at
UCLA
We all shared a strong interest in issues related to young workers, high unemployment rates, and new green job opportunities afforded by the American Recovery and Reinvestment Act as well as the Los Angeles Green Retrofit Ordinance. (UCLA Institute for Research on Labor and Employment, Good, Green, Safe Jobs: The Los Angeles Green Retrofit and Workforce Program.) Lanita offered the Black Worker Center’s upcoming retreat as a focus for creating a useful popular education product about the green economy. We jumped at the chance.
Our team decided to produce a workshop facilitator’s guide for the Black Worker Center’s upcoming youth leadership retreat. Once that decision was made, we knew what the characteristics of workshop participants were most likely to be – black youth who are interested in construction careers, who have experienced significant barriers to employment, and who have little or no knowledge about climate change or green construction.
We created two additional standards for the facilitator’s guide. First, we all agreed that our product should promote popular education goals and methodology. Secondly, we wanted our product to have a useful life beyond the Black Worker Center retreat. Our goal was to write a guide that was practical and easy-to-use, so that other facilitators and audiences of young people with characteristics similar to our intended audience could benefit. We hope to distribute the final product throughout the City of Los Angeles.
We identified four learning outcomes that, if successful, would constitute a startup investment in producing a new kind of young labor leader. These are: • An understanding of the nature and immediacy of the
climate crisis;• An understanding of environmental injustice and the
disproportionate impacts of pollution on communities of color;
• An understanding of green jobs as a solution to climate crisis;
• A labor movement-based definition of green jobs as good jobs and safe jobs that lift communities out of poverty.
To produce these, we needed to educate ourselves and learn precise definitions of climate change, green jobs, and environmental justice. We needed to find out why young workers would care about green jobs, and how to communicate some of these large concepts in a clear and compelling manner.
A natural division of labor emerged for our research tasks. Several members of our team have regular interaction with young people of color who are likely to participate in our workshop.
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We conducted interviews with young people of color about their understanding of climate change, the green economy, and union apprenticeships. Their responses helped us develop a targeted curriculum.
To learn more about climate change, race and economic disparities, we turned to environmental justice literature. For information about popular education, educational games, and other aspects of curriculum development we used the class reader prepared by our instructor, Gilda Haas, as well as the material and experience provided by our LOSH Community Scholars. These resources helped us determine what types of games and activities would work best with our audience.
Finally, we relied heavily on the institutional knowledge of our teammate Jann Whetstone-Brooks, a journeyman electrician, for information about union mentorship in the building trades and strategies for overcoming barriers to employment, such as not having a high school diploma or GED, limited English skills, or an incarceration record.
Other resources that supported the development of our curriculum included presentations by guest speakers, who spoke about popular education techniques as well as climate change issues. Having frequent deadlines and weekly meetings proved critical to working through any writer’s block. Finally, the iterative process of drafting several versions and play-testing our games helped us refine our curriculum to better achieve our learning objectives
The curriculum was slow in taking shape. Our first and second versions were too broad in scope, and as a result, the corresponding
games did not produce our desired learning outcomes. Instead, participants often found them to be depressing, disempowering, or didactic. So we made adjustments, and gradually our own style of pedagogy evolved.
Several teammates conducted trial runs of sections of the curriculum and returned with feedback. We entirely abandoned weeks of work on an introductory game called “Race to the American Dream,” after trial runs revealed that the game did not produce an understanding of climate change, environmental justice, or leadership opportunities in the participants. Our manner of pedagogy has thus shifted, and now includes games, video, traditional presentations, and interactive mentor panels.
final Product
Our final product consists of a five-hour workshop that includes interactive exercises that expose participants to information about the climate crisis, environmental justice, green jobs legislation, and provides vocabulary relevant to green jobs, strategies for overcoming barriers to employment, engaging with unions, and working with mentors. Building from this foundation, the workshop also creates opportunities for personal reflection and goal-setting.
The final facilitation product meets the needs of the Black Worker Center in four ways. First, the guide and its materials are clear and comprehensive, and are ready to be implemented this fall. Second, each element of the workshop stands on its own and can thus be used in other contexts. Third, the curriculum is practical and realistic. It does not promise jobs where there are none, nor does it lead participants into an overly complicated
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historical analysis of environmental justice without offering solutions. Finally, the workshop consistently defines green jobs as safe, good jobs that lead communities out of poverty. This broad, social justice-based definition of green jobs is central to the mission of the Black Worker Center, as well as the Community Scholars class as a whole.
Summary
AudienceBlack workers aged 15-30
MediumA 5-hour popular education workshop featuring a range of pedagogical tools, including games, video, skits and mentorship face-time.
Leaning OutcomesWe believe that by the end of the workshop, participants will understand:1. Climate change and why it matters in their communities;2. The role of the green economy as a solution to climate and
the jobs crisis in their communities;3. How to prepare themselves for pre-apprenticeship positions
with labor unions;4. How to develop mentorship relationships and overcome
barriers to employment.
Pre-KnowledgeOur facilitator’s guide is aimed at an audience with some knowledge of construction careers, who are likely to have significant barriers to employment, and little knowledge of climate change or green construction.
The workshop curriculum, script and accompanying materials are available in Appendix B, as well as on the DVD that accompanies this report.
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ANNOTATED BIBLIOGRAPHY
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This annotated bibliography is divided into three parts:1. References for the Introduction section2. References used to inform each of the five projects
a. Market Makeoversb. Native Greenc. Green Construction Careersd. Residential Retrofits for Energy Efficiency
(R2E2)e. Young Workers Leading a Green Movement
3. Additional references used by project teams4. Resources that were reviewed by the entire class to learn
about the specific skill sets:• Marketing• Learning and Games• Stories as Strategy• Art and Activism
1. introduction
Delp, L., Outman-Kramer, M., Schurman, S.J., Wong, K. (eds.) (2002). Teaching for Change: Popular Education and the Labor Movement. University of California, Los Angeles.
This edited work consists of a collection of papers and articles by experts in the realm of popular education. The papers largely focus on how popular education can be used as a tool in the labor organizing context. Authors focus on using popular education as a collaborative learning tool, rather than as a channel to deliver a pre-packaged message. The give and take of
the learning process is another central theme present in most of the articles. This ties in well to our projects since we are examining popular education as a tool to educate people about an economic sector. All of the Community Scholars’ projects are concerned with grassroots organizing, so there is a parallel between labor organizing and the individual projects.
Haas, G. (1996). Popular Education: Building a Bridge
Between Social Action and Public Policy. University of California, Los Angeles.
This article details how popular education can be used as a tool for social change. It briefly documents the history of the movement and provides examples of how the movement has evolved. It provides examples of how different communities have used popular education to further their causes and effect change. This provided an overview and basis for our project.
Jones, V. (2008). The Green Collar Economy: How One Solution Can Fix Our Two Biggest Problems. HarperCollins, New York.
The author of this book, Van Jones, was the director of Green For All before leaving to become President Obama’s Environmental Advisor. In September 2009, in response to extreme pressure from opposition, Jones stepped down from his position. However, the impact that Jones and his book have made cannot be discounted, as they helped to shape the principles, policies, and strategies for advocates who want to address the negative effects of climate change in an
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inclusive manner. Jones describes his vision of this “Green New Deal,” and includes examples from the U.S. and abroad.
Kaplun, A. (2009). ‘Green jobs’ at heart of Obama’s Earth Day push on energy. New York Times. From: <http://www.nytimes.com/gwire/2009/04/22/22greenwire-green-jobs-at-heart-of-obamas-earth- day-push-o-10631.html> (May 15, 2010).
This New York Times article highlighted the Obama administration’s green-jobs policy. Bringing environmentally friendly jobs to the U.S. is a cornerstone of the President’s energy policy. The article summarizes how the policy aims to recapture some of the jobs lost in traditional blue-collar and manufacturing bases that have moved away from American shores. For the Community Scholars project, this offers a national policy context for our work.
Walsh, B. (2008). What is a green-collar job, exactly? Time. From: <http://www.time.com/time/health/article/0,8599,1809506,00.html> (May 15, 2010).
This article gives an overview of what green-collar jobs entail. It is framed in the context of the 2008 Presidential election; hence, much of the policy-specific information is missing. Nonetheless, it provides an overview of the green jobs landscape at the time, its projected growth as an economic sector, and some of the political realities surrounding the movement.
This piece served as a brief introduction to what defines a green job.
Walsh, B. (2008). Saving the working class with green-collar jobs. Time. From: <http://www.time.com/time/health/article/0,8599,1852183,00.html?iid=sphere-inline-sidebar> (May 15, 2010).
This article focuses on using green jobs as a means to help restore blue-collar and manufacturing jobs that have been outsourced from the United States. It details politicians’ aspirations to have the green sector of the economy provide good-paying jobs for working class Americans that have been increasingly marginalized in the globalized economy. Since a large part of our audience is comprised of the aforementioned population, this article articulates the need for green jobs in these communities, and the movement’s potential to enact economic change.
The White House (2010). Energy & Environment. Washington, D.C. From: <http://www.whitehouse.gov/issues/energy-and-environment> (May 15, 2010).
The White House’s website summarizes the Obama administration’s proposed energy and environment policies. It provides overviews of the effects of legislation passed, and a roadmap for future policy goals and aspirations. Of interest is the amount of money that the federal government is allocating to their green jobs initiative. Much of our work rests on the assumption that there will be local, state, and federal money available to further the green jobs movement.
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2. Project teaMs
a. market makeoverS
California Department of Public Health (2010). CDPH: GIS Map Viewer. Sacramento, CA. From: <http://www.cnngis.org/> (May 31, 2010).
The California Department of Public Health has a GIS tool that geographically depicts health data by city and county. We used this data to formulate questions for the Drumroll Please... game.
Centers for Disease Control and Prevention (2009). U.S. Obesity Trends. Atlanta, GA. From: <http://www.cdc.gov/obesity/data/trends.html> (May 31, 2010).
The CDC documents major nation obesity trends by state from 1985 to 2008. We used both national and state-level data to formulate questions for the Drumroll Please... game.
Centers for Disease Control and Prevention (2010). Diabetes Public Health Resource. Atlanta, GA. From: <http://www.cdc.gov/diabetes/> (May 31, 2010).
This website provides national and state-level statistics about diabetes in the United States. We used this information to formulate questions for the Drumroll Please... and Hidden Sugar games.
Healia (2010). Health Quiz Games: Interactive Quizzes that Challenge Your Health Knowledge. Des Moines, IA. From: <http://quiz.healia.com/> (May 31, 2010).
This website lists several interactive health-related interactive quizzes. These provided some guidance for our game questions.
The Food Commission Research Charity (2008). Activity Sheets. London, U.K. From: <http://www.chewonthis.org.uk/activity.htm#Activityfatsaltsugar> (May 31, 2010).
These activity sheets provide interactive popular education tools for kids regarding diet and nutrition. Put together by the Food Commission Research Charity in London, this website helped the Market Makeovers project team develop questions for the Hidden Sugar game.
Nutrition Data (2010). Nutrition Facts, Calories in Food, Labels, Nutritional Information and Analysis. New York, N.Y. From: <http://www.nutritiondata.com/> (May 31, 2010).
This source provided the nutrition data for our questions and the information on the Hidden Sugar game cards.
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Sisson, M. (2008). The Definitive Guide to Grains. From: <http://www.marksdailyapple.com/definitive-guide-grains/> (May 31, 2010).
This guide to grains provides an overview of the health benefits of incorporating whole grains into a healthy diet. We used some of the facts and figures when formulating our Hidden Sugar game questions.
United States Census Bureau (2008). 2006-2008 American Community Survey: 3-Year Estimates. Washington, D.C. From: <http://factfinder.census.gov/servlet/ACSSAFFFacts?_event=Search&geo_id=01000US&_geoContext=01000US&_street=&_county=&_cityTown=&_state=04000US06&_zip=90022&_lang=en&_sse=on&ActiveGeoDiv=geoSelect&_useEV=&pctxt=fph&pgsl=010&_submenuId=factsheet_1&ds_name=ACS_2008_3YR_SAFF&_ci_nbr=null&qr_name=null®=null%3Anull&_keyword=&_industry=> (May 31, 2010).
We used U.S Census data to gather statistics and demographic information for East Los Angeles.
B. native green
Bornstein, C., Fross. D., O’Brien, B. (2006). California Native Plants For The Garden. Cachuma Press, California.
A reference book containing hundreds of native plants found in California. This book highlights the native plants appropriate to grow in various climates and emphasizes the use of native plant landscaping resulting in lower irrigation needs.
California Native Gardening Foundation (2010). California Native Garden Foundation. From: <http://www.cngf.org/> (May 29, 2010).
An organization whose mission is to “demonstrate the beauty, garden worthiness, and ecological appropriateness of California native gardens and to advance knowledge of native plants and increase their availability.” The organization educates the public about the value of sustainable, green landscaping.
Cummings, S.L. (1999). Developing Cooperatives as a Job Creation Strategy for Low-Income Workers. N.Y.U. Review of Law & Social Change, 25: 181-211.
Cummings lays out a framework for worker-owned cooperatives comprised of low-income workers. He fo-cuses primarily on a housecleaning cooperative, but the structure is similar to the structure the Native Green cooperative has taken.
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Fine, J. (2006). Worker Centers: Organizing Communities at the Edge of the Dream. Cornell University Press, New York.
Fine analyzes workers centers, such as IDEPSCA, at length and discusses the need for such centers to com-bat worker exploitation.
Fine, J. (2006). Worker Centers: Organizing Communities at the Edge of the Dream. Cornell University Press, New York.
Fine analyzes workers centers, such as IDEPSCA, at length and discusses the need for such centers to com-bat worker exploitation.
Gordon, J. (2005). Suburban Sweatshops. Belknap Press of Harvard University Press, Cambridge, MA.
Gordon highlights the need for alternative business models for low-income, immigrant workers by em-phasizing the current exploitation of many immigrant workers.
Hallsmith, G. (2003). The Key to Sustainable Cities: Meeting Human Needs, Transforming Community Systems. New Society Publishers, Gabriola Island, British Columbia.
Hallsmith uses the framework of system dynamics and case studies to analyze the environmental and economic challenges facing urban cities today. She then offers alternative solutions, based on sustainable urban practices, as a means to confront and overcome these challenges.
Lyle, J. T., Woodward, J. (1999). Design For Human Ecosystems: Landscape, Land Use, and Natural Resources. Island Press, Washington, D.C.
Lyle uses the field of ecological design to frame his discussion of sustainable landscape practices.
Welker, D., Green, D. (No Date). Environmental Implications: The Hidden Cost of Gardening. Environmental Protection Agency, Washington, D.C. From: <http://www.epa.gov/greenacres/smithsonian.pdf> (May 29, 2010).
This slideshow details the many environmental costs of maintaining a lawn, including the large amount of gas used in lawn mowing (the equivalent of 20 miles worth in an hour), noise pollution, the emergence of invasive plants, and consumption of massive amounts of water (60 percent of water usage in the western U.S.).
C. green ConStruCtion CareerS
Argyres, A., Moir, S. (2008). Building Trades Apprentice Training in Massachusetts: An Analysis of Union and Non-Union Programs, 1997-2007. Labor Resources Center, University of Massachusetts, Boston.
This paper provides a comparison between union and non-union Building Trade apprenticeship programs in Massachusetts, and studies their effectiveness during a ten-year period from 1997 to 2007. The study found that union apprenticeship programs in Massachusetts
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were more successful at enrolling apprentices and producing journeyman than non-union training programs. Union programs had a higher completion rate, they enrolled non-traditional populations in higher numbers and higher rates, and had higher completion rates of non-traditional populations. An interesting finding that came from this study, which supported our research and hypothesis, was that the majority of non-union programs in Massachusetts failed to produce even a single journey-level worker.
Dierdorff, E., et al. (2009). Greening of the World of Work: Implications for O*Net-SOC and New and Emerging Occupations. National Center for O*Net Development, Raleigh, NC.
This article provides a general overview of the sectors of the economy and occupations that will be affected by the growing green economy. The article is broken up into two sections, with the first section providing general definitions of green economy, occupation, and the greening of occupations. Subsequently, it outlines 12 sectors that the study will focus on including Renewable Energy Generation; Energy Efficiency; Energy Trading; Research Design and Consulting; Agriculture and Forestry; Recycling and Waste Reduction; Transportation; Green Construction; Energy and Carbon Capture; Environment Protection; Manufacturing; and Governmental and Regulatory. These 12 green sectors are further described in section two; and the impact of the green economy on occupations is quantified. Sixty-four occupations that
were found to qualify as “green increased demand” occupations, 60 qualified as “green enhanced skills” occupations, 45 qualified as “green N&E” occupations and, 46 were candidate “green N&E” occupations.
Erlich, M., Grabelsky, J. (2005). Standing at a Crossroads: The Building Trades in the Twenty-First Century. Labor History 46 (4): 421-445.
Erlich and Grabelsky’s article provides a detailed history of the Building Trades unions in the United States. The article traces the decline of the Building Trades during the last thirty-five years, describing the decline in union density, drop in construction wages, growth of anti-union forces, changes in labor force demographics, shift toward construction management, and emergence of an underground economy. Erlich and Grabelsky also suggest that the rise of the “open shop sector,” or non-unionized workforce, has produced a race to the bottom in wages for the entire sector. In looking to the future, they see the ability of Building Trades unions to stabilize the industry, and propose strategies for union renewal in the construction industry.
Global Insight (2008). Current and Potential Green Jobs in the U.S. Economy. Lexington, MA.
This report developed by Global Insight examines the economic benefits of the green economy and its job creation benefits. The study found that there are many green jobs in the economy already, which is a figure that is expected to grow tremendously in the coming years.
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By 2038 they forecast 1.2 million jobs to be created in Renewable Power Generation, 81,000 in Residential & Commercial Retrofitting, 1.5 million in Renewable Transportation Fuels, and 1.4 million in Engineering, Legal, Research & Consulting. They also find that the majority of green jobs are not yet location dependent or cemented in their geography, and therefore suggest that green jobs will be located in places that are attractive for investment, or are at least more attractive than competing areas.
Hamilton, B.A. (2009). U.S. Green Building Council: Green Jobs Study. U.S. Green Building Council, Washington, D.C.
The Booz Allen Hamilton study estimates the number of jobs associated with the green building market and the domestic job potential from the green construction industry. The study found that the economic impact from the green building industry to be “significant.” Current green construction spending between 2000 to 2008 was estimated to have generated $173 billion dollars in GDP and supported two million jobs. By 2013, green construction is forecasted to generate an additional $554 billion dollars in GDP and support over 7.9 million jobs. The paper also studied the economic impact from LEED-related construction spending. Between 2000 and 2008 LEED related spending was estimated to have generated $830 million in GDP and support 15,000 jobs. And by 2013 LEED related spending was forecast to generate an additional $12.5 billion and support 230,00 jobs.
Stewart, E., Le, U. (2009). Building a Comprehensive Green Retrofit Program. California Construction Academy, UCLA Labor Center, Los Angeles, CA.
The PowerPoint presentation developed by Stewart and Le describes a path to building a comprehensive energy efficiency retrofit program. It begins by identifying the barriers to retrofits such as lack of information, split incentives, up-front costs, disruption costs, complex policies, lack of capital, quality assurance, risk aversion and the siloed approach. It then identifies eight “program components” and ways to overcome these barriers including: target market & building type, workforce development and job creation, retrofit elements and monitoring, public and private funds, delivery of retrofits, repayment of funds, outreach and marketing, and partners. The last slide of the presentation provides a matrix, which identifies a clear pathway to energy efficiency retrofits for each target market and building type, identifying appropriate financing sources, repayment mechanisms, and incentives.
Sunquist, E. (2009). Estimating Jobs From Building Energy Efficiency. Center on Wisconsin Strategy, Madison, WI.
This report provides a detailed study of energy efficiency installation programs, and estimates the number jobs that might be created from these programs. The report is broken up into three sections. The first looks at what sorts of energy efficiency measures can be applied to buildings, how applicable
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they are, and what they cost. The second looks at what kinds of jobs will be created and at what levels of compensation, which vary widely in the construction market. Lastly, it looks at how many jobs of different kinds will be created and provides a series of tables with policy-level estimates of jobs created per dollar invested in an energy efficiency programs.
U.S. Department of Labor (2010). American Recovery and Reinvestment Act of 2009: State Energy Sector Partnership and Training Grants. Washington, D.C. From: <http://www.doleta.gov/pdf/SESP_Summaries.pdf> (March 15, 2010).
This report provides project summaries for those projects receiving funding from the ARRA State Energy Sector Partnership and Training Grant program (SESP). SESP awarded 34 grants ranging in value from $2 million to $6 million each, and are designed to achieve the following goals: 1) create an integrated system of education, training, and supportive services that promote skill attainment and career pathway development for low-income, low-skilled workers leading to employment in green industries; 2) support states in implementing a comprehensive statewide energy sector strategy; and 3) building and strengthen partnerships dedicated to building energy efficiency and renewable energy workforce.
U.S. Department of Labor. (2010). American Recovery and Reinvestment Act of 2009: Energy Training Partnership Grants. Washington, D.C. From:<http://www.doleta.gov/pdf/ETP_SGA_Award_Summaries_120409.pdf> (March 15, 2010).
This report provides project summaries for those projects receiving funding from ARRA Energy Training Grants program. The program made 25 awards ranging in value from $1.4 million to $5 million each to national labor-management organizations and nonprofit partnerships. The grants are designed to achieve the follow goals – provide training and placement services in the energy efficiency and renewable energy industries for workers impacted by national energy and environmental policy, individuals in need of updating training related to energy efficiency and renewable energy industries, and unemployed workers.
U.S. Department of Labor. (2010). American Recovery and Reinvestment Act of 2009: Pathways Out of Poverty Grants. Washington, D.C. From:<http://www.doleta.gov/pdf/Pathways_Poverty_ grants.pdf> (March 15, 2010).
This report provides project summaries for those projects receiving funding from the ARRA Pathways Out of Poverty Grants. The program made 40 awards ranging in value from $1 million to $8 million each to national as well as local public and private non-profits. The goal of the Pathways out of Poverty program is to “help targeted populations find pathways out of
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poverty and into economic self-sufficiency through employment in energy efficiency and renewable energy industries.”
U.S. Department of Labor. (2009). The Greening of Registered Apprenticeship: An Environmental Scan of the Impact of Green Jobs on Apprenticeship and Implications for Workforce Development. U.S. Department of Labor, Washington, D.C.
This report, developed by the United States Department of Labor, was the result of a meeting between the DOL and 14 stakeholders representing a wide range of industries engaged in working with new green processes, materials, and technologies. The report is broken up into three sections. The first provides a discussion and assessment of the impact of green. The second section discusses training and education requirements, including a discussion of apprenticeships and pre-apprenticeship programs that are able to provide long-term career opportunities. The report makes a strong argument that apprenticeships are positioned to be at the “nexus of the green economy.” It also points to pre-apprenticeship programs as a career ladder, which can provide a pathway out of poverty for populations that are traditionally hard to reach. Overall, it encourages partnerships and coordination between government, academia, education and workforce partners, and community based organizations in building a green collar workforce.
d. reSidential retroFitS For energy eFFiCienCy
Arthur Morgan Institute for Community Solutions (2010). Plan C Solution: Housing. From: <http://www.communitysolution.org/housing.html> (May 2, 2010).
The Arthur Morgan Institute for Community Solutions, based out of Yellow Springs, OH, provides a useful, detailed and data intensive look at the energy usage in the United States. The conclusion of the Institute, and particularly applicable for our group, is the need for legislation to initiate residential retrofits. Relatedly, CA AB811 is a landmark legislative act outlining state endorsed energy efficiency in the home. We referenced the Institute for Community Solutions in the design of our product and the creation of our popular education material content and strategy.
Austin Energy, (2010). A Green Home Checklist: Make Your Future Or Existing Home A Greener Place To Live. Austin, TX. From: <http://www.austinenergy.com/Energy%20Efficiency/Programs/Green%20Building/Resources/greenHomeChecklist.htm> (May 9, 2010).
Austin Energy created this “to-do” checklist to make the residential retrofit process easy to comprehend for the residents of Austin, TX. We were inspired by its simplicity, aesthetics, and functionality. Our final product brochure draws from this design layout and learning objectives. Upon reading through our publication we feel the residents in Boyle Heights and Crenshaw will be able to act on the information provided within.
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Cha, J. M., Dafoe, J. (2009). New York City Green-Collar Jobs Roadmap, Urban Agenda. Center for American Progress, Washington, D.C.
Produced by the Center for American Progress and the Urban Agenda, the New York City Green-Collar Jobs Roadmap provides an excellent entry into the urban complexity of residential retrofits. This publication gave our group the perspective of “why retrofits” and the explained the importance of energy efficient related job development in and for low-income neighborhoods.
Dervis, K., Jones A., et al. (2009). Climate Crisis: The Quest For Green Growth. The Brookings Institute, Washington, D.C.
The Brookings Blum Roundtable series brought together scholars and practitioners in economics, development, and political science to set the context for climate change related workforce development. This publication helped to set our brochure and the goals of our group in the broader global market – inspiring us to think global and act local in our approach to residential retrofits for energy efficiency and green collar job workforce development.
Gómez, M. (2004). Boyle Heights: A Community Profile. East L.A Community Corporation (ELACC), East Los Angeles, CA.
ELACC created a wonderful overview of the Los Angeles neighborhood, Boyle Heights. A demographics
and housing stock inventory within the community profile helped us focus on the percentage of housing stock created prior to California’s mandated energy efficiency policies. In addition, the community profile confirmed our prior assumptions regarding percentages of home ownerships, tenants, and the average household income, all needed in order to determine approximate numbers of residents that may qualify for low-income energy assistance.
Gonzalez, N. (2010). L.A. County Energy & Environmental Efforts – AB 811 Program. Los Angeles County Office of Sustainability. Los Angeles, CA. From: <http://green.lacounty.gov/ab811.asp> (May 9, 2010).
In March of 2010, Nathalie Gonzalez of the Los Angeles County Office of Sustainability presented the initial framework for the County’s Energy Program (LACEP). All members of the R2E2 group attended this citywide stakeholder meeting in order to gain perspective on the policies proposed, program design, and stakeholder feedback. From this presentation, our group was able to identify our audience, message, and value of the product we have presented here within.
Le, U. (2010). On-Bill Repayment: Understanding and
Advocating for an On-Bill Repayment System. Massachusetts Institute of Technology Community Innovators Lab (CoLab), Cambridge, MA.
This initial report, created by California Construction Academy Research Director Uyen Le, gave our group
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insight into the various funding mechanisms possible for loan initiated residential retrofits. After reviewing the on-bill repayment analysis, we understood the importance of a micro-finance funding mechanism for residential retrofits and the entry barriers to residential retrofits. It was this report that initiated our interest in retrofit financing models and attendance at the March 2010 L.A. County Energy Program stakeholder presentation.
Rogers, J. (2009). COWS Financing Paper: 5 Barriers to Participation. Center on Wisconsin Strategy, Madison, WI.
Professor Joel Rogers designed an innovative residential retrofit loan disbursement and repayment mechanism in the Spring of 2009. This report and case study of Madison, WI, highlights the financial barriers to residential retrofits for energy efficiency and the market failure behind such barriers. Professor Rogers discusses potential solutions to the initial financial barriers and offers policy recommendations for cities and utilities in order to realize a broadly implemented residential retrofit for energy efficiency and workforce development program.
Stewart, E., Byrne, W. (2010). Energy Opportunity Zone:
A Place-Based, Deep Green Retrofit Program for Low-Income Communities in Washington, DC. Causemopolis, The D.C Project, Washington, D.C.
The DC Project attempts to produce a similar product
and result as our initiative here in Los Angeles. How to use energy efficiency residential retrofits to improve environmental health, lower energy bills, and increase manufacturing and service jobs in the new green economy. The DC Project’s conceptual design uses a geographic and place based lens for retrofits. It inspired our own focus on the expansion of the Los Angeles Metro transit network in Boyle Heights, Crenshaw, and West Adams neighborhoods.
The White House (2009). Recovery Through Retrofit. Council on Environmental Quality, Washington, D.C. From: <http://www.whitehouse.gov/administration/eop/ceq/initiatives/retrofit> (October 19, 2009).
Commissioned by the White House and the Middle Class Taskforce, the Council on Environmental Quality sought to create a manual for air quality and climate change mitigation strategies. This publication, released in October of 2009, outlines the “low hanging” fruit in the conversation of energy usage in the United States. It highlights the efficiency of homes in creating, keeping, and using energy.
e. young workerS leading a green movement
Frosch, R.M, Pastor, M., Sadd, J., Shonkoff, S. (2009). The Climate Gap: Inequalities in How Climate Change Hurts Americans & How to Close the Gap. University of Southern California, Program for Environmental and Regional Equity, Los Angeles, CA.
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This lengthy fact sheet and policy brief posits that those communities least responsible for climate change are the most vulnerable to its effects. The authors apply this lens to the United States, exploring empirically the disproportionate pollution-to-consumption ratios between wealthy communities and poor communities of color. Specifically, the report examines the latest research on heat waves, air quality, and health impacts to illustrate what it calls the “hidden effects” of climate change on communities of color. The report suggests criteria for environmental policies that reduce these inequities. Policies that focus on alleviating environmental inequities for the most vulnerable populations in the United States, the authors argue, yield the greatest benefits for all populations. The report’s intended audience includes environmental justice advocates, as well as policy professionals and legislators.
Movement Generation (2008). Ecological Justice: A Call to Action. Learning Earth Issues – A Training Manual for Urban Social Justice Organizations. Oakland, CA.
This bi-lingual (Spanish and English) instruction manual contains curriculum tools about environmental justice movements in the United States. The manual has two primary goals: (1) to highlight the intensifying nature of the ecological crisis and its severe impact on poor communities, indigenous communities, and historically marginalized communities; and (2) to support the formulation of “ecologically just” solutions to the climate crisis that are rooted in the
voices of impacted communities. The manual assumes its audience is grassroots organizations who promote racial and economic justice in an urban context. The manual contains scripted instructor curricula for five workshops that can be used jointly or separately. Those workshops are: (1) “Saliagua: A Story of Ecological Injustice,” an interactive activity in the form of a play about the disproportionate impacts of oil extraction on one community that provides an introductory narrative to talk about the interrelationship between race, poverty, and the environment in a global context; (2) “Freedom Fighting While Defending the Earth,” a PowerPoint presentation that explains the meaning of climate crisis, its root causes, and frames environmental justice solutions; (3) “Understanding our Food Systems,” a small group activity workshop that explores the environmental and human causes and consequences of food systems in the U.S. and worldwide; (4) “Understanding Control Mythologies,” an interactive activity based on campesino/“theater of the oppressed” direct actions, that explores control mythologies in the U.S. about ecological problems and their solutions; (5) “Ecological Crisis in da Hood,” a facilitated examination of consumption patterns in poor communities of color that focuses on corporate irresponsibility and points of resistance. The manual concludes with “Local and Global Fights for Healthy Land, Food, Water, and Air,” a suggested all-day curriculum that provides scripted segues between each of the workshops it contains.
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Tannock, S. (2002). Why do Working Youth Work Where They Do? University of California at Berkeley Labor Center, Young Worker Project, Berkeley, CA. From:<http://laborcenter.berkeley.edu/youngworkers/working_youth.pdf> (May 29, 2010).
This report was initially published by the University of California at Berkeley’s Labor Center. It examines the current state of youth labor in the United States using a historical lens to explain the high concentration of youth in low-wage service sector jobs. The report explains the decades-long rise of the post-industrial, low-wage, deskilled service sector, and how youth have been specifically targeted for employment in this sector. This report is also a chapter of a 2003 academic book edited by Laurence Roulleau-Berger entitled, Youth and Work in the Post-Industrial City of North America and Europe, published in The Netherlands by Koninkhlijke Brill NV.
UCLA Institute for Research on Labor and Employment. (2009). Good, Green, Safe Jobs: The Los Angeles Green Retrofit and Workforce Program. IRLE Research and Policy Brief 2009. From: <www.losh.ucla.edu/documents/irle_research_brief.pdf> (May 31, 2010).
This article details the Los Angeles Green Building Retrofit Ordinance. On April 8, 2009, the Los Angeles City Council unanimously passed on ordinance to amend the Los Angeles Administrative Code to establish the Green Retrofit and Workforce Program. The Green Retrofit Ordinance calls for green retrofits
of any city-owned building built before 1978 or greater than 7,500 square feet, totaling more than 1,000 buildings. The Ordinance also calls for a workforce development policy that creates career pathways into good jobs targeting low-income communities.
3. additional references used By Project teaMs
Aguilar, R. et al. (2009). Green Buildings, Good Jobs, Safe Jobs: Social Justice Pathways to a Sustainable Los Angeles. UCLA Community Scholars Program, Los Angeles, CA.
This is the Executive Summary of the report generated by last year’s 2009 Community Scholars class, which was titled “Green Jobs, Good Jobs, and Pathways to a Sustainable City.” This report details “ways to effectively implement the L.A. Green Retrofits and Workforce Program Ordinance to enhance the environment, support community economic development and promote the health and well-being of workers and building users. The recommendations are designed to provide guidance to the Program Director and the policymakers, community, labor, and environmental representatives who will comprise the City Taskforce and Advisory Council – with the goal of creating a model program that can be adapted in other cities, in the private sector, and beyond.”
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Apollo Alliance. (2009). Apollo Fact Sheet Regarding the City of LA’s Municipal Green Buildings Retrofit & Workforce Development Program. Los Angeles, CA.
The “Apollo Fact Sheet” is a one-page bilingual (English & Spanish) document that describes a proposal from the Apollo Alliance to the City of L.A. In it, the Alliance urges the city to “green” its building stock and to create green career paths for residents who are unemployed or under-employed. The six components of the program include:
1) Green City Properties 2) Invest in the Inner City 3) Training Pipelines 4) Green Purchasing 5) Sustainable Funding 6) Broad Governance
The fact sheet provides a short summary of the Green Building Retrofits Ordinance that was passed by the Los Angeles City Council and is now being implemented.
Apollo Alliance and Urban Habitat. (2007). Community Jobs in the Green Economy. Los Angeles, CA.
This report was written in 2007 – before the election of Barack Obama, the economic crisis, and the stimulus funds. This means that the context was very different than in 2010. However, the main principles, strategies, and examples are still very relevant. The report is split into 3 sections:
1) Description of the overall vision2) Description of a variety of “green industries” in
the U.S., including the types and numbers of jobs in that industry. There is focus on job creation that is relevant to a variety of interests, skills, ability, and geography. Here, the goal is to generate family-supporting careers.
3) Description of strategies and policies that will help to make green jobs accessible to diverse communities.
Apollo Alliance, Green For All, Center for American Progress, and the Center on Wisconsin Strategy (2008). Green Collar Jobs in America’s Cities: Building Pathways Out of Poverty and Careers in the Clean Energy Economy. Los Angeles, CA.
“Green Collar Jobs in America’s Cities” is authored by four organizations that are in the forefront of a movement to help communities adapt to and mitigate the effects of climate change. The organization’s goal is to generate green career pathways that are accessible to diverse constituencies, including low-income communities and communities of color. This report details the main goals, principles, and frameworks for green career pathways. It also provides detailed, step-by-step directions for how communities can begin to achieve these goals.
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Center on Wisconsin Strategy (COWS). (2009). Making the Energy Efficiency Case to Customers: Overcoming the 5 Key Barriers to Participation. Madison, WI.
This report describes the five main barriers that energy efficiency retrofit programs face, and strategies to overcome these barriers. The barriers include: 1) Free ridership 2) Opportunity costs 3) Risk 4) Transaction costs 5) Landlord-tenant split incentives
The strategies provided to address the barriers are presented in a matrix as well as in the narrative of the report.
Executive Office of the President (2009). Recovery Through Retrofit. Middle Class Task Force, Council on Environmental Quality, Washington, D.C.
This report “builds on investments made in the American Recovery and Reinvestment Act of 2009 (Recovery Act) to expand the home energy efficiency and retrofit market. Home retrofits can potentially help people earn money, as home retrofit workers, while also helping them save money, by lowering their utility bills. By encouraging nationwide weatherization of homes, workers of all skill levels will be trained, engaged, and will participate in ramping up a national home retrofit market.” One key point relevant to the Community Scholars class is that a substantial barrier to retrofitting
homes is residents’ lack of “access to information.” The report recommends that the federal government provide consumers with straightforward and reliable information so that they can make informed decisions.
Lee, J. (2008). Creating Jobs in Energy & Water Efficiency. Strategic Concepts in Organizing and Political Education (S.C.O.P.E), Los Angeles, CA. From: <http://www.goodjobsfirst.org/pdf/2008_Conference_Lee.pdf> (May 29, 2010).
This presentation outlines current “green initiatives” in the City of Los Angeles in 2008, and discusses some of their shortcomings when measured against a comprehensive list of program goals. Examples include the fact that some of these programs lack labor standards or pathways for low-income communities to access the jobs that are generated by these initiatives. The presentation also describes the roles that SCOPE and the Apollo Alliance have played in the green jobs discussion in L.A., and how these organizations seek to focus on green buildings as a first step toward creating an equitable green economy in Los Angeles.
Liu, Y. Y.; Keleher, T. (2009). Green Equity Toolkit: Standards and Strategies for Advancing Race, Gender and Economic Equity in the Green Economy. Applied Research Center, Oakland, CA.
This toolkit provides a framework for explicitly addressing race, gender and economic equity in initiatives involving green-collar jobs. Because
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institutions at all levels routinely (albeit often unintentionally) replicate such inequities, advancing equity requires commitment, conscious attention, and concrete steps. This toolkit provides guidance for designing, implementing, monitoring and evaluating initiatives that establish green-collar jobs. It can be applied to the public and/or private sector, in both for-profit and non–profit organizations. Each job’s program is unique, with its own funding stream, development and implementation entities, and applicable state and federal laws. Accordingly, the following suggested practices will need to be adapted to fit each specific initiative. This toolkit focuses on green jobs initiated in the public arena; that is, jobs created by cities or counties or those funded by federal or state monies won by green contractors.
Pinderhughes, R. (2007). Green Collar Jobs: An Analysis of the Capacity of Green Businesses to Provide High Quality Jobs for Men and Women with Barriers to Employment. University of California University Press, Berkeley, CA.
This report presents an assessment of the potential of Bay Area green businesses to provide high quality green-collar jobs to men and women with barriers to employment. The assessment is based on an in-depth study of green businesses in Berkeley that provide workers with green-collar jobs conducted by Professor Raquel Pinderhughes in 2006-2007. The study addresses seven major questions: 1) To what extent are green-collar jobs good jobs?, 2) To what extent are green-collar jobs suitable for people with barriers
to employment?, 3) To what extent are people with barriers to employment interested in green-collar jobs?, 4) Are green business owners willing to hire workers with barriers to employment for green-collar jobs?, 5) To what extent are the green-collar job business sectors growing?, 6) What strategies are needed to grow the number of green-collar jobs?, 7) What strategies are needed to ensure that workers with barriers to employment can gain access to green-collar jobs?
Strategic Concepts in Organizing and Political Education (S.C.O.P.E.) (2009). A Greener Future for Los Angeles: Principles to Ensure and Equitable Green Recovery. Los Angeles, CA.
This report outlines four main principles for an equitable green recovery, then goes into more detail about each principle. It contains a good graphic that illustrates two sample green career pathways: (1) in the private construction sector (linked to building trade apprenticeship programs), and (2), in the public sector (linked to the City of L.A. vocational and permanent jobs programs). There is also a section containing barriers to green career ladder employment for those who are currently unemployed or under-employed and some potential solutions to these barriers. The report also makes a case for additional streamlining and development of key partnerships in order to close service gaps and to promote additional job growth in the city. The appendix contains a 5-Step Green Career Ladder Training Program.
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Strategic Concepts in Organizing and Political Education (S.C.O.P.E.). (2009). Growing a Grassroots, Green Jobs Movement in South Los Angeles. Los Angeles, CA.
This report summarizes SCOPE’S surveys and community organizing efforts related to green jobs in South Los Angeles since 2006. Highlights include: a summary of survey results that illustrate the extent to which South L.A. residents are plagued by poor health and bad jobs, and how a green jobs and clean energy movement and program can help to address these two inter-related problems. Other survey results show that South LA residents overwhelmingly believe that the biggest benefit of a clean energy economy is “jobs.” The authors go on to make recommendations on how green jobs and clean energy policies may be shaped in order to best serve the residents of South L.A.
UCLA Labor Center (2008). Construction Careers for Our Communities. Los Angeles, CA.
This assessment focuses on whether the local hiring provisions within Project Labor Agreements (PLAs) for the City of Los Angeles, for the L.A. Community College District, and the L.A. Unified School District are successful in meeting a variety of goals. PLAs and local hiring provisions are currently being presented as one of the main ways in which green jobs can be made accessible to low-income residents within a community. Along with other findings, this report concludes that the local hiring requirements of 30 percent were met and surpassed by all three PLAs.
4. resources revieWed By entire class
marketing
Phillips, M., Rasberry, S. (2008). Marketing Without Advertising: Easy Ways to Build a Business Your Customers will Love & Recommend (6th ed.). Nolo Publishing, Berkeley.
Phillips and Rasberry detail how businesses can use word-of-mouth marketing as a tool to build their customer base. The authors note that word-of-mouth marketing is beneficial because it is cost effective, overcomes entrenched buying habits, and can attract new customers. Marketing without advertising requires the vendor to sell a superior product or service and provide exceptional feedback for customers.
Phillips and Rasberry provide tips to help make the readers’ product/business more marketable. For one, business-owners should clearly define what it is that they do and whom they aim to serve. Likewise, s/he should determine whom to educate about his or her business, and the medium used to convey that message. The authors stress that readers should think about all customers that can benefit from their products or services. Typically, businesses market exclusively to those that they think will gain the most benefit or persons who are frequent users of their products. However, with word-of-mouth marketing, business owners should be aware that personal recommendations sometimes come from people who do not necessarily use the product, but are nonetheless considered experts in the field.
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The authors have tips for using video, CD, and internet education tools. In addition, there are tools to gauge customer perceptions and obtain feedback, which are critical elements for expanding word-of-mouth marketing efforts.
Sernovitz, A. (2006). Word of Mouth Marketing: How Smart Companies Get People Talking. Kaplan Publishing, New York.
In his book, Sernovitz asserts that “Word of Mouth” Marketing (WOMM) is the wave of the future in marketing. He defines WOMM as “1. Giving people a reason to talk about your stuff and 2. Making it easier for that conversation to take place.” Word of Mouth marketing is distinctive from traditional business-to-business and business-to-consumer marketing because it is based within consumer-to-consumer talking, instead of marketers doing the actual talking. Although WOMM has always existed, new techniques and technologies have been developed in order for businesses to harness the power of WOMM and create action.
Through a series of lists, Sernovitz outlines the essentials of WOMM. His first are the four general rules of WOMM, which are: be interesting; make it easy; make people happy; and earn trust and respect.
Sernovitz offers advice to foster the spread of word of mouth in the form of the five T’s: talkers, topics, tools, taking part, and tracking. Talkers are the group
of people who have the connections and enthusiasm to relay your message. This could be anyone – your neighbor, friends, doctor, cab driver, etc. These are the people who like giving good advice and want to spread the word. The topic of discussion is also key; people must be given something worth talking about, which means promotions need to be special, have a funny name, or nice package. For example, Commerce Bank had a Penny Arcade in their lobby, free for anyone to use. Tools to spread the word include samples, brochures, easy-to-forward emails, menus, coupons, etc. Another important step is to join the conversation, and not watch idly as people spread the word. Reward those who talk with special deals, and answer those who complain or ask questions. Lastly, tracking is extremely important. Marketing does not work without knowing where the conversation is heading and why.
One cannot expect word of mouth to be positive all of the time. However, it is important to deal with negative word of mouth as quickly as possible, but it is also important to stay realistic about it. A few key points Sernovitz makes are that it is not possible to have 100% positive feedback all the time. Additionally, it is important to build credibility, so when facing negative feedback it is easier to fight. Give customers a place – like a blog or website – to criticize you, and respond to their feedback. Lastly, try not to get caught by surprise. Try to think like your talkers and fans, and anticipate what their feedback might be.
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learning and gameS
Gee, J.P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan Publishing, New York.
Gee argues that good video games can teach us to learn and think. The argument is premised on the latest research on gaming and cognitive science. Gee targets educators unfamiliar with video games to help them gain insight on some aspects of games that have usefulness in learning. He makes two observations: (1) kids like to play video games more than they like school, despite the fact that games are challenging and fairly long; and (2) role-playing games offer freedom to operate non-judgmentally and are better learning tools than rote memorization drills.
Schell, J. (2008). The Art of Game Design: A Book of Lenses. Morgan Kaufmann, San Francisco.
Jesse Schell, author and expert game designer, has compiled a set of lenses through which to assess whether your game will be successful. Schell details nine such lenses essential to a successful game. Those are:
Lens #1: the Lens of Essential ExperienceThis lens requires that players stop thinking about the game itself and start thinking about the experience of the player. Game creators should ask:
• What experience do I want the player to have?
• What is essential to that experience?• How can my game capture the essence?
Lens #2: The Lens of SurpriseSurprise is a crucial part of all entertainment – it is at the root of humor, strategy, and problem solving. Creators should ask themselves the following questions:
• What will surprise players when they play my game?
• Does the story in my game have surprises? Do the game rules? Does the art work? The technology?
• Do your rules give players way to surprise each other?
• Do your rules give players way to surprise themselves?
Lens #3: The Lens of FunFun is desirable in nearly every game, although sometimes fun defies analysis. Creators should ask themselves:
• What parts of my game are fun? Why?• What parts need to be more fun?
Lens #4: The Lens of Curiosity:This lens concerns itself with the player’s true motivations, beyond just the goals of the game Creators should ask themselves:
• What questions does my game put into the players mind?
• What am I doing to make them care about these questions?
• What can I do to make them invent even more questions?
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Lens #5: The Lens of Endogenous ValueThis lens addresses players’ feelings about items, objects, and scoring in your game.Creators should ask themselves:
• What is valuable to the players in my game?• How can I make it more valuable to them?• What is the relationship between value in the
game and the player’s motivations?
Lens 6: The Lens of Problem SolvingTo use this lens, game creators think about the problems players must solve to succeed in:
• What problems does my game ask the players to solve?
• Are there hidden problems to solve that arise as part of gameplay?
• How can my game generate new problems so that players keep coming?
Lens #7: The Lens of the Elemental TetradSchell identifies “4 Basic Elements to a game” that he calls the “Elemental Tetrad.” These are:
1. Mechanics: These are the procedures and rules of a game. Mechanics describe the goal of the game, how players can and cannot try to achieve it, and what happens when they try.
2. Story: This is the sequence of events that unfolds in the game.
3. Aesthetics: This is how the game looks, sounds, smells, tastes, and feels.
4. Technology: These are the materials and interactions that make a game possible.
Creators should ask themselves:• Is my game design using elements of all four
types?• Could my design be improved by enhancing
elements in one or more of the categories?• Are the four elements in harmony, reinforcing
each other, and working together toward a common theme?
Lens #8: The Lens of Holographic designTo use this lens, you must see everything in your game at once: the four elements and the player experience, as well as how they interrelate. It is acceptable to shift your focus from skin to skeleton and back again, but it is far better to view your game and experience hologarphically.Ask yourself these questions:
• What elements of the game make the experience enjoyable?
• What elements of the game detract from the experience?
• How can I change game elements to improve the experiences?
StorieS aS Strategy
Canning, D., Reinsborough, P. (2010). Re:imagining Change: An Introduction to Story-Based Strategy. SmartMeme, San Francisco.
Re:imagining Change is an introduction social justice organizing using personal narratives. It provides a
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curriculum reader that can accompany story-based workshops. The text provides a brief history and context of storytelling in social change movements, followed by suggestions about how to harness popular mythologies for popular education campaigns. Canning and Reinsborough argue the deep explanatory and personal power of stories. The authors identify several “control mythologies,” such as the “discovery of the New World,” that circulate as stories and bolster existing power structures. Stories that achieve instant recognition are called “memes” by the authors, and their circulation is so ubiquitous that observers barely recognize the process by which they digest their meaning. Brand names and popular campaign images are classic examples. Storytellers have the power to frame the debate by crafting effective change messages, challenging assumptions, intervening in prevailing cultural narratives, and shaping popular culture through memes of their own. Organizers rely on storytellers to build relationships, unite constituencies, name problems, and motivate people. To do so, Canning and Reinsborough offer organizers tools to conduct a “narrative power analysis” that deconstructs ways of thinking about any given concept: race, consumerism, etc. The authors include a detailed chart for campaign organizers to follow that assists in (1) locating relevant popular myths about any given topic; (2) deconstructing those myths; (3) creating new narratives; and (4) marketing those narratives to go viral.
Spitfire Strategies (2010). SmartChart 3.0. Washington, D.C. From: <http://www.smartchart.org/> (May 29, 2010).
The SmartChart 3.0 features a comprehensive, practical tool for planning activist campaigns with an emphasis on storytelling. The SmartChart contains fill-in-the-blank sections for campaign coordinators to brainstorm through the “Six Stages” of a campaign. Those stages include:
1. Program Decisions, during which planners choose broad goals, objectives and decision-makers;
2. Context, during which planners perform an internal and external scan and define their positions on the basic issues;
3. Strategic Choices for each major element of the campaign include: audience targets, readiness, core concern, theme, message, and messengers;
4. Communication Activities determine tactics for each audience, timeline, assignments, and budget;
5. Measurements of Success include outputs and outcomes;
6. Final “Reality Check” during which campaign planners evaluate their plan, tweak it, re-evaluate it, and tweak it again.
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art aS aCtiviSm
City Repair Project. (2003). The City Repair Project’s Placemaking Guidebook: Neighborhood Placemaking in the Public Right-of-Way. City Repair Project, Portland, OR.
The Placemaking Guidebook asserts that a traditional grid road plan does not easily facilitate community gatherings. Authors argue that grid neighborhoods make their residents feel isolated. The lack of gathering spaces that typify such districts does not lend itself to social interaction. This text is a print resource for community-based city repair projects that restore a sense of place and community to neighborhoods. It defines placemaking as “the creative reclamation of public space.” The text itself includes physical examples, stories, resources, and techniques for community organizers about community-based city repair projects. Examples include: step-by-step instructions for how to paint an intersection, how to repair an intersection, or how to host a block party.
Smith, K. (2007). The Guerilla Art Kit: Everything You Need to Know to Put Your Message Into the World. Princeton Architectural Press, Princeton.
This publication is a workbook designed for artists and activists. Smith’s premise is that small artistic acts can foster revolutionary social change. The book details simple, cost-effective guerilla art exercises. Examples of guerilla art include the following: printing pithy messages stickers and bumper stickers, writing a letter
to post in a public space, or creating “seed-bombs” to provide instant public landscaping.
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Photo Citations
“Acknowledgements” section photo courtesy of Gilda Haas
“Contents” section photo courtesy of The Sustainability Ninja (2009). green-jobs-green-collar-blue-collar.jpg. From: <http://www.sustainabilityninja.com/wp-content/uploads/2009/03/green-jobs-green-collar-blue-collar.jpg> (May 31, 2010).
“Bibliography” section photo courtesy of iStockphoto (2010). Istockphoto_3612677-people-silhouette-collection.jpg. From: <http://www.istockphoto.com/file_thumbview_approve/3612677/2/istockphoto_3612677-people-silhouette-collection.jpg> (May 31, 2010).
“Background” section graphic courtesy of Gilda Haas
All photos in “Background” courtesy of Gilda Haas
“Market Makeovers” section photo courtesy of “Future Update” From: <http://futureupdate.wordpress.com/2009/07/> (May 31, 2010)
“Native Green” section photo courtesy of Alex Stevens
“Green Construction Careers” section photo courtesy of Northern Chapter of the U.S Green Building Council (No Date). oakland_green_jobs_corps_graduation.jpg. From: <http://www.usgbc-ncc.org/storage/usgbcncc1/images/news_images/oakland_green_jobs_corps_graduation.jpg> (May 31, 2010).
“Residential Retrofits for Energy Efficiency” section photo courtesy of SanEssence UK (No Date). pict0635.jpg. London, U.K. From: <http://www.solarshinecleaning.com/images/pict0635.jpg> (May 31, 2010).
“Young Workers Leading a Green Movement” section photo courtesy of “Green Jobs Now” From: <http://www.greenjobsnow.com/hq/posters-flyers> (May 31, 2010)
“Annotated Bibliography” section photo courtesy of Chandini Singh
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Flip me!
Flip m
e!
The rest of this report is in portrait format. Please turn this report clockwise.
A-1
APPENDIX A
This appendix conTains maTerials for markeT makeovers. They include The curriculum, maTerials for each game (pieces, signage), Takeaway maTerials (recipes, handouTs), and a video TranscripT. game pieces are smaller here Than for acTual play for prinTing purposes. an elecTronic version of The acTual-size pieces are included on The dvd ThaT accompanies This reporT.
CREATING A MARKET FOR
A Workshop Curriculum by:
Ingrid Cruz Richard France Kathy Green
Shoshana Krieger Jared Planas
Chandini Singh
UCLA Community Scholars Spring 2010
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Table of Contents
INTRODUCTION ....................................................................................................................................................4 WORKSHOP OBJECTIVE .....................................................................................................................................4 NOTE TO FACILITATORS....................................................................................................................................5 WORKSHOP OVERVIEW .....................................................................................................................................6 TIME.............................................................................................................................................................................................6 PARTICIPANTS............................................................................................................................................................................6 ROOM SET-‐UP.............................................................................................................................................................................6 ACTIVITY SET-‐UP.......................................................................................................................................................................6 PROJECTED LEARNING OUTCOMES ........................................................................................................................................6
ACTIVITIES .............................................................................................................................................................8 WELCOME AND NAME-‐TAGS...................................................................................................................................................8 ICEBREAKER: WHAT ARE OUR PRIORITIES WHEN WE GO SHOPPING FOR FOOD? ....................................................9 HIDDEN SUGAR GAME ...........................................................................................................................................................12 DRUMROLL PLEASE….............................................................................................................................................................16
BREAKOUT GROUPS ......................................................................................................................................... 19 WRAP-‐UP AND EVALUATION ...............................................................................................................................................21
WORKSHOP HANDOUTS ................................................................................................................................. 22 APPENDIX ............................................................................................................................................................ 22 DEMOGRAPHIC / GEOGRAPHIC INFORMATION.................................................................................................................22 HEALTH FACTS........................................................................................................................................................................22 NUTRITION INFORMATION ...................................................................................................................................................22
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INTRODUCTION Market Makeovers is an inter-agency endeavor that uses civic engagement and art to create community awareness of disparities in the local food environment. Public Matters, LLC, one of the member organizations of Market Makeovers, works with local youth groups, non-profits, and city government to transform the inventories of local corner stores by working with owners to stock their shelves with fresh produce and healthy foods. Since many low-income, communities of color are “food deserts,” areas bereft of supermarkets and other healthy food sources, these converted corner stores can play a crucial role in providing neighborhood residents with access to fresh foods. To accomplish these “market makeovers,” Public Matters engages youth through classroom-based exercises and community activism. Youth learn multimedia production skills to create educational products, like short films, about food deserts, community history, and how to bring fresh food to the community, starting with corner store conversions. One obstacle Public Matters faces is ensuring the continued patronage of the transformed convenience store. This workshop serves as a targeted piece to create a “market” for Market Makeovers by combining nutrition and health education with a discussion of barriers facing participants as they try to achieve a healthy lifestyle. It seeks to empower participants by highlighting the ways in which they can work together to ensure that there are affordable healthy food options available in their community. This workshop is intended for use by Public Matters in conjunction with their efforts to engage local youth, and transform the food environments of underserved communities.
WORKSHOP OBJECTIVE The goal of this workshop is to support newly-remodeled corner stores by starting a dialogue about food concerns within the community. It provides participants with the opportunity to concretely identify steps they can personally and collectively adopt to improve their diets and their community’s food environment. The hope is that after the workshop, participants will be motivated to support local markets that sell fresh produce. This workshop can be adapted to many audiences, but should be targeted to the members of a community who are responsible for their family’s food shopping and preparation. The curriculum specifically outlines a workshop for residents of the Maravilla neighborhood in East Los Angeles. Public Matters’ research finds that mothers in East LA are primarily responsible for doing their family’s grocery shopping, and often cook food for the entire family. Creators of this workshop believe that mothers have the power to influence their children’s diet, as well as the rest of their family’s, and can spur change within the community. The workshop makes full use of group discussion and the sharing of existing knowledge between community members, while also providing facts that facilitate a lively discussion. Each activity is designed to:
1. Introduce an idea (such as constraints to healthy cooking, nutrition information, food desert awareness, and cost of food).
2. Foster participation and create awareness of what other community members face. 3. Allow for group discussion about the activity, what has been learned, and how and in what
situations to apply the information.
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After participating in the workshop, participants will have brainstormed two concrete steps to improve the health of their diets, while taking into account budget and time constraints. They will have a greater awareness of their community’s food environment, including disparities between East Los Angeles and the rest of Los Angeles County. Participants will also have a greater awareness of the detriments of high-sugar diets and the connection between their diets and health. Lastly, participants will know how to receive more information about Market Makeovers, how to get on the Market Makeovers website, which stores will be transformed, and why their patronage to these stores is important to pull stores and restaurants with healthier food options into the community. The workshop assumes that its participants have basic English or Spanish reading and comprehension skills. It also assumes that attendees are interested in learning about nutrition and health, and are attending the workshop voluntarily.
NOTE TO FACILITATORS Statistics and other facts should be updated prior to use of this workshop curriculum, and should be tailored to the community. Resources listed in the appendix may be helpful to facilitators to re-create the workshop for communities outside of Maravilla, East Los Angeles. For each activity, we have provide a script which contains a general description of the activity itself, complete with materials necessary, room setup, what actions the facilitator should take, and examples of what the facilitator would say and do during the activity. This can be modified and used at the discretion of the facilitator, and serves simply as a guide. The purpose of the script is to ensure emphasis of certain ideas and concepts. The facilitator is encouraged to thoroughly review each activity prior to the workshop day itself, and gain a concrete sense of learning objectives, questions, answers, and instructions. The goal of the facilitator should be to use the script as a guide, and engage the group, rather than read directly from it. We use the following font styles to help guide the facilitator within the script: Text to be read Instructions for the facilitator only Point of emphasis
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WORKSHOP OVERVIEW Time Total Time: 2 Hours and 15 minutes
• Welcome and nametags (15 minutes) • Icebreaker Activity (25 minutes) • Hidden Sugar Game (30 minutes) • Break (5 minutes) • Drumroll Please…Game (30 minutes) • Small group breakouts (20 minutes) • Wrap-up (15 minutes)
Participants
• This workshop is designed for between 15 and 20 people • As written, the workshop is specifically geared towards mothers in the Maravilla
neighborhood in East Los Angeles (this can be this can be adapted to other audiences) • If interpretation is needed, ensure that an interpreter is available
The curriculum does not outline a methodology of identifying the target audience nor how to reach them. Outreach is often done through partner organizations that have better knowledge of community stakeholders, or through youth participants in the Market Makeovers class. Once a key audience is determined, extensive outreach should begin to ensure adequate workshop attendance.
Room Set-up • Place chairs in a large U-shape so that
all participants will be able to see each other.
• This will provide a space to set-up all the workshop activities.
• Make sure that there is enough space between the tables to move chairs easily and facilitate group activities.
Activity Set-up If possible, set-up as many of the activities (per the directions below) before the workshop begins to facilitate smooth transitions between activities. Projected Learning Outcomes
1. Illustrate trade-offs, identify priorities, develop a collective consciousness of food deserts 2. Connect food choices to health outcomes
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3. Identify negative health effects associated with high-fat and high-sugar diets 4. Identify healthy food options that fit your budget 5. Create knowledge of the disproportionate health effects in one’s community 6. Make food choices that reduce risk to pesticide exposure 7. Establish a collective consciousness of the importance of nutrition 8. Share and reinforce knowledge and develop an action plan to achieve better health goals 9. Get people to the Market Makeovers website and connect participants with the larger
food justice community
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ACTIVITIES Welcome and Name-Tags Time: 15 minutes Purpose: The initial welcome serves to make participants feel comfortable and ensure that they know what the activities and goals of the workshop are. Additionally, the welcome information that each participant provides ensures that Market Makeovers has a list of those who may form the “market” for the new store, and can become allies for the Market Makeovers cause. Materials:
• Name-tags with sticky backing • Several permanent marker pens • Sign up sheet on clipboard that has space for “name,” “address,” “phone number,” “e-mail,”
and “how did you hear about this workshop?” • Refreshments such as pitchers of water and cups, snacks made from recipe book handout
materials if available Directions and Script: As participants enter the room, have them pick up a nametag, write down their names and contact information, and pick up any refreshments they might like. As residents enter the room, greet each person Hello! Welcome to the Market Makeovers Food Workshop. Please sign in and get a name-tag. Also, help yourself to some refreshments and take a seat anywhere in the room. After everyone has arrived, stand at the front of the room (or at podium). Introduce yourself and include your affiliation with Market Makeovers. Then, ask participants about themselves. Hello everyone. My name is ____________ and I am a ____________ for Market Makeovers. The purpose and goal of today’s workshop is to learn more about our community’s food environment, nutrition and health. We hope to create a discussion around challenges we face when it comes to making healthy food choices. We will do this through games, group discussion and learning from each other. The workshop will be about two hours long. Now let us go around the room and introduce ourselves. Please say your name, how long you have lived in the community and why you decided to come to today’s workshop.
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Icebreaker: What Are Our Priorities When We Go Shopping for Food? Time: 25 minutes Purpose: This is an introductory activity to get a sense of the values and priorities of workshop participants when making food purchases and to think about what trade-offs they each make when deciding what to buy. This activity will help break any tension among workshop participants with an interactive participatory activity. The main takeaway should be the realization that there are trade-offs we each make when it comes to our food choices and that our food choices are affected by our priorities and by our environment. If participants find price and location important when buying food and there are no affordable health foods available locally, good nutrition is sacrificed. The message of this workshop is that the community can gain more control over this "system failure" to ensure access to healthy food. Materials:
• 6 large jars/vases • Construction paper or vase covers • Tape • Markers • Big bag of beans (the larger the bean the better, Lima beans work well!) • Sandwich bags/Plastic cups • Butcher paper /Whiteboard at front of room
Set-up:
1. Cover six tall jars with construction paper or covers so participants will not be able to view how many beans are inside each container. Make sure to cover the top of each container, leaving a small opening so participants can add their beans.
2. Attach a sign to each of the jars representing various priorities that workshop participants take into consideration when they shop: Cost, Nutrition, Taste, Location, Time, and Organic. Make sure the signs are translated if there are non-English speakers in the room. Depending upon the community, you can substitute different priorities.
3. Write the priority options in big letters on the board at the front of the class so that all participants can see what the options are.
4. Fill sandwich bags/plastic cups with lima beans (try to make them the same size; you can weigh them if you want to be particularly precise). Make sure you have at least one sandwich bag/cup for each participant.
5. Place whiteboard/chalkboard/butcher paper at the front of the room.
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Directions and Script: Pass out bags or cups of beans Please take one bag of beans and pass the rest along. We all are forced to make tradeoffs in life – it is difficult to have everything we want. This is especially true when we shop for food. Sometimes, we want to cook food from scratch, but we do not have the time, so we buy prepared food. At the front of the room are six things we as a group may consider when we buy food to eat – either at the grocery store, a farmers market, or a restaurant. They are:
• Cost – If the food is on sale, cheap, or expensive. • Nutrition – If the food is healthy or not (or somewhere in between). • Taste – If the food tastes okay, just good or very good. • Location – If the food is close to home, convenient to get to or transit accessible. • Time – If it takes a long time to prepare or get the food • Organic – If the food is organic or not. The definition of Organic is controlled by the
United States Department of Agriculture, but generally, organic means food – produce or animals for meat – that are grown with minimal use of pesticides, chemicals and hormones.
You each have a bag of beans in front of you. Think of this bag as representing your priorities when you buy food. At the front of the room are the six categories of tradeoffs. Place the beans in the jar in a way that represents your priorities when shopping. Your distribution of beans should reflect your priorities when you go shopping. So, the more beans you put into one jar, the more important that issue is to you when you shop. For example, if cost were the most important thing to me, I would put most of my beans in cost. If cost were the ONLY thing important to me, I would put all of my beans in that jar. You can put as many or as few beans in each jar as you would like. Any questions? Answer any clarifying questions about the activity. Please stand up now, and we’ll have 5 minutes to put our beans in the jar. When you are finished, please sit back down. While participants are placing their beans in the jars, ensure you have the discussion questions prepared. Before I take off the construction paper (or vase covers) to show you how many beans are in each jar, would anyone like to share how they distributed their beans and explain what their priorities are? Why did you place them in the way you did? Anything surprising? Allocate 2-3 minutes for discussion. Some examples of what participants could say are: “I put the majority of beans in nutrition because I only care about health and cost is not a concern;” or, “I was surprised at how many beans I ended up putting in the location jar; I hadn’t really thought about how where I am influences what I end up eating;” or, “I put most of my beans in cost and time even though, ideally, I would buy my food based upon nutrition.” Use these examples if participants are having a hard time coming up with responses. Now that we’ve discussed how we each individually make choices on a daily basis as we buy food for ourselves and our families, let’s see how we collectively make decisions. How did we, as a group, distribute our beans? What are the most important things to us, collectively?
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One jar at a time, take off the construction paper (or jar cover) so that everyone can see each jar. Make sure you keep the signs in each jar so that you don’t lose track of which jar is which priority. Take special note of the jars with the highest and lowest amount of beans. You will want to focus on those jars in the subsequent discussion. Ask participants any or all of the following discussion questions. Feel free to add more to spark more discussion. Record their answers in shorthand on the butcher paper or chalkboard at the front of the room.
• What surprised you about the results? • Why do you think [largest bean amount category] was the most important thing to this
group? • Why do you think [least bean amount category] was the least important to the group? Do
you think this category is unimportant or do the other categories just seem more important? • Is there one category that you would like to influence your decision-making more than it
does? • What would have to change in your neighborhood or your life for that category to become
your priority? • How do the foods directly available in your neighborhood affect what you eat?
Ask any additional questions as needed. Try to wrap up the discussion after 5 minutes. Of course in an ideal world we will eat cheaply, healthily, and conveniently but as this exercise has shown, this cannot always happen. As we go through this workshop, think about the current shopping priorities you came up with here. In an ideal world, how would your priorities change? What concrete things can you do to make your real-life shopping priorities match your ideal priorities? We will revisit this later on in the workshop.
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Hidden Sugar Game Time: 30 minutes How to Win the Game: The group that ends up with the lowest sugar intake (the smallest number of sugar packets in the jar) and a balanced diet that is low in sodium and fat, wins. Purpose: This game ties food choices to health outcomes by:
1. Identifying how rising rates of sugar intake correspond to rising rates of disease. 2. Showing participants how much sugar is hidden in some unexpected items. 3. Showing the danger of unhealthy eating as well as basic ways to tell whether a food is healthy
or unhealthy. There are three rounds: breakfast, lunch and dinner. The cards in each round have varying sugar amounts – from 0 g to over 30 g. They are evenly distributed between low, medium and high amounts of sugar. In each round, there are three “uh-oh!” cards, which are foods with low sugar, but are still unhealthy for you due to high fat or high sodium. The game stresses the importance of a balanced diet. Materials:
• One 12-card deck of Velcro-backed breakfast cards (3 of these are Uh-oh! Cards) • One 12-card deck of Velcro-backed lunch cards (3 of these are Uh-oh! Cards) • One 12-card deck of Velcro-backed dinner cards (3 of these are Uh-oh! Cards) • One 18-card deck of Velcro-backed snack foods (9 healthy, 9 unhealthy) • Three Velcro-backed signs that say “Meal:_____” and write in breakfast, lunch and dinner • Marker • Velcro board or blanket for cards display (see illustration below) • Three jars to hold sugar packets. • 200, 4 to 5 g each sugar packets • White board or paper to keep score • Tape to attach labels to jars, and if needed, to display the Velcro board or blanket • Easel and butcher paper for recording discussion and Q & A • 3 sheets of blank 8 ½ x 11 paper (for jar labels) • Marker or pen (at least 1)
Setup:
1) Place the Velcro Board in the front of the room (see illustration).
2) Place all of the unhealthy snack cards on one side of the board, and tape a sign that says “unhealthy snacks” above them. Place all the healthy snack items on the other side, and tape a sign
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that says “healthy snacks” above them. Leave enough space between the center portion and snacks to ensure no confusion between the different groups.
3) Affix the “Breakfast” sign to the board. 4) Affix all of the breakfast cards below the sign in the center of the board. 5) Place the three empty jars at the front of the room. 6) Write out the numbers 1 through 3 (one number for each jar) on separate pieces of paper,
and tape one to each jar. 7) Ensure that the lunch and dinner cards are organized into respective piles for quick display
changes. 8) Create two piles of sugar packets: one pile with 22 sugar packets (the equivalent of 110
grams of sugar) and a second pile with 4 sugar packets (the equivalent of 25 grams of sugar). Cover the piles so participants will not be able to see them.
Directions and Script: Read this section only if introductory activity was done. Make sure you have already created and covered the piles of sugar as noted in Setup Step 8 above. Now that we have identified some of our trade-offs and priorities about the food we eat, we will evaluate what kind of nutrition we get from some of those foods. First, let’s divide ourselves into three teams by counting off. Once we’ve counted off, find your group mates, sit at a table, and choose a team spokesperson. Go around the room and have participants number off 1, 2, 3 and then gather in their groups, one group per table. Who is the spokesperson for Team 1? Team 2? Team 3? Great. Now, I am going to give each team a pile of sugar packets. Each group should guess how many sugar packets’ worth of sugar the average American eats in a day. Each packet contains around five grams of sugar, so, for example, if you think the average American eats only ten grams of sugar a day, your team should choose two sugar packets. Any questions? Give participants a minute to decide as a group how many sugar packets represents the average American’s sugar intake. Okay, now that we’ve guessed how much sugar the average American eats in a day, in a separate pile let’s try to guess how much sugar it is recommended that we eat in a day. Give participants another minute to create a new pile for the “recommended sugar intake.” Once all teams have completed their second pile, say: Great. Now, let’s look at what the real number are. Uncover the two piles of sugar you prepared before the As we can see, the average American eats a whopping 22 packets’ worth of sugar a day. That is equivalent to 110 grams of sugar every day and 150 pounds worth of sugar each year (a whole person’s worth)! The other pile is much smaller, only 4 sugar packets representing 22 grams of sugar. That’s how much sugar the U.S. Department of Agriculture, the federal agency that gives us nutritional guidelines, says most people should eat in a day. Taller and more active people can eat up to 44 grams, but other folks should eat less. So, how do we end up eating all this sugar? Does anyone here pour 22 packets of sugar into my coffee everyday? Is there away that we can get our sugar levels down to the levels the USDA recommends?
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The main problem seems to be that many foods have hidden amounts of sugar in them so we don’t even know how much we are eating! So, in the next game we are going to expose foods with hidden sugar in them. As we play the game, though, we need to remember that just because a food is low in sugar does not mean it is good for us. Low-sugar foods that are high in fat and have lots of sodium and/or chemicals are also bad. Therefore, we need to watch out for hidden sugar and foods high in fat, sodium and chemicals. Okay, so let’s talk about the rules of the game. As you can see, in front of you there’s a board that has various food items on it. The 12 items in the center of the board are breakfast items, our first meal of the day. We’re going to go around the room and each team is going to choose a breakfast item to eat, trying to pick a healthy item low in sugar. Each team will get 30 seconds to consult with each other over what food to pick and will then send a team representative up to take the item off the board. You’ll take the item but make sure you don’t look at the back of the card yet. The back has the amount of sugar in the item and we aren’t going to look at that until we finish the round. We’ll keep going around the room until all the breakfast items are off the board. As you make your selections, you are going to want to keep in mind that you also want to avoid foods high in fat, chemicals, and sodium. If your group happens to pick one of these foods, your team is going to be forced to eat a snack that’ll add to your sugar count. We’ll talk about that in a second. Now, for scoring. Once all the meal cards have been selected, teams can flip their cards over and see how much sugar each item they selected contain. Each card will have the total amount of sugar in grams as well as the number of sugar packets that equals. Some cards may have a picture of a bomb on them – these are “Uh-oh!” cards. This means your group selected an item that may be low in sugar but is high in something else that isn’t great for us, like fats, sodium or chemicals. We’ll explain what happens with that in a moment. In the front of the room you will see three jars with team numbers on them and a big pile of sugar packets in front of them. Each team will send your representative up to show the food cards their team selected and the sugar amount of each. The representative will need to deposit the number of sugar packets on listed on the back of each food card into their teams jar. The fewer packets in the jar, the better your team is doing. I will make a note on the board of how many grams are represented in each team’s jar. If the team has an “Uh-oh!” card, that means they chose a food high in fat or sodium or loaded with chemicals. That means your team will need to eat an additional snack, which will add to your total. Whether you are going to have to eat a “junky” snack or a “healthy” snack will depend on whether your team answers a nutrition question correctly. After the first breakfast round, we will move on to lunch and then dinner. The team with the fewest sugar packets in its jar at the end wins! This may sound a bit confusing now, but you’ll get the hang of it after the first round! Any questions? Answer any questions. Great! Let’s start. The first round is the breakfast round. Team 1, please choose your item carefully and first. Team 2 and Team 3 will follow for choosing items. Remember! Don’t look at the back of your cards yet. All teams have gone once.
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There are still breakfast items left so we’re going to keep going until they’re all gone. That means each team will have four items the end of the round. Have teams continue to pick breakfast items until they are all gone. Now that we’re done selecting the cards, we can turn them over and look at how much sugar is in each item. Also, remember if you have an Uh-oh! card, you’re gonna get a penalty. Give the teams 30 seconds to look at their items’ sugar content. Now, can the spokesperson for Team 1 come up and tell the class what they chose and how much sugar is in each item? Team 1spokesperson reports back. Each card has the number of sugar packets you need to put into your jar. Please do that now. I’ll write how much sugar that it on the board too. Team 1 spokesperson deposits the number of packets into his team’s jar as stated on each of the four food cards and facilitator writes the total number of grams on the board. So that means Team 1 ate XX grams of sugar at just one meal! If Team 1 also has an Uh-oh! Card, say: Your team also has [insert number of uh-oh cards] Uh-oh cards. That means your team will need to select a snack, but whether you get to choose a healthy snack or a junky snack depends on how your group answers a question I ask you. Your group will have 30 seconds to decide on an answer and then the spokesperson must report back. Facilitator asks an Uh-oh! question (see back of curriculum for an ample list). If they get the answer correct, say: That’s right! [Read question explanation blurb]. Since your team got it right, you all get to pick a healthy snack from the healthy snack side of the board. These healthy snacks have way less sugar in them than their junky snack counterparts. Team 1; please take a few seconds to decide If they get the answer incorrect say: That’s incorrect, but good try. [Read question explanation blurb] Do this for every uh-oh card the team has. Repeat scoring procedure with Team 2 and Team 3. We will have two more rounds, lunch and dinner. And for each round, a new team starts – so Team 2 and 3 – get ready! Continue the game, doing rounds 2 and 3, and asking Uh-oh questions as Uh-oh card are picked. Egg teams on against each other by being active in keeping score. Then at the end of the game, announce the scores and declare a winner! Then, move on to discussion questions. Record discussion responses to the following questions in shorthand next to the icebreaker activity answers in order to keep track of what participants think about the game. Discussion Questions:
1) What foods surprised you the most about their sugar content? 2) Did you find it very difficult to keep your sugar content low? 3) What made it difficult to keep you sugar low? 4) Do you make an active effort to keep your sugar low? If so, why? If not, why not? 5) Based on our introductory activity, after this exercise, do you think you will take more effort
at paying attention to nutritional content and sugar?
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Drumroll please… Time: 30 minutes How to Win the Game: Whoever gets the most points wins! Purpose: Questions will focus on food items found in local grocery stores patronized by East Los Angeles residents (El Super, Superior, Food 4 Less) and will illuminate facts about the price, nutrition, and history of locally found foods and the neighborhood itself. The overall goal is to show that some healthy food can be relatively inexpensive, and to have a greater awareness of the food landscape while shopping. Materials:
• Voting or auction paddles. Four sets of paddles that say A, B, C, and a symbol or picture for trick question (16 paddles total). If you don’t have paddles, you can just print an A, B, C, and Trick! on pieces of paper (make 4 copies, one for each team).
• Velcro board or blanket for cards display • Velcro-backed A, B, & C signs (half a letter-sized page) • Velcro-backed answer option cards • Game questions (see end of curriculum) • Score board • Marker • Timer or watch with a seconds hand (you can use your cell phone’s
timer) • Easel and butcher paper or blackboard • A small prize for each winner (a healthy snack, coupon for free
produce at a made-over market, a small notebook to record sugar intake etc…)
Set-up:
1. Place the Velcro board at the front of the room. Place Velcro letters A, B, and C low on the board in order to place answer options above each letter.
2. Group the answer cards for each question together. For each question there will be three answer options; just make sure that they are grouped together so you can quickly go from one question to the next.
3. Place score board at the front of the room, and set a timer for 30 seconds.
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Directions and Script:
If conducting all sections of this curriculum, at this time, give participants a 5-minute break. Let’s take a 5-minute break to use the restrooms and get more refreshments if you like. Have everyone take his or her seat. Just to recall, the first activity helped us gain an awareness of what is important to us while shopping. We identified where our priorities lie, and what some of the barriers might be to getting what we want while shopping. The second game showed us that there are hidden nutrients – like sugar, fat, and salt – in some unexpected items, and the costs of eating these foods – health and money – can be great. It also helped define some of the terminology that is commonly used in foods, like the different types of fats. Now we move onto another game – this one is a trivia game called “Drumroll, please....” You will work in groups to come up with an answer to a question. I will put three answer options up on the board. You will have 30 seconds to answer the question, and if you get it right, you get one point. Beware! There are also trick questions where none of the answer choices are correct, or where all of them are correct. So, if you think the answer is not A, B, or C, you will need to choose “trick” as your answer. If you choose “trick” and the answer is indeed “trick,” you will get two points. The winner has the most points at the end of the game. The questions are about your neighborhood, price, and nutrition. To begin, let’s split up into 4 teams. Please number off 1 through 4 and then find your group mates and sit at a table. Teams number off and sit together. Then a set of four voting paddles (or voting sheets of paper) to each group. For the game, we will need a timekeeper. The timekeeper can use their cellphone to keep time, a regular old watch with a second hand, or the timer I have up here. It will be the timekeeper’s duty to say “BZZZZZZZZZ” loudly after 30 seconds. Do I have any volunteers? Make sure the volunteer has a timer mechanism and understands their role. We also are going to need team names. So, each team should spend the next 30 seconds to come up with a name. After 30 seconds, ask: What is Team 1’s name? Team 2? Team 3? Team 4? With the marker, write the team names on the scoreboard. I will now place three items on the board, above the letters A, B, and C. I will then read a question, and say “go.” Your group then has 30 seconds to select the answer from the ABC options or decide that it is a trick question and select “trick” as the answer. Select the paddle [or paper] with your team’s answer. When the timekeeper buzzes, hold up the paddle with your answer, and I will record your score on the scoreboard. We will then move on to the next question! Select a question from the “Drumroll, Please… Question List” at the back of the curriculum. Select the answer option cards that go with that question. Vary the questions, focusing primarily on price and geography categories. After each question is answered, be sure to read the answer explanation that follows each question. After completing at least 10 questions, announce the winner. Thank the timekeeper. Hand out a small prize to winning group and the timekeeper. Then, move on to the discussion questions.
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We will now move onto the discussion questions. Would anyone like to be a notetaker for our discussion and record some of our thoughts on the butcher paper up front? Choose a volunteer and give them a marker to take notes on the butcher paper in front of the room. Thanks. First, have folks heard of the term “food desert” before? What do we think that means? Make sure notetaker is recording some of the group’s thoughts on the butcher paper. Great. We have basically defined what a food desert is: The term “food deserts” describes neighborhoods and communities that have limited access to affordable and nutritious foods. In the United States, food deserts tend to be located in urban and rural low-income neighborhoods, where residents are less likely to have access to supermarkets or grocery stores that provide healthy food choices. Let’s talk a bit more about how, and if, this concept of food deserts apply to your community. Ask a few (or all) of the following discussion questions:
1) Do you think you live in a food desert? Why do you think outsiders/others characterize East Los Angeles as a food desert?
2) What do you think you or the community could do to bring more access to healthy foods to the neighborhood? Do you know of anyone or any organizations that are working to improve food access in the neighborhood?
3) Market Makeovers is transforming a corner store in Maravilla; what types of food would you like to see in the store and what would help encourage healthy eating?
4) Do you think the lack of fresh food options impacts the health of residents of Maravilla? How?
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BREAKOUT GROUPS Time: 20 minutes Purpose: This final session is to allow participants to recall the day’s activities, important or noteworthy points of discussion, and to come up with two concrete steps they can take in order to improve their diets and health. Materials:
• Small pieces of paper with “Two Things I Will Do to Eat Healthier” written on the top (enough for group)
• Pens (enough for group) • 4 large sheets of butcher paper • Markers (at least 4) • Tape, if butcher paper is not “Post-It Note” style
Directions & Script: Now that we have gone over our priorities when we shop, the dangers of some foods, and identified disparities in our community, let’s take the opportunity to think about what we and our children eat and some concrete ways to improve our health. We’re going to stay in our groups from the last activity for our initial discussion. I am going to give each group a piece of butcher paper so you can write down some of your group’s ideas that you can share with the larger group. I want each group to try to think of concrete ways in which folks here can improve their own and their families’ diets. This could be as simple as committing to making sure there is a vegetable at every meal, or removing saltshakers from the dinner table. Feel free to share things that you already do to eat affordably, healthily, and quickly, that you think others in your group might be interested in. Please list some of these ideas on your butcher paper. I also want each person, individually, to pick two of those ideas and write them down on the paper I am handing out. These are your personal commitments to eating healthier. You can, of course, write down more than two things, but just make sure that you write down things which you really think are possible for you and your family to do right now, recognizing all of the other things we have going on in our lives. Also, consider that Market Makeovers will be recreating a store in the neighborhood – could this help one of your healthy eating commitments? We are going to meet in small groups for 10 minutes and then have a 10-minute full group discussion. Please choose one member of your group to “report back” on your group’s discussion to the larger group. During the discussion check in with each group to make sure ideas are flowing. Also, ensure handout materials are ready to be passed out. Give a 1-minute warning when groups need to wrap up. Now that we’ve all brainstormed lots of ideas, can each group come up and share some of their ideas with us? You can use your butcher paper to help guide you. After each group has gone, say: Wow, we have a lot of good ideas in this room, is there anything else anyone wants to add? After a
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minute or two, ask a final question: Now, looking back to our first activity where we discussed our shopping priorities, does anyone feel like their priorities have shifted over the course of this workshop? Why or why not?
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Wrap-Up and Evaluation Time: 15 minutes Purpose: Get participants’ feedback on workshop and provide handouts. Materials:
• Butcher paper and easel or board with a plus sign on one side and “To Improve” written on the other side
• Marker • Copies of handout materials (see appendix); make sure you have a copy for each participant
Directions & Script: I’m passing out some handouts for you to keep today – they include a recipe book, some facts about foods, and other informative things like healthy snack items. I would like you to help me to assess what you thought of today’s workshop. Please tell me what you liked first. Record answers for what participants liked on “+” side of board. Now please tell me what you think can be improved for the next workshop, and/or what you did not like. Record answers. Thank you so much for coming to the workshop today. I hope you found today’s workshop interesting and fun, and please contact me if you have any questions about Market Makeovers, or would like to get more involved.
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WORKSHOP HANDOUTS The takeaway materials can vary depending on your audience and location. For the Maravilla neighborhood in East Los Angeles, we have included a recipe book, fact sheets on edible gardens, nutritious foods and fast-food information. The purpose of the takeaway materials is to ensure that participants know where to look for more information, have reinforcement of the nutrition and health knowledge they learned during the workshop, and have something they can give to friends or use everyday.
APPENDIX For more information to tailor questions and takeaway materials to the specific community, please visit the following websites: Demographic / Geographic Information United States Census and American Fact Finder http://www.census.gov/ California Nutrition Network http://www.cnngis.org/ Health Facts Center for Disease Control http://www.cdc.gov/obesity/data/trends.html http://www.cdc.gov/diabetes/ Nutrition Information http://www.nutritiondata.com/ http://quiz.healia.com/ http://www.chewonthis.org.uk/activity.htm#Activityfatsaltsugar http://www.marksdailyapple.com/definitive-guide-grains/ http://www.healingdaily.com/detoxification-diet/sugar.htm http://www.acaloriecounter.com/breakfast-cereal.php
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Hidden Sugar Game Questions
These questions are intended to not only add an element of surprise and trivia to the game, but also to reinforce the fact that many foods that are low in sugar may not be healthy due to a high concentration of other things like fat and salt. The role these questions play is to educate participants about food labels, food terminology, disease, and food myths to reinforce the idea that “you are what you eat.” These questions are divided into several groups to correspond with the “uh-oh!” questions. The back of each card says whether the food is still not a good choice because of high fat, salt, or other. Although you can choose any question to ask for the card, you may choose the categorical question that corresponds to the “uh-oh!” card, and occasionally ask the other types of questions. Fats
1. T/F: Saturated fat is bad for you. True: Saturated fat is bad for you because it raises bad (LDL) cholesterol levels. It is mainly found in animal products but can also be found in some vegetables/fruits such as coconuts and is found in many popular snacks (chocolates, yogurt, chips).
2. Q: How much saturated fat is a healthy person supposed to consume? a. 20 grams b. 30 grams c. 50 grams d. 100 grams
a. A healthy amount for anyone over the age of 4 is 20 grams of saturated fat per day. This should be the maximum and eating less than 20 grams of saturated fat per day is fine.
3. Q: What is cholesterol? a. A saturated fat b. An unsaturated fat c. A waxy substance found in fat. d. An omega-3 fatty acid
c. Cholesterol is a waxy substance found in fat. A certain amount of this is healthy because cholesterol helps form some hormones, cell membranes, and is needed for other functions in the body. However, too much cholesterol increases the risk of coronary heart disease and heart attacks because cholesterol is not dissolved in the blood.
4. Q: What is a healthy range for cholesterol for a healthy person? a. 1000 mg per day b. 500 mg per day c. 300 mg per day
c. A healthy amount of cholesterol for someone age 2 or over is 300 mg per day. This is mostly for sedentary people, but even people who are active and healthy should try to adhere to the 300 mg limit.
5. Q: Saturated fats are normally found in which products? a. Meat b. Dairy c. Seafood
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d. All of the above d. Saturated fats are found in animal products, so it
6. Q: Which of these cooking oils is low in saturated fat? a. Olive oil b. Palm oil c. Coconut oil a. Olive oil: Not only is Olive oil low in saturated fats, it also has a lot of monounsaturated fats. Because of this, eating two tablespoons of olive oil daily may reduce the risk of coronary heart disease. Remember, moderation is key.
7. Q: What is most likely to contain trans fats? a. Eggs b. Beef c. Margarine c. Margarine: Dietary fats are essential to the human diet. They are needed for the production of cell membranes and they carry vitamins A, D, E, and K to different parts of the body. However, trans fats are not essential and provide no known benefit to human health.
8. Q: Which of these lower total cholesterol? a. Trans Fats b. Monounsaturated fats c. Saturated fats b. Monounsaturated fats lower bad cholesterol and can have beneficial effects when eaten in moderation. Monounsaturated fat is found naturally in nuts and avocados. So if you are looking to lower bad cholesterol, incorporate these foods in your diet.
9. Q: Which of the following words hints that a menu item is high in fat? a. Pan-fried b. Flaky c. Scalloped d. All of the above d. All of the above. Restaurants use menus to sell you on the food in hopes that you’ll order multiple dishes. That’s why you order a “juicy, char-grilled burger with caramelized onions” instead of a “hamburger with onions.” The words fried, breaded, creamed, battered, scalloped, crispy, flaky or buttered can all mean that the item is high in fat. For lower fat entrees, looks for the words grilled, baked, steamed, broiled, roasted, and poached.
10. Q: Unsaturated fat, a healthy fatty acid, can be found in all of the following foods except which one?
a. Avocados b. Nuts and seeds c. Meats d. Extra-virgin olive and canola oils c. Meats. Meat contains more saturated fat, which consists of saturated fatty acids and maintains a solid consistency at room temperature. Common sources of saturated fats are meats and dairy products such as eggs, milk, butter, and cheese.
Sodium
11. How much sodium should a person consume per day? a. 7000 mg
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b. 5000 mg c. 3000 mg d. 2400 mg
d. The maximum recommended daily intake of sodium is 2400 mg, but if you already have high blood pressure, if you are over forty, or if you are African-American, your recommended daily sodium intake is 1500 mg. Sodium is vital for the human body, but too much of it makes us sick. Remember that most of your sodium (80%) comes from processed food, so watch those labels.
12. How much sodium does the average person consume per day? a. 2,500 mg b. 3,436 mg c. 7,231 mg
b. The average American consumed 3,436 mg of sodium per day. Most of this sodium came from packaged, processed or fast foods. A lot of salt is hidden in things that we buy every day. A good way to avoid this hidden sodium is to incorporate more fresh fruits and vegetables in your diet.
13. Q: What important role does sodium play in the human body? a. Regulate blood pressure b. Help the nervous system transmit messages c. Carry nutrients to the body’s cells d. All of the above d. All of the above, this process of regulation is called homeostasis. Sodium is vital for our cells and nerves, but most of us eat too much of it and that makes us sick.
14. Q: Too much sodium (salt) can be bad for your health, but having just enough sodium is important for the body. What are the benefits of a moderate amount of sodium?
a. Maintains and regulates the body’s functions for equilibrium. b. Maintains water in the body. c. A and B c. A and B. The body only needs about 1.5 grams of salt per day in order to keep itself balanced and retain enough fluids inside. Sodium aides in keeping blood pressure and temperature balanced, this is called homeostasis.
Disease
15. Q: What is Type 2 Diabetes? a. A disease in which the pancreas no longer makes insulin b. A disease where the body does not respond normally to insulin and may not make
enough of it c. A condition where the patient cannot have salt or sugar d. Answer: (B) In Type 2 diabetes, the body has trouble converting food to energy. The
body still makes insulin; but it may not make enough and the body doesn’t process it normally. Treatment for this disease is expensive. Left untreated, it can lead to a host of health problems.
16. Q: Which of the following are known risk factors for Type 2 Diabetes? a. A family history of diabetes b. Being Asian American, Hispanic, Native American or African American c. Carrying excess weight, mostly around the middle of your body d. All of the above
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d. All of the above. Your genetics, age, and being overweight all may increase your risk of Type 2 Diabetes, so if you fall into any of these categories, you need to take extra precautions to prevent getting the disease – a big part of this is eating healthily.
17. Q: On average, how much does an insulin pump cost compared to an iPod? a. The same b. Less c. $300 more than an iPod d. $3000 more than an iPod
d. Most insulin pumps cost $4,000. When thinking about your diet choices, it may seem cheap to just eat junk food, but in the long run, health related diseases can cost you much more than just years off your life.
18. Q: What percentage of all cancers is directly linked to people’s dietary choices? a. Less than 10% b. 20-30% c. 30-40% d. more than 50%
c. 30-40%. According to medical experts, 30 to 40 percent of cancers are directly linked to dietary choices – meaning you have the ability to control whether you are at risk to develop many cancers! Experts recommend that people have a diet that limits meat consumption and is predominantly plant-based which includes a variety of vegetables, fruits, and grains.
19. Yes/No: Are “apple-shaped” people at greater risk of developing diabetes and heart diseases compared to “pear shaped” people?
Yes. “Apple-shaped” people have body fat in the abdomen. “Pear shaped” people store excess fat below the waist. Research shows having an apple shape increases the risk of developing Type 2 Diabetes, heart disease, and high blood pressure. Your parents often determine your shape – meaning your shape is determined by your genetics. If you are apple shaped, you should take extra precaution and get your vital statistics checked more often.
20. Q: What percentage of American adults is overweight or obese, a main risk factor for heart disease?
a. 20% b. 40% c. 50% d. Over 60%
d. Over 60%. According to the National Center for Health Statistics, about 66 percent of adults (age 20 years and over) are overweight or obese, while around 20 percent of children and adolescents are overweight. There are serious risks with being overweight, including low self-esteem and a shorter lifespan. Although obesity has become “normal” in our everyday society, it is still a serious problem.
21. Q: What are some of the problems caused by clogged arteries? a. Carotid artery disease. b. Fat arteries c. Hormone imbalance
a. Carotid artery disease. The carotid arteries run up the sides of your neck and provide oxygen to the brain. Clogged carotid arteries stop oxygen from going to the brain, increasing the risk of getting a serious stroke later in life, which can cut your life short or cause mental disability.
27
Food Awareness / Health Eating Habits
22. Q: What is considered a portion size of rice or pasta or meat? a. The size of a cantaloupe b. The size of your finger c. The size of your fist d. The size of a basketball
c. Your fist. When serving yourself a portion, always compare what the portion to your hand. Normally, we eat much more than this amount.
23. Yes/No: Are free range and natural meats legally the same as organically raised meats? No. “Organic” has been legally defined by the USDA. There are no legal requirements for the words “free-range” and “natural” and any company can use them for any purpose, so don’t be fooled by packaging that has misleading healthy terms – they may not actually be any better for you.
24. Yes/No: Is breakfast the most important meal of the day? Yes. The brain needs glucose to function; by not eating breakfast, the body has to work harder to break down any stored carbohydrate or turn fat or protein into a usable form for the brain to function. Even if you can’t eat a full breakfast, make sure you have portable snacks around like apples, bananas and almonds.
25. Q: Portion sizes at most restaurants are: a. Barely enough for a small child b. Just right for the average person c. Enough to feed 2 to 4 adults d. Ten times what you should be eating
c. Enough to fed 2 to 4 adults. Portion sizes at restaurants are massive compared to what a normal person should consume for one meal. One trick to stop yourself from overeating is to ask for a “to go” box with your meal so you can put half of it away before you eat. Or better yet, split your meal with a friend!
26. Yes/No: Does sugar or caffeine in soda deplete your body’s calcium level? Yes. Evidence suggests that both sugar and caffeine in soda deplete calcium levels in the bones. Calcium is largely important for bone health. Calcium is necessary for brown growth and strength – without calcium bones become brittle and can break more easily, so try to reduce your soda intake.
27. What are whole grains? a. Unrefined grains b. Plant seeds c. Whole plants d. Wheat
a. Unrefined grains. Grains that haven’t been refined are called whole grains. Whole grains are better sources of fiber and other nutrients than refined grains. Whole grains because they have more fiber help keep you full longer, and stop you from overeating. When buying bread, make sure to look at the nutrition facts and see whether the first ingredient is whole and not processed.
28. Q: What is dietary fiber? a. Outer portion of plants b. Indigestible part of plants c. Leafy portion of plants
28
b. Indigestible part of plants. Fiber is the indigestible component of plants. Think of things like the apple skin, or the potato peel – those are both fibrous parts. There are two types of fiber: insoluble, which helps food pass through your digestive system, and soluble, which helps eliminate fat and lower cholesterol. Try to avoid peeling fruits and vegetables when eating them to gain the benefits of fiber. Fiber from raw fruits and vegetables helps waste pass through you too, keeping you feeling healthier.
29. Q: How long should you wait before having a second helping? a. 5 minutes b. 10 minutes c. 1 hour d. No need to wait
b. 10 minutes. The stomach needs 10 minutes to signal the brain that it's full, so when you are eating, make sure to take a break after 10 minutes of eating before taking seconds.
30. True/False: artificial sugars are better for you because they have no calories in them. False. Artificial sugars can be 50-300 times sweeter than real sugar used in products. This can confuse your body and make fruits and other healthy foods taste bland. Drinking diet drinks, which contain artificial sugars, can throw the regulatory system that controls hunger out of sync, causing people to have less control over the amount of calories they eat after consuming artificial sugars, so try to avoid diet drinks – it’s always better to drink the real thing in moderation!
31. Q: What are some products with hidden sugar in them? a. Processed/canned foods b. Fruits c. Fast food. d. All of the above.
d. All of the above. Processed and canned foods have many sugars in them that people may not know about because it may not be so obvious that it is there. Fruits and vegetables that come in cans usually have some sugar in them, as well as sodium, for flavor. Commonly used condiments such as ketchup can have up to 4 grams (1 teaspoon) of sugar per serving.
32. True/False: All chocolate is bad for you. False. Not all chocolates are bad for you, it is mainly popular milk chocolate bars that happen to be bad for people because of all the added sugars in them. However, for those who happen to be chocolate fans, dark chocolate delivers a lot of health benefits as long as it’s consumed with moderation. Benefits of dark chocolate (with no added sugars) include: lower blood pressure, lower LDL cholesterol (the bad cholesterol), stimulates endorphins, which gives a feeling of pleasure, and increases serotonin, which acts as an anti-depressant. The key is to avoid caramel, nougats or other artificial ingredients that are added, but nuts and other natural things are ok.
33. True/False: It is easier for the body to metabolize (digest) natural sugars. True. Natural sugars are easier for the body to break down and convert into energy. Refined sugar (the kind you find in cookies, ice creams and other junk foods) are harder to break down and stay in the body longer if you don’t exercise enough to burn that sugar. Also, your body uses refined sugars for energy as a last resort.
29
Drumroll please… Game Questions Price Questions
1. Q: Which is cheapest per serving? a. Cards: Dried Black Beans, Canned Black Beans, Cooked Black Beans b. A: Dried black beans. Dried beans have not been prepared further by an outside
source, so they often have little “value added,” meaning, they are usually cheaper. Typically, raw foods are cheaper than prepared or canned foods. So remember – less work to the food means less money for the food!
2. Q: What time of the year is it cheapest to buy citrus – like oranges and lemons? a. Cards: Spring, Winter, Summer b. A: Spring. When a food is sold during the same season as when it was grown, it
tends to be cheaper in price. This is because there is an over abundance of the food, making each unit of the food cheaper.
3. Q: For every dollar you spend for produce at the supermarket, how much goes to the farmer who grew the produce?
a. (a) 5 cents; (b) 10 cents; or (c) 15 cents? b. A: About 5 cents. Most of the money spent on food is supermarket markup and the
cost of transporting the food from the farm to your grocery store. Because farmer’s make so little, it’s important to support the local economy by buying food at farmer’s markets. These are good ways to stay engaged with your community as well!
4. Q: Which of these meals costs under $3 per serving? a. Cards: Beef and Bean Chile, Pecan-Crusted Chicken, Grilled Shrimp with Salsa b. A: Trick question – they all cost the same. Some foods can be made less expensive
when buying local, in season, and preparing foods in the right portion size at home. Nutrition Questions
1. Q: Which of the following is best to buy organic? a. Cards: Banana, Strawberry, Orange b. A: The strawberry. Most produce is farmed using pesticides, meaning farmers have
chemicals sprayed on our food to kill bugs, and prevent them from eating the fruit. So, anything that has no skin to peel away, like strawberries, blueberries, apples, etc. are better buy organic so you eat fewer chemicals.
2. Q: If you had a choice of eating one of the following without pesticides, which would be the healthiest choice?
a. Cards: Strawberries, Raspberries, Blueberries b. A: Strawberries. Strawberries absorb more pesticides than raspberries and
blueberries, so again, it’s important to buy this food organic. 3. Q: If you had a choice of eating one of the following without pesticides, which would be the
healthiest choice? a. Cards: Bell Pepper, Broccoli, Lettuce b. A: Bell Pepper. The bell pepper also has a skin that absorbs pesticides and can’t
necessarily be washed away. With lettuce, you should always peel away the outer layer.
4. Q: Which food has a large amount of vitamin C – almost as much as an orange? a. Cards: Guava, Red Bell Pepper, Brussels Sprouts
30
b. A: all of the above. Some important nutrients are hidden away in other foods we don’t necessarily think would have them. Try new raw fruits and veggies – you might surprise yourself!
5. Q: A healthy person is supposed to eat 2,000 calories a day. How many calories does a Big Mac Value Meal have in it? (size large, regular coke)
a. Cards: 600, 1350, 2000 b. A: 1350. Drinks have a surprising number of hidden calories. It is easy to drink more
calories than we mean to. Try to avoid drinks other than water as much as you can – you might enjoy a smaller waist because of it!
6. Q: 45% of wives say their husbands snore. According to a USA Today study, how many husbands will admit it:
a. (a) 5%; (b) 15%; or (c) 25% b. A: Only 5%.
7. Q: Which is NOT a cause of snoring? a. (a) obesity (b) alcohol consumption (c) congestion b. A: Trick! All of them do. Losing weight and eating healthily can help!
8. Q: Which food below contains the most protein? a. (a) 3oz Steak (b) 1cup Baked Beans (c)1cup Cottage Cheese b. A: Dairy is a quick, easy, and healthy way to get your protein needs.
9. Q: Which is the worst for your teeth? a. (a) Cheese (b) potato chips (c) Mango b. A: Potato chips can stick to the crevices of your teeth and because they are such a
refined carb, they quickly turn to sticky sugar that you may not be able to brush off hours later. Cheese is actually a salvia generator and it, along with other dairy products, helps your teeth. Your saliva begins to neutralize the acids and enzymes attacking your teeth. They also help put back minerals your teeth might have lost due to other foods. Mango, while high in sugar, is also a saliva producer since it contains fiber. Thus, its enzymes will begin to breakdown its sugars after you eat it.
10. Q: If you drink a large coke every day in addition to what you normally eat for an entire year, how many pounds will you gain?
a. Cards: 5, 12, 37 b. A: 37 c. You would be drinking 113,000 extra calories a year. Each coke is 310 calories, and
3000 more calories than you burn equals to one pound of weight gained. Geographic Questions Before asking these questions, define food security: The World Food Summit of 1996 defined food security as existing “when all people at all times have access to sufficient, safe, nutritious food to maintain a healthy and active life.” Commonly, the concept of food security is defined as including both physical and economic access to food that meets people's dietary needs as well as their food preferences. (http://www.who.int/trade/glossary/story028/en/)
1. What percentage of lower income white households is food insecure in Los Angeles County? Food insecurity means a person is not able to buy healthy food for financial reasons or because there is no healthy food in their neighborhood.
a. Cards: 15%, 20%, 25% b. A: 15%
2. What percentage of lower income Latinos are food insecure in Los Angeles County?
31
a. Cards: 15%, 20%, 25% b. A: 25%. The number of lower income Latinos facing food insecurity is 10 percent
higher in Los Angeles County than it is for lower income whites. 3. What percentage of people is obese in East Los Angeles’s Health Service Planning area?
a. Cards: 50%, 60%, 70% b. A: 50%
4. What percentage of people is obese or overweight in LA County? a. Cards: 50%, 60%, 70% b. A: 60%
5. How many people does one supermarket serve in Santa Monica? a. Cards: 10,000; 40,000; 140,000 b. A: 10,000. More grocery stores serving smaller populations means that communities
have more opportunity to access fresh produce. In Santa Monica, residents are likely to have easy access to healthy food no matter where they live.
6. How many people does one supermarket in East Los Angeles serve? a. Cards: 10,000; 40,000; 140,000 b. A: 140,000. In East Los Angeles there are few grocery stores serving a large
population; this means that, for some, access to healthy foods is difficult. 7. How many fast food restaurants are in a 1-mile radius of Maravilla?
a. Cards: 5, 12, 15 b. A: 12. Like other food deserts, fast food outlets in Maravilla far outnumber places
offering fresh produce or a sit-down meal. Easy access to fast food isn’t a problem by itself. But all communities should have equal access to healthy options, so that residents have more choice when it comes to the food they eat.
A-33
Cards and ProPs
Pages in order of presentation. There are no page numbers in this section so that props and game pieces can be printed and cut.
icebreakerp.1-6: Signs to put within each jar. Print on 8.5” x 11” cardstock paper, and fold in half at the dotted line. Glue the sides together on top of a stick to place inside of each jar.
hidden sugar & drumroll pleasep.7: Score board for each game. Print out as large, and as many times, as you wish in order to keep track of points for each team game
hidden sugarp.8: Print out three copies and place velcro behind each. Write “Breakfast/Desayuno,” “Lunch/Almuerzo” and “Dinner/Cena.” These will go in the middle of the board, above each respective meal’s cards.
p.9: Cut sign on dotted line and place velcro on the back. Place healthy snack sign above healthy snack cards, and junky snack sign above junky snack cards.
p.10-13: Breakfast Cards (Cheerios through Yogurt). Electronic versions print one card on 8.5x11. Fold the card in half, glueing the two halves together. Place velcro at the top on the back of the card (where sugar grams are listed) p.14-17: Lunch Cards (PB Sandwich through Soda). Follow instructions above for “Breakfast Cards”
p.18-21: Dinner Cards (Black Beans & Rice through Mandarin Chicken Salad). Follow instructions above for “Breakfast Cards”
p.22-25: Junky Snack Cards (Snickers to Skittles). Follow instructions above for “Breakfast Cards.” Place only nine on board.
p.26-28: Healthy Snack Cards (Carrots to Grapefruit). Follow instructions above for “Breakfast Cards”
drumroll please...p.29-30: Signs for auctioneer paddles or paper for each group. Print four copies of each on 8.5 x 11 cardstock and cut in half along dotted line. Give each team one set (A, B, C, Trick)
p.31-39: Cards for Drumroll Please... Game. Electronic version has one card per page. Print on 8.5x11 paper and place velcro on the back of each. Place three cards on board at a time depending on question.
CER
CA
NÍA
LOC
ATI
ON
CER
CA
NÍA
LOC
ATIO
N
PREC
IO C
OST
PREC
IO C
OST
NU
TRIC
IÓN
NU
TRIT
ION
NU
TRIC
IÓN
NU
TRITIO
N
OR
GA
NIC
O
OR
GA
NIC
OR
GA
NIC
O
OR
GA
NIC
TIEM
PO
TIM
E TIEMPO
TIME
SABO
R
TAST
E SABO
R
TASTE
SCORE
PUNTOS
MEAL
COMIDA
MER
IEN
DA
SA
LUD
ABL
E
HEA
LTH
Y SN
AC
K BA
R M
ERIEN
DA
CH
ATTA
RA
JUN
KY SNA
CK BA
R
CH
EERIO
S
CH
EERIO
S
one bowl (28g)!
un plato (28g)!
5g
+1 p
aq
uete
SCR
AM
BLED EG
GS
HU
EVO
S REV
UELTO
S
one egg!
un huevo!
1g
+0 pa
que
tes
INSTA
NT O
ATM
EAL
AV
ENA
INSTA
NTÁ
EA
one bowl (28g)!
un plato(28g)!
5g
+1 p
aq
uete
EGG
MC
MU
FFIN
MC
MU
FFIN D
E HU
EVO
one sandwich!
un sandwich!
SOD
IUM
CH
OLESTERO
L TRA
NS FA
T
SOD
IO/SA
L
CO
LESTEROL
GRA
SAS TRA
NS
5g
+1 p
aq
uete
BREA
KFAST BU
RR
ITO
BUR
RITO
DE D
ESAYU
NO
one medium
burrito (239g) !
un burrito mediano (239g)!
SATU
RATED
FAT
CH
OLESTERO
L
GRA
SAS SA
TURA
DA
CO
LESTEROL
1g
+0 pa
que
tes
BAC
ON
TOC
INO
4 slices (32g)!
4 tajadas (32g)!
SATU
RATED
FAT
SOD
IUM
GRA
SAS SA
TURA
DA
SO
DIO
/SAL
0g
+0 pa
que
tes
DO
UG
HN
UT
DO
NA
1 traditional, unglazed doughnut (57g)!
1 dona tradicional, sin glaseado (57g)!
10g +2 pa
que
tes
PAN
CA
KES HO
T CA
KES
2 cakes, no syrup (135g)!
2 hot cakes sin miel (135g)!
10g +2 pa
que
tes
BLUEBER
RY MU
FFIN
MIO
LETE DE A
RÁ
ND
AN
O
1 small (2” diam
eter) muffin (66g)!
1 moilete pequeño (2 pulgadas de diám
etro) (66g)!
20g +4 pa
que
tes
CH
OC
OLA
TE MILK
LECH
E DE C
HO
CO
LATE
one 8-oz. glass!
1 vaso de 8 onzas!
25g +5 pa
que
tes
POP TA
RTS
POP TA
RTS
2 pastries!
2 postres!
30g +6 pa
que
tes
YOG
UR
T
YOG
UR
one 6-oz. container (170g)!
1 envase de 6 onzas (170g)!
30g +6 pa
que
tes
PB SAN
DW
ICH
SAN
DW
ICH
DE M
AN
TEQU
ILLA D
E MA
NÍ
1 sandwich, 2 tbsp peanut butter!
1 sandwich, 2 cucharadas de crem
a de maní!
5g
+1 p
aq
uete
TUN
A SA
ND
WIC
H
SAN
DW
ICH
DE A
TUN
½ can tuna, m
ustard, lettuce, tomato!
½ lata de atun, m
ostaza, lechuga, tomate!
5g
+1 p
aq
uete
GA
RD
EN SA
LAD
ENSA
LAD
A R
EGU
LAR
mixed greens, tom
ato, cucumber, no dressing (262g)!
lechugas, tomates, pepinos, sin aderezos (262g)!
1g
+0 p
aq
uete
s
CH
ICKEN
STRIPS
PECH
UG
AS D
E POLLO
, EMPA
NIZA
DO
S
3 strips (141g)!
3 pechugas (141g)! SATU
RATED
FAT
SOD
IUM
GRA
SAS SA
TURA
DA
SO
DIO
/SAL
0g
+0 p
aq
uete
s
HA
MBU
RG
ER
HA
MBU
RG
ESAS
1 McD
onaldʼs double quarter pounder!
1 hamburgesa de M
cDonaldʼs de ¼
libra de carne!
TRAN
S FAT
SOD
IUM
SOD
IO/SA
L G
RASA
S TRAN
S
5g
+1 p
aq
uete
HO
T DO
G
PERR
O C
ALIEN
TE
1 regular beef hotdog, mustard, relish (99g)!
1 perro caliente de res, mostaza condim
ento de pepinillo (99g)!
SATU
RATED
FAT
SOD
IUM
GRA
SAS SA
TURA
DA
SO
DIO
/SAL
5g
+1 p
aq
uete
WH
OLE M
ILK
LECH
E ENTER
A
one 8-oz. glass!
1 vaso de 8 onzas!
15g +3 pa
que
tes
APPLE
MA
NZA
NA
1 medium
(3” diameter) apple (182g)!
1 manzana m
ediana (3” de diámetro) (182g)!
AZÚ
CA
R NA
TURA
L
10g +0 pa
que
tes
NA
TURA
L SUG
AR
GR
APES
UVA
S
~ 35 grapes (1 cup)!
más o m
enos 35 uvas (1 vaso)!
AZÚ
CA
R NA
TURA
L
10g +0 pa
que
tes
NA
TURA
L SUG
AR
PB&J SA
ND
WIC
H
SAN
DW
ICH
DE C
REM
A D
E MA
NÍ C
ON
MER
MELA
DA
2 tbsp jelly, 2 tbsp peanut butter!
2 cu. de servir de merm
elada, 2 cu. de crema de m
aní con m
ermelada!
25g +5 pa
que
tes
MILKSH
AKE
LICU
AD
O
one 8-oz. shake!
1 licuado de 8 onzas!
25g +5 pa
que
tes
SOD
A
GA
SEOSA
one 12-oz. can!
una lata de 12 onzas!
40g +8 pa
que
tes
BLAC
K BEAN
S & R
ICE
FRIJO
LES NEG
RO
S CO
N A
RR
OZ
¼ cup black beans, ¼
cup rice!
¼ de taza de frijoles, ¼
de taza de arroz!
1g
+0 p
aq
uete
s
CH
ICKEN
& R
ICE
AR
RO
Z CO
N PO
LLO
¼ chicken, ¼
cup rice!
¼ taza de pollo, ¼
taza de arroz!
0g
+0 p
aq
uete
s
GA
RD
EN SA
LAD
m
ixed greens, tomato, cucum
ber, no dressing (262g)!
ENSA
LAD
A R
EGU
LAR
lechugas, tom
ates, pepinos, sin aderezos (262g)!
1g
+0 p
aq
uete
s
MA
SHED
POTA
TOES
PUR
É DE PA
PAS
1 cup, home prepared, butter, w
hole milk!
1 taza preparado en casa, c/mantequilla y leche entera!
TRAN
S FAT
SOD
IUM
SOD
IO/SA
L G
RASA
S TRAN
S
5g
+1 p
aq
uete
CA
NN
ED SO
UP
SOPA
ENLA
TAD
A
one 8-oz. can!
una lata de 8 onzas!
SOD
IUM
SOD
IO/SA
L
1g
+0 p
aq
uete
s
CH
EESE & BEA
N BU
RR
ITO
BUR
RITO
DE Q
UESO
Y FRIJO
LES
1 microw
aveable burrito (149g)!
1 burrito para microonda (149g)!
SATU
RATED
FAT
SOD
IUM
GRA
SAS SA
TURA
DA
SO
DIO
/SAL
1g
+0 p
aq
uete
s
SKIM M
ILK
LECH
E DESC
REM
AD
A
one 8-oz. glass!
1 vaso de 8 onzas!
10g +2 pa
que
tes
HO
RC
HA
TA H
OR
CH
ATA
one 8-oz. glass!
1 vaso de 8 onzas!
15g +3 pa
que
tes
OR
AN
GE C
HIC
KEN
POLLO
CO
N SA
LSA D
E NA
RA
NJA
1 order, Panda Express!
1 orden de Panda Express!
20g +4 pa
que
tes
APPLE JU
ICE
JUO
G D
E MA
NZA
NA
one 8-oz. glass!
1 vaso de 8 onzas!
35g +7 pa
que
tes
PLAN
TAIN
S
PLÁTA
NO
S
one cup (200g)!
1 taza, frita (200g)!
30g +6 pa
que
tes
MA
ND
AR
IN C
HIC
KEN SA
LAD
ENSA
LAD
A D
E POLLO
EN SA
LSA D
E MA
ND
AR
INA
1 order, Wendyʼs, w
ith dressing!
1 orden de Wendyʼs, con aderezo!
30g +6 pa
que
tes
SNIC
KERS
SNIC
KERS
SNIC
KERS
30g +6 pa
que
tes
MO
UN
TAIN
DEW
MO
UN
TAIN
DEW
MO
UN
TAIN
DEW
45g +9 pa
que
tes
M &
M’s
M &
M’s
M &
M’s
30g +6 pa
que
tes
SWEET TA
RTS
SWEET TA
RTS
SWEET TA
RTS
40g +8 pa
que
tes
GA
SEOSA
DE N
AR
AN
JA
OR
AN
GE SO
DA
OR
AN
GE SO
DA
45g +9 pa
que
tes
GA
SEOSA
DE N
AR
AN
JA
LICU
AD
O BLIZZA
RD
DE D
AIRY Q
UEEN
DQ
BLIZZAR
D
DQ
BLIZZAR
D
60g +12 pa
que
tes
LICU
AD
O BLIZZA
RD
DE D
AIRY Q
UEEN
HELA
DO
SUN
DA
E CO
N D
ULC
E DE LEC
HE (D
E CH
OC
OLA
TE)
FUD
GE SU
ND
AE
FUD
GE SU
ND
AE
50g +10 pa
que
tes
HELA
DO
SUN
DA
E CO
N D
ULC
E DE LEC
HE (D
E CH
OC
OLA
TE)
BATID
O D
E FRU
TA
SMO
OTH
IE
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A-72
HandoutsThese handouts should be distributed to each workshop participant at the end of the session
recipesThese recipes all have low sugar, sodium and fat content and can be used as snacks in the workshop.
How to print in booklet form:
The pages are laid out to create a booklet.
First print the first six pages beginning with the recipe book cover through the sheet that contains pages 13 and 10.
Remove these sheets from the printer, and reinsert them in the paper tray so that the first sheet to be printed on is the back of the recipe book cover, then the sheet that contains pages 21 and 2 and so on. Then print sheets that contain pages 1 and 22 through 11 and 12.
To assemble, ensure the page numbers are in order, and staple the center of the booklet and fold over.
oTher handouTsDangerous World of Processed FoodsHealthy Snack IdeasGrowing and Edible GardenHidden SugarIt’s Time to Get Healthy!
These recipes are some suggestions of healthier ingredients you can learn to cook and enjoy eating. Don’t forget, any recipe can be adjusted. Add or substitute other healthy ingredients you may like to these recipes.
Happy Cooking!
Please support markets in your area that buy fresh produce and stock healthy choices of food. Remember--they will sell what you will buy, so shop smart! Help bring healthy food to your neighborhood.
For more information go to:www.marketmakeovers.org
Disclaimer: Market Makeovers is not responsible for any allergies or other reactions anyone may have to foods in these recipes.
21
Three-Cup Quick Start
1 cup whole-grain oat cereal 1 cup water, or milk 1 cup blueberries (or fruit of choice)
Heat oats in the milks stirring gently until desired texture is reached. Add blueberries and serve.
Rolled Oats with Cinnamon and Apple
1 cup rolled or steel-cut oats 1 apple, diced Pinch ground cinnamon 1tablespoonflaxseeds 1/3 cup chopped walnuts
Cook oats as directed on package. Add apple and cinnamon. Simmer untildesiredtextureisreached.Topwithflaxseedsandwalnuts.
Pumpkin Oatmeal
1 cup rolled oats 3/4 cup milk, or as needed 1/2 cup canned pumpkin puree 1/4 teaspoon pumpkin pie spice 1 teaspoon cinnamon
Cook oats as directed on package until most liquid is absorbed. Add rest of ingredients and stir until desired consistency is reached.
(Instant Oats are more refined so they have less nutrients. Rolled or Steel-Cut Oats are considered better choices--nuttier and delicious!)
Snacks
2
Yogurt with Fresh Fruit and Coconut
8 oz. plain yogurt 1 cup fruit in season (kiwi, strawberries, mango), diced 2 teaspoons grated coconut 1teaspoonflaxseeds
Mixfruitinyogurtandtopwithgratedcoconutandflaxseeds.
Ultra Energy Trail Mix
1/2 cup dried wild blueberries 1 cup raw almonds, whole 1 cup raw cashews, whole 1 cup raw walnuts, whole 1 cup hulled raw pumpkin seeds 1cuphulledrawsunflowerseeds
Mix ingredients together. Store in a covered jar and keep in a cool, dark place.
Breakfast
19 4
Rice Burritos & Ranchero Beans
3/4 medium onion, chopped Ranchero Beans (recipe below) 3-1/2 tablespoons salsa 4 tablespoons shredded cheddar cheese (2 for topping) 1 cup cooked rice 48-inchflourorcorntortillas
Spray saucepan with cooking oil and heat for about a minute over medium heat. Add onion and cook until tender. Add beans, salsa, rice, and half of the cheese. Heat thoroughly. Warm tortillas. Spoon equal parts of bean mixture down center of each tortilla. Fold tortilla aroundfilling.Topwithremainingshreddedcheese.
Ranchero Beans
1/2 pound sliced bacon, cut crosswise in 1/2-inch pieces 2 bay leaves 1 teaspoon dried oregano 2 teaspoons ground cumin 1mediumyellowonion,finelychopped 1 jalapeno chile, seeded, ribbed and chopped 1 (14-ounce) can chopped tomatoes with liquid 1 (12-ounce) can pinto beans, washed and drained
Heat skillet over high heat 2 minutes. Add the bacon and fry until crisp, stirring frequently. Transfer the bacon to a paper towel to drain. Discard all but 1 tablespoon of the bacon fat. Add bay leaves, oregano, cumin, onions, chile, tomatoes, and beans to the skillet. Cookthebeansonalowflameforabout20to30minutes,stirringoccasionally. Remove the bay leaves before serving.
Amish Baked Oatmeal
1cup old fashioned oats 1 apple, chopped 1 cup chopped walnuts Pinch salt 1 cup water 1/4 teaspoon vanilla Dates Combine oats, walnuts, raisins, and salt in a bowl and mix well. In a separate container combine water and vanilla. Add other ingre-dients,stirgently.Spraybakingdishwithoil.Bakeat350ºfor15minutes. Stir in dates and serve.
Whole Wheat Ricotta Blueberry Crepes
11/4cupswholewheatflour 2 teaspoons baking powder 1 egg 1 cup milk 1/2 teaspoon salt 1 cup ricotta cheese 1/2 cup blueberries
Sifttogetherflourandbakingpowder,setaside.Beattogetherthe egg, milk, salt. In separate bowl, fold blueberries into ricotta cheese. Preheat skillet over medium heat, and spray with cooking spray. Pour 1/4 cup of the batter into pan for each pancake. Cook until bubbles appear, about 1 minute. Turn, and cook until golden brown. Put on plate, spread with ricotta mixture and roll up.
BreakfastDinner
Breakfast
617
Yam Quesadillas
1 cup onions, minced 1 garlic clove, minced 1/2 tablespoon olive oil 1 teaspoon dried oregano 3/4 teaspoon dried marjoram 3/4 teaspoon chili powder 3/4 teaspoon ground cumin 2 c. cooked yams ( or 1 c. yams, 1 c. black beans) 4 whole wheat tortillas 1/2cupfinelygratedsharpcheddarcheese salsa (optional)
For yams (3 yams): Peel,cubeandboiluntiltender(30minutes).Drain.Add3tablespoons butter, 1 teaspoon cinnamon. Mash or dice.
Saute onion and garlic in olive oil until translucent. Add oregano, basil, marjoram, chile powder and cumin. Cook another minute until fragrant. Add yams (and beans if using). Stir to combine and heat through. Spread1/2cupofthefillingonhalfofatortillaleavingborderon edge. Sprinkle 2 tablespoons cheese and fold over, pressing slightlytospreadfillingtoedges.Placequesadillasonlightlyoiledbakingsheet.Brushtopwitholiveoil.Bake400°15-20minutes until lightly browned. Serve with salsa.
Bacon and Sage Potato Pancakes
2 slices bacon, diced 1 potatoes, peeled and quartered 1/2 red onion, quartered 1 garlic clove 2sageleaves,finelychopped 1 egg 1tablespoonwholegrainflour Oil, for frying
Cook bacon until crispy. Remove to a paper towel. Discard bacon fat in the pan. In food processor with the grater attachment, or with a knife, slice or grate potato, onion and garlic. Remove mixture to a towel and squeeze out excess liquid. Placepotatomixtureinalargebowlandmixinsage,eggs,flour,cooked bacon and salt and pepper, to taste. Fill the skillet with 1/4-inch of oil and heat until it ripples. Formpotato cakes 3 inches wide, and place in pan. Cook until crispy and brownpressingdownperiodicallytoflatten,about2minutesperside. Remove to a paper towel lined plate.
Horseradish Cream: (for lunch pancakes)
1/4 cup sour cream 1 tablespoon prepared horseradish 1/2 tablespoon lemon juice Salt
In a small bowl, mix ingredients. Cover and refrigerate.Yield: 1/4 cup
Dinner
Cajun Grilled Chicken Breasts
4 boneless chicken breast halves 2 teaspoons olive oil 2 teaspoons Cajun spices* 1 tablespoon parsley, chopped
Prepare grill or broiler. Place chicken between 2 sheets of wax paperandpoundlightlywithamalletorotherheavyflatobjecttoflattenslightly.Brushbothsidesofchickenwithoilandsprinklewith spice. Grill or broil 4-6 minutes per side 5 inches from heat source until cooked through. Serve sprinkled with parsley.
(Cajun spices: paprika, onion powder, garlic powder, dried basil, chili powder, dried thyme, ground mustard, ground cloves)
Easy Vegetables with Lemon and Garlic
1-1/3cupssmallcauliflowerflorets 1-1/3cupsbroccoliflorets 2 teaspoons olive oil 1 tablespoon, plus 1 teaspoon lemon juice 1 clove garlic, crushed 1-1/4 teaspoon fresh parsley, chopped
Steamcauliflowerandbroccolifloretsfor10minutes,oruntiltender. In a small saucepan, place olive oil, lemon juice, and garlic. Cook over low heat for 2-3 minutes. Put vegetables in a serving dish. Pour lemon and garlic sauce on top. Garnish with parsley.
Lunch
15 8
Egg and Avocado Sandwich
2 strips bacon, or turkey bacon 1 egg 2 slices whole grain bread, toasted 1 oz. cream cheese, room temperature 1 teaspoon minced green onion Tomato slice 1/2 avocado, peeled, pitted and sliced
Toast bread. Cook bacon strips until crisp. Fry the egg in small amount of oil. Flip the egg and break the yoke. When done, place on bread and top with rest of ingredients.
Ham Salad Sandwiches
1/4 pound cooked ham, chopped 1/4 cup shredded cheddar cheese 1/4cupcelery,finelychopped 1/4cupscallions,finelychopped 2 tablespoons carrot, shredded 2 tablespoons mayonnaise, or salad dressing 1 egg, hard cooked, chopped 1/4 teaspoon garlic powder 8 slices rye bread 4 lettuce leaves
Except bread and lettuce, combine all ingredients in foodprocessor, or a bowl, and mix well. Chill thoroughly. Spread overhalf the bread. Top with lettuce and another slice of bread.
Dinner
13 10
Rice and Chicken Casserole
2 cups water 1 cup raw brown rice Pinch of salt 2 tablespoons butter 1/2 red pepper, diced 1/2 white onion, diced 1 celery stalk, diced 2tablespoonsflour 3 cups chicken broth 1 cup frozen baby peas 1 to 2 cups diced cooked chicken 1/2 cup breadcrumbs
Rice:Bring water to a simmer. Add rice, stir occasionally. Turn down heat tosimmer.Cookuncovered40minutesoruntiltender.
Preheatovento350º.In saucepan, melt butter. Add the red pepper, onion, and celery and cook for a few minutes until they have started to wilt. Addtheflourandstiruntilitbrownsslightly.Add chicken broth and stir until sauce thickens. Shut off the heat. Add the peas and defrost them in the sauce while rice is cooking. When rice is done, put chicken mixture and rice in casserole dish. Stir gently until rice is moistened and chicken is evenly distributed. Sprinklebreadcrumbsontop.Bake20minutesuntilthoroughlyheated. Serve immediately.
Broccoli Soup
4 tablespoons butter, room temperature 1-1/2 pounds fresh broccoli 1 large onion, chopped 1 carrot, chopped Salt and pepper 3tablespoonswholegrainflour 4 cups chicken broth 1/2 cup cream Homemade Croutons, recipe below
Melt 4 tablespoons butter in heavy pot over medium-high heat. Add broccoli, onion, carrot, salt and pepper and saute until onion istranslucent,about6minutes.Addtheflourandcook1minute,untiltheflourreachesablondecolor.Addstockandbringtoboil.Simmer uncovered until broccoli is tender, about 15 minutes. Pour in cream. In blender, puree the soup. Salt and pepper, to taste. Serve hot with Homemade Croutons.
Homemade Croutons
Day old whole grain bread Olive oil Salt and pepper to taste 1/4teaspoonredpepperflakes
Preheatovento400ºCut bread into cubes and place in large bowl. Drizzle cubes with oliveoil,salt,pepperandredpepperflakes.Mixwell.Spreadseasoned bread onto a sheet pan and bake about 15 minutes.
Dinner Lunch
Hint of Orange Carrot Cake
Walnut oil 6 eggs 1/2 cup honey 6 to 8 medium carrots 2 tablespoons grated orange zest 1 tablespoon frozen orange juice concentrate 1 teaspoon ground ginger 3 cups almond meal
Preheat oven to 325º. Oil bottom of a 9 inch pan. Beat eggs and honey together. Stir in the carrot puree, zest, juice, ginger and almond meal. Spoon into pan. Bake 50 minutes, or until knife inserted into center comes out clean. Cool 15 minutes.
Eggs Olé
2 large eggs 2 teaspoons salsa 1 tablespoon guacamole Cooking Spray (or 1 tsp. oil)
Spray skillet with oil. When skillet is hot, crack eggs into skillet, breaking the yolks. Cook on one side for 30 seconds, or until fully cooked. Top with remaining ingredients.
Mexican Egg Scramble
2 eggs 1/4 cup canned black beans, rinsed and drained 1 ounce reduced-fat cheddar cheese 2 tablespoons salsa
Scramble eggs with 1/4 cup canned black beans and the cheddar cheese. Top with 2 tablespoons salsa.
Snacks
1 22
Brownies
1 cup raw pecans 6 tablespoons walnut oil 1/2 cup honey 2 eggs 1/2 cup cocoa powder 1/3 cup arrowroot (or cornstarch to thicken)
Preheat oven 350º. Oil 8 x 8 x 2 inch pan. Grind pecans to a consistency of meal. Add walnut oil, honey, eggs, cocoa and arrowroot. Stir to blend. Bake 20 minutes or until toothpick comes out clean. Cool. Cut into 12 bars.
Breakfast
BreakfastApple Flax Pancake
1 egg 1 tablespoon plain yogurt Pinch of stevia sweetener* (optional) 1/4 teaspoon vanilla 2tablespoonsflaxmeal(groundflaxseeds) 1/3 apple, cut into 1/4-inch pieces Sprinkle of cinnamon
Beateggwithyogurt,stevia,andvanillauntilfluffy.Addinflaxmeal, apple or fruit, and desired spices; stir until mixed. Let sit for 2-3 minutes while you preheat a nonstick skillet with a bit of coconut oil or cooking spray. Pour batter into bottom of small skillet and cook a few minutes on each side, until nicely browned. Serve spread with natural peanut butter or some yogurt and fruit!
*Stevia is an herb that has been used as a sweetener in South America for hundreds of years. Getting used to tasting food, rather than craving the taste of sugar is half the battle.
3 20
Pan Seared Scallops with Sesame Sauce
4 ounces noodles, or pasta 1/4 cup reduced-sodium soy sauce 3 cloves garlic, minced 1 tablespoon rice vinegar 1 teaspoon sugar 2 teaspoons sesame oil 1 teaspoon cornstarch 1/4teaspooncrushedredpepperflakes 1 tablespoon olive oil 6 large sea scallops 1/4 cup scallions, chopped
Soak noodles in hot water for 10 minutes, until tender. Strain and set aside. While the noodles are soaking, in a small bowl, whisk together soy sauce, garlic, vinegar, sugar, sesame oil, cornstarch, andredpepperflakes.Setaside.Heat olive oil in a skillet over medium-high heat. Add scallops and season with pepper. Cook 2 minutes, until golden brown. Flip and cook 2 more minutes, until golden brown. Add soy sauce mixture to pan and bring to a simmer until sauce thickens and scallops are cooked through and have an opaque color. Serve over noodles and top with scallions.
Dinner
Spinach & Bacon Omelet
1 or 2 eggs 2 slices cooked turkey bacon, crumbled 1 cup baby spinach Cooking spray 1 slice whole-grain toast 1 teaspoon butter
Whisk together eggs, bacon and spinach. Spray skillet with oil; cook egg mixture and serve.
Vanilla Spice French Toast with Apple
1 egg 1 teaspoon vanilla extract Dash of cinnamon Dash of nutmeg 2 pieces whole-grain bread 1/2 medium apple, sliced
Whisk eggs, vanilla, and spices together. Dip bread into eggmixture. Spray skillet with oil and saute bread on each side until brown (about 3 minutes). Top with apple slices.
Three-Cup Quick Start
1 cup rolled oats 1 cup water, or milk 1 cup blueberries
Cook oats as directed on package. Add blueberries and serve.
Breakfast
5 18
Cole Slaw
1/2mediumheadofgreencabbage,finelychopped 1/3 cup white vinegar 1/2 small green pepper, chopped 3 tablespoons oil 1 tablespoon sugar 1 tablespoon pimentos (optional) 1 teaspoon instant minced onion 1 teaspoon salt 1/2 teaspoon celery seed 1/2 teaspoon dry mustard 1/4 teaspoon pepper
Mix, cover, refrigerate three hours. Drain before serving.
Italian Chopped Salad
4 teaspoons red wine vinegar 1/4 teaspoon salt 1/8 teaspoon pepper 3 tablespoons extra-virgin olive oil 2cupsfinelychoppedromainelettuce(from1/2head) 2cupsfinelychoppedradicchio(from1/2largehead) 1/2 cup drained canned white beans, rinse and pat dry 8 oil-packed sun-dried tomatos, drain and chop
Whisk the vinegar, salt, and pepper in a large bowl to blend. Gradually whisk in the oil to blend. Add the lettuce, radicchio, beans, and sun-dried tomatoes. Toss to coat. Serve.
Lunch
167
Dill Hummus and Toasted Pita Wedges
2 (16-ounce) cans garbanzo beans, drained 1/4 cup plain yogurt 1/4 cup olive oil, plus extra for pita 1/4 cup lemon juice 2 tablespoons chopped dill leaves 1 teaspoon ground cumin 2 teaspoons hot paprika, plus extra for garnish 6 pita pockets Preheat oven to 375º. In a food processor or bowl, add 1 can of beans, yogurt, olive oil, lemon juice, dill, cumin, and paprika. Mix until smooth. Add thesecond can of beans and pulse until beans are incorporated butstill chunky. Season with salt and pepper.
Cut each pita into 6 wedges and place on a baking sheet. Brush lightly with olive oil, sprinkle with salt and bake 5 minutes until crisp. Serve with hummus garnished with dill and paprika.
Broccoli Salad
1 tablespoon white wine vinegar 1 lemon, zested 1 tablespoon freshly squeezed lemon juice 2 teaspoons brown mustard 1 teaspoon salt Pinch of pepper 1/4 cup olive oil 1 pound broccoli, rinsed, trimmed and sliced thinly 6 ounces cherry or grape tomatoes, halved 3 ounces coarsely chopped, toasted pecans 2 tablespoons fresh basil leaves
Whisk together the vinegar, zest, lemon juice, mustard, salt and pepper in a medium mixing bowl. While whisking constantly, gradually add the olive oil. Add the broccoli and toss to coat. Cover and place in the refrigerator for 1 hour.Stir in the tomatoes, nuts and basil. Cover and allow to sit at room temperature or in the refrigerator another 15 minutes. Serve.
DinnerLunch
Lunch
9 14
Portobello Mushroom Sandwich
1 portobello mushroom cap 1 teaspoon olive oil Salt and pepper 1 tablespoon mayonnaise or 1 oz. cream cheese 1 teaspoon mustard 4 hamburger buns, split, and toasted Handful baby arugula 1 roasted red pepper, fresh or from jar
Preheat grill or skillet to medium-high heat. Do not rinse mushroom (they get soggy). Just brush away any residue with a paper towel, then brush mushroom cap with olive oil; sprinkle with salt and pep-per. Grill mushroom, smooth side down, covered with grill lid, for 4 minutes, or until tender.In a small bowl, combine mayonnaise, mustard, salt and pepper to taste. Spread mixture onto buns. Top with arugula and roasted red pepper. Cover with tops of bun. Great substitute for meat!
Baked Fruit
Fresh fruit in season (apple, pear, peach, plum, etc.) 1 teaspoon balsamic vinegar 1/4 teaspoon ground cardamom
Preheat oven to 375º. Cut fruit into 2 inch cubes. Place in a shallow baking dish. Drizzle with balsamic vinegar and sprinkle with cardamom. Bake 10-15 minutes until fruit is tender.
Broccoli with Basil Mushrooms
11ouncesbroccoliflorets 1 tablespoon, plus 1 teaspoon butter 1 tablespoon fresh basil, chopped 3 ounces whole mushrooms, drained
Place broccoli in a steamer basket over boiling water. Sprinkle with garlic slices. Cover pan and steam 5 minutes until bright green and tender. Remove steamer basket and discard water. Meanwhile, melt butter in a saucepan over medium heat. Stir in basil and mushrooms. Cook and stir until thoroughly heated. Spoon over broccoli.
Potatoes with Rosemary
1-1/2 pounds russet potatoes, peeled and cubed 2 teaspoons butter 2 tablespoons rosemary, crumbled
Cover potatoes with water in a medium saucepan and bring to a boil. Lower heat. Cover saucepan and simmer 10-15 minutes or until potatoes are tender. Drain water. Add remaining ingredients and salt and pepper to taste. Toss gently.
Dinner
Lunch
11 12
Rice Salad
1/2 cup sliced almonds 4 cups low-sodium chicken stock 1/2 teaspoon salt 2 tablespoons extra-virgin olive oil 2 cups brown basmati rice, rinsed 1 medium orange, zested 1 lemon, zested 1 cup thinly sliced green onions
For Vinaigrette: 1/2 cup extra-virgin olive oil 1/4 cup fresh orange juice 3 tablespoons fresh lemon juice (about 1 lemon) 2 tablespoons soy sauce 1 tablespoon honey 1 1/2 teaspoons ground cumin
Place oven rack in center of oven. Preheat oven to 350º. Arrange almonds in a single layer on a baking sheet. Bake 5 minutes until golden. Cool about 15 minutes.In medium saucepan, bring chicken stock, salt and oil to a boil over medium-high heat. Stir in the rice. Cover with lid, reduce heat and simmer until liquid is absorbed and rice is tender, about 40 minutes. Remove from heat and let sit 5 minutes. Fluff rice with fork and place in a bowl. Add the parsley, orange zest, half of the lemon zest, green onions, and 1/4 cup of the almonds. Toss.
Vinaigrette:In blender combine vinaigrette ingredients. Blend until smooth. Salt and pepper, to taste. Pour over the rice mixture and stir well. Garnish with the remaining lemon zest and almonds.
Avocado and Black Bean Salad
1/2 cup freshly chopped cilantro leaves 1/4 cup extra-virgin olive oil 2 tablespoons freshly squeezed lime juice 2 or 3 dashes hot sauce (recommended: Tabasco) 4 cups chopped romaine lettuce 2 avocados, peeled and diced 2 cups fresh or frozen corn, thawed and drained 2 (15-ounce) cans black beans, rinsed and drained 1 cup chopped cherry tomatoes 3/4 cup (3 ounces) grated pepper jack cheese In a small bowl, whisk together the cilantro, oil, lime juice and hot sauce. In a large serving bowl, add the lettuce, avocado, corn, beans, tomatoes, and cheese. Add the dressing and toss well. Salt and pep-per, to taste. Serve.
Lunch
Fat, Salt, SugarFoods high in sugar, fat, and salt change the biological circuitry of our brains. The brain is protected from glutamate and aspartate by the blood-brain barrier. But when we consume these foods and drinks regularly, the constant barrage to the brain’s gatekeeper by these “excitotoxins” means a significant amount enters the brain and spinal cord causing the same cravings as heroin and morphine.
MSG (mono sodium glutamate)The food industry invested millions of dollars to develop MSG and hydrolyzed protein. Only after tons of these “taste enhancers” were being added to foods and beverages have scientists learned excitotoxins carry serious side effects.
In children, damage done at the time of initial exposure shows no obvious outward effects. But when the child reaches a later stage of development the damage may present itself as an endocrine disorder or learning disorder (autism, attention deficit disorder, dyslexia) or emotion control disorder (violent episodes, schizophrenia, paranoia).
Later experiments show MSG can cause the hypothalamus to secrete excessive amounts of a reproductive hormone associated with early onset of puberty. Studies show MSG, when fed to pregnant Rhesus monkeys, can cause brain damage to their offspring. Other research found similar results when pregnant rats were fed MSG.
CaffeineCaffeine is a brain stimulant. Seizures are known to occur when large doses are ingested. Teenagers consume large amounts of caffeine from drinking sodas. A 9 oz. cola contains 30 milligrams of caffeine, which is higher than a cup of coffee. Most teens drink one to four colas a day. A cup of hot chocolate contains 40 milligrams of caffeine, a chocolate bar about 20 milligrams.
Artificial Sweeteners (Aspartame, NutraSweet, etc.)Experiements as early as 1981 showed a high incidence of brain tumors in animals fed NutraSweet (aspartame). 320 rats were fed aspartame, 120 rats were fed a normal diet. The study lasted two years. At the end of the study, twelve of the aspartame fed rats had developed brain tumors and none of the control rats had. Unfortunately, the food industry is one of the richest and most powerful in Washington. They have successfully fought efforts by concerned scientists to remove these products from the market even though many of them have already been banned in Europe.
“Diet for a Poisoned Planet” by David SteinmanFour sets of rats fed different foods in a controlled environment. 1st group fed natural foods - the rats continued normal behavior.2nd group fed natural foods diet but with the addition of hot dogs - rats became violent and aggressive.3rd group fed natural foods diet with addition of sugar-coated breakfast cereal and fruit punch - rats became nervous, hyperactive and aimless. 4th group fed natural foods diet with addition of sugar doughnuts and cola - rats had trouble sleeping, became extremely fearful and were unable to function as a social unit.
The Dangerous WorlD of
PROCESSED FOODS
www.marketmakeovers.org
a BeTTer Way To eaT!
1 2 3 4 5
6 7 8 9 10
Carrot Sticks, Cherry Tomatoes or Green Beans servied
with Guacamole
Unsweetened applesauce with a slice of toasted
wholegrain bread
Multigrain crackers topped with cheese
and sliced green grapes
Mixed seeds, strips of red pepper, sliced
mushrooms
Apple slices with peanut butter
Natural yogurt with pumpkin, sesame,
sunflower seeds, and a pinch of cinnamon
A handful of nuts, carrot sticks and slices
of cucumber
A bowl of natural yogurt with a cup of unsweetened granola
Air-popped popcorn with
herbs
Cottage cheese with pineapple
Taste the food! Not the sugar...Buying at farmer’s markets supports the local economy...
Insist on food that is fresh and when possible, organic... Buy produce that is in season - it’s fresher and cheaper!
Meals are cheaper if you buy the ingredients and cook...Cooking is fun and more satisfying emotionally...
REMEMBER: They will sell what we buy! Tell your local food provider you want the real choice of real food.
HEA
LTH
Y SN
AC
KS
www.marketmakeovers.org
www.marketmakeovers.org
groWing an EdiblE GardEn......saves you
money on buying produce!
...allows you to eat fresher,
healthier, tastier
produce!
...gives you confidence!
you know where your food came from and
what is in it
...reduces stress! Working in a
garden can be peaceful and
relaxing
...can help you lose weight!You burn as many calories
during 45 minutes of gardening as 30 minutes of
aerobics
...allows you to experiment!
You can choose from hundreds of varieties of fruits, vegetables
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HEAL HYGuess What? You should not feel worse after you eat! You should also know what chemicals and additives you are putting in your body, and in your children’s bodies. Here are some helpful tips:
Let’s Get Cooking! The only way to know for sure what is in your food is to cook it yourself. Organic foods have not been sprayed with pesticides, grown with synthetic chemicals, injected with antibiotics, or have dangerous additivies.
Beans, such as kidney, lima, black, navy and pinto are abundant in fiber, which keeps your system working at its best.
Oats are high in fiber and regulate blood glucose levels giving you and even amount of energy throughout the day.
Nuts such as almonds, hazelnuts, walnuts and pecans, are high in the healthy fats your body needs to protect itself.
Healthy oils, such as extra virgin olive oil, sesame oil, walnut oil, and coconut oil, raise good cholesterol levels, which in turn lower plaque buildup in your blood vessels.
CarToons for fun
A-92
Cartoons
JusT for funp.91 These cartoons can be used to liven up a flier or given out just for fun
The geTcha hooked gangp.92 - Video Snapshotsp.93 - Lyrics
This is a script of a video available electronically on the DVD. The video is about foods with high sugar, fat, and salt that our bodies can become addicted to. The song is lively, fun, includes Spanish translation, and can be shown at the conclusion of the workshop.
The Getcha Hooked GangStarring
FatSalt
Sugar
GETCHA HOOKED GANG SONG
We’ll be waitin’ after school for you don’t forgetWe’ll help keep you chunky and a little in debtFat, salt, sugar—alone we’re a drain but whenYou eat us together we will own your brain.
‘Cause we’re the “getcha hooked” gangChemistry’s our thang, yeah,We turn your body to sludgeWe take you down one bite at a time.
You can eat us all day and you’ll never feel full.Just movin’ like a slug while we turn your brain dull.Take a bite of me for a real sugar high-- butI’ll leave you sicker, yeah, and thicker in the thigh.
‘Cause we’re the “getcha hooked” gangBaby, that’s our thang!We’re the ‘getcha hooked” gangGonna break ya down one bite at a time.
We’ve got nothin’ of value we can o�er youJust pounds to drag around so you’re always blue.We’re made up of chemicals and pesticidesFill up, suckers, for a cancer surprise!
‘Cause we’re the “getcha hooked” gangBaby, that’s our thang,We’re the ‘getcha hooked” gangGonna break ya down one bite at a time.
Lyrics by Katherine Green
B-1
APPENDIX B
This appendix conTains The young workers leading a green movemenT curriculum. an elecTronic version of This curriculum is included on The dvd ThaT accompanies This reporT.
Young Workers Leading a Green Movement Facilitator’s Guide
Simone Andrews, Tia Koonse, Lanita Morris, Sergio Sanchez, Maya Saraf, Jann Whetstone-Brooks
May 29, 2010
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THE PURPOSE OF THIS WORKSHOP:
THIS WORKSHOP is intended for use by community organizers and staff of community-‐based
organizations to develop the political consciousness of young people of color who are interested in
working in the green construction industry. It assumes that the young people participating in the workshop have limited knowledge and interest in working in the green construction industry. It was developed by participants of the 2010 UCLA Community Scholars course to give facilitators popular
education tools to engage young people of color in discussion about the green economy in a way that would motivate them to pursue long-‐term careers in the green construction industry and to become “green” leaders in their own communities. To complete all the modules of this workshop in one day, It
would be ideal to set aside approximately 6-‐8 hours. The modules are timed to take approximately 5 hours but additional time should be set aside for rest breaks, meal breaks, and short energizer activities. In the case that you have limited time, the modules may be presented in separate workshop sessions for
shorter periods.
INSTRUCTIONS FOR THE TRAINER: Each workshop element in this facilitator’s guide contains goals, background (if necessary), a list of materials (if any), and activity directions with script. Activity directions & script key:
Italics indicate instructions or information for the trainer only.
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Part One:
Introduction To The Workshop:
(15 Minutes)
Goals of this section:
• Welcome the participants. • Introduce who is in the room. • Set group expectations for participation (ground rules). • Set the tone of the workshop as a participatory and fun learning opportunity.
Materials:
• Flipchart paper posted on the wall with the 10 ground rules list in the script below. Activity Directions & Script:
1. Welcome the participants to the workshop. 2. Ask participants to introduce themselves. 3. Review goals & agenda for the session. Have goals and agenda pre-‐ written on flipchart
paper. 4. Review the following 10 ground rules for the session. The ground rules should also be
written on flipchart paper and remain posted on the wall throughout the entire session. 1) Participate fully but evenly so everyone has an equal opportunity to talk. 2) Listen carefully so we can really hear from each other. 3) Be respectful of others and our differences. Use inclusive language. 4) Disagree constructively. Take a deep breath before reacting. 5) Be open-‐minded and flexible so you are open to learning something new. 6) Honor confidentiality. Use good judgment about what to keep confidential. 7) Get your needs met by raising concerns and questions in a timely manner. 8) Be fully present in mind, body and spirit. 9) Express yourself: convey your unique experiences, talents, insight and humor. 10) Relax and have some fun. Enjoy each other and this opportunity to learn.
5. Ask for agreement on these ground rules and if there are any additions. Take note of the additions.
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Part Two:
Understanding the Climate Change Crisis and How It Impacts Working Class Communities of Color
(45 Minutes) Goals for this Section:
• To provide context for the discussions in Modules 2-‐6. • To deepen participants’ understanding of the climate change crisis and what’s at stake for
poor communities and communities of color. Materials:
• Microphone for talk show host • Three scripts of the Talk Show dialog • Globe or large map of the world • Suit jacket and glasses for the role of the professor • Poster board with talk show name drawn very large to post on the wall • Flipchart paper and markers for the discussion session afterward
Activity Directions & Script: This short section should be used to introduce participants to themes of the workshop. It should be presented as a role-‐play of a live talk show. The facilitator plays the role of a television show host taping from a local community center and the workshop participants are the live audience. You will need two volunteers to play the roles of the talk show guests. Each talk show guest will be given a script of the scene below. One role will be of a professor who will explain the climate change crisis. The other role is of a young teenage community resident who will talk about how his/her community is affected by the climate change crisis. Select two participants to play the roles of Professor Knowitall and Gaia Jones, and have them come sit next to you facing the rest of the participants, who will be your “live studio audience.” Here is a photo of a sample set-‐up for this activity:
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You can change the first names of the characters to match the gender of your participants, if you like. Explain that you’re going to play the role of a talk show host, and you and your two participants will read a script that will teach us about the climate change crisis and how it impacts poor communities and communities of color. Distribute the scripts and have fun!
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That’s What’s Up! Script Note to participants: Words in italics are acting directions. Feel free to add your own acting touches! Host: (Looking into an imaginary camera) Good evening, America. I’m your host, _____ (insert facilitator’s name here) and welcome to That’s What’s Up! a talk show where we take you deep into the issues to find out the truth about what’s really goin’ on in the ‘hood! Today we’re filming live from the ‘hood to talk about a really big topic – (Pick up the globe or gesture to the map of the world) the climate change crisis. There’s been a lot of talk lately about global warming and being green. But how many folks really know what’s behind this new movement? My guests today are two people who say they can tell us about this issue, but they are coming from two very different perspectives. Let’s get right into the show and see what they have to say. Please welcome our first guest, Professor Knowitall, from the University of Scientific Knowledge. She is a leading national expert on the climate change crisis. Lead audience in applause. My other guest is Gaia Jones, a teenager from this community. Thank you both for joining us today. Professor Knowitall, why don’t you start first and tell us, what is the climate change crisis? Professor: Delivers a long, boring explanation. Where shall I begin? This is a very large and complicated problem. Sea levels are rising due to melting glaciers and the thermal expansion of the oceans as global temperature increases. The arctic sea ice is shrinking. There have been massive releases of greenhouse gasses from melting permafrost and dying forests. Our oceans are acidifying, our corral beds are becoming bleached, and our tundra is melting rapidly! Despite how large the Earth may seem, the amount of land available for people to use is already limited. To make matters worse, people act like our natural resources will last forever. Wasteful habits are ruining our environment! Host: Cut the professor off during the last sentence. Um, thank you, Professor Knowitall. Why don’t we hear from Gaia now? Gaia, what do you think about what the professor just said? Gaia: Well, I don’t know professor. My mom has had us recycling and turning out the lights when we’re not in the room since I could reach the light switch at 2 years old. My family doesn’t use gas because we don’t have a car; my parents take the bus to work. I ride my bike to school. My sisters and brothers and I barely get a new pair of shoes or a new outfit at the beginning of the school year. I feel like we’ve been doing all the things these green people say we should, but it doesn’t seem to be doing us any good. We call it being poor. We can’t afford to be wasteful. Host: Nod as if deeply engaged in Gaia’s response. Then look over at the professor. It sounds like Gaia thinks that her community didn’t cause the problem. What do you think about that? What did cause it? Professor: No, no, no. As a scientist, I concede that there are two ways of looking at it: the natural causes and the human causes. Global warming and climate change didn’t just happen out of the blue. In terms of the natural causes, continental drift, volcanoes, ocean current, the earth’s tilt, and comets and meteorites all have a contribution. As for the human causes, well, you can just imagine. When we burn energy sources like coal and oil it releases carbon dioxide, which traps heat from the sun in the atmosphere. This increase in carbon dioxide equals more heat on the planet. This is leading to severe changes in our climate, such as unseasonably warm temperatures, hurricanes, floods and droughts that are causing unnatural changes in our environment. It’s a scientific fact that cars, factories, and pollution
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are to blame for the carbon emissions destroying our planet today. Forty percent of these carbon emissions come from energy use in buildings: our homes, offices and schools. Gaia: Well, I’d like to respond to that. I think the climate change crisis happened because people who have resources made bad choices. In science class, we learned that the United States has had opportunities to change but refuses to participate. Even back in 1999, it came out that the U.S. was producing more greenhouse gas than any other nation, but President Bush refused to support the Kyoto Protocol. In Los Angeles, it’s not my neighborhood that’s causing the problem. It’s politicians, who keep letting freeways be built through our community, who keep raising bus fares but say they can’t afford to put clean buses on the road, and who stay silent when a major polluter wants to build a power plant down the street from a school so they can get campaign contributions. Lots of kids in my school have asthma like me. Even though my mom and dad both work, they can barely afford to pay for my asthma treatments because their jobs don’t give them health insurance. It got really bad when all those wildfires were burning last summer. I had to go the ER twice. My community has been suffering from these bad choices way before this new so-‐called crisis came along. Host: Well, that’s some tough talk, Gaia. Professor Knowitall, what can we do about the climate change crisis? Professor: In a snooty tone. We all need to become good environmental stewards and do our part to incorporate the 3 new R’s into everything we do: Reduce, Recycle and Reuse. If we all start today changing the individual behaviors that create the climate crisis, we will help the Earth become much more sustainable. Gaia: My science teacher just told me about a cool quote that Einstein said. He said, “We can’t solve our problems using the same thinking we used when we created them.” I think he was smarter than Professor Knowitall. Professor: Rolls eyes. It’s not that simple, it’s really much more complicated. Gaia: I’m no Einstein, but it seems like solutions won’t come from corporations or the politicians they support. I hope that people who grew up like me will get to lead the way to new solutions. Professor: Stutters unintelligibly. Gaia: Smiles, satisfied. Host: Quickly cuts in before Professor can come up with something to say in response. Oh, this has been so great! Too bad we’re out of time. Thanks to my guests for being here. Professor, you sounded so smart, I wish I understood what you were talking about! And thanks to you too, Gaia. I think you were much clearer. Let’s see if I got this right:
• The environmental crisis is nothing new to working class communities of color. • People in power have had ample opportunities to prevent it from getting worse. • If anyone is going to figure out how to protect the planet and our communities, it’s going to
have to be us!
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Gaia: That’s right. Host: And, That’s What’s Up! Good night everyone!
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Thank the participants who played the Professor and Gaia for volunteering. Facilitate a dialogue by reviewing the final three points of the skit, and asking the following questions and writing the answers in
shorthand on flipchart paper for everyone to see. • The environmental crisis is nothing new to working class communities of color. • People in power have had ample opportunities to prevent it from getting worse. • If anyone is going to figure out how to protect the planet and our communities, it’s going to
have to be us!
How did each of the participants feel in your roles? How did the class feel about the professor? About Gaia? What do you guys think of the points that the talk show host drew from Gaia at the end of the show?
Do you feel like you and your family are already environmentally conscious, like Gaia? Did what Gaia said about avoiding waste make sense to you? Do you feel like you and your neighborhood are disproportionately impacted by environmental
pollution? Do you feel like people from your community are included in discussions about solutions to climate change?
Whose fault do you think it is that pollution exists? Who fault do you think it is that poor neighborhoods have higher levels of pollution than richer
neighborhoods? Do you think that is the result of bad policies? Is there anything you think you can do to counteract climate change and environmental pollution?
These are the kinds of questions and issues that we’re going to talk about today.
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Part Two:
Explaining Green Jobs as Part of the Solution
(45 Minutes) Goals for this section:
• Describe what a Green Job is.
• Define key Green terms. • Identify two major governmental sources of green jobs.
Materials:
• Six pieces of flipchart paper with copied definitions of green terms and blank spaces where missing words will be filled in by participants. Write the following definitions on flipchart paper,
leaving blank the underlined words o Good green job: A good green job cleans up pollution and through that improves health,
supports a family, and lifts our communities out of poverty.
o Sustainability: Ability to meet current needs without depleting ability to meet future needs.
o LEED Certification: Leadership in Energy and Environmental Design is a green building
rating system that increases profitability while reducing negative environmental impacts.
o Renewable: Energy or materials that can be replenished quickly after use so that they
are not permanently diminished or depleted. o Green Retrofit Ordinance: Los Angeles City Council passed a law last year requiring
green retrofits of City-‐owned buildings older than 1978 or bigger than 7,500 square feet.
o ARRA “Green Stimulus” Money: The American Recovery and Reinvestment Act, also called the “Stimulus bill,” is a federal bill that gives $45 million dollars for alternative energy, energy efficiency, and green jobs programs.
• Laminated “green terminology” cut outs that correspond to the definitions. Make cut-‐outs for each term, respectively:
o pollution, health, supports, communities, poverty
o current, depleting, future o rating system, reducing, environmental o replenished, diminished, depleted
o Los Angeles City Council, a law, green retrofits o “Stimulus Bill,” federal, $45 million dollars, green
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• 5 rolls of tape next to each piece of flipchart paper to attach the missing “green terminology” words to the flipchart paper definitions.
Activity Directions & Script: Tape the pieces of flipchart paper with the fill-‐in-‐the-‐blank definitions on the wall at the front of the
room. Tape the corresponding green terminology terms next to each definition, but scramble the order of each group of words!
Unless you have just conducted the “That’s What’s Up!” exercise, remind the class what was covered: Remember that we learned what climate change means and that it’s happening right here, right now. We deconstructed some popular myths about climate change, myths that tell us that climate change is
our fault, that it’s a new concept, or that there isn’t anything we can do about it. We learned that climate change and pollution disproportionately affect communities of color, and that it’s up to us to create change where major corporations and politicians have failed us.
Show slide or flip chart with this section’s objectives and explain what will be covered in this module: In this module, we will learn about a solution to climate change and underemployment in our
communities: green jobs. This unit will focus on green terminology and definitions so you have a basic reference point. This is a critical first step toward understanding green jobs, construction and employment opportunities. We’re going to split you up into five small groups and ask you to fill in the
blanks in the definitions taped to the wall. Each group will get a set of laminated words. Tape those words into the blanks when you think you’ve figured out the definitions. When you’re done, pick a group leader who will read the completed definition out loud to the class.
Review our objectives. By the end of this module, you will be able to:
• Describe what a Green Job is.
• Define key Green terms. • Identify two major governmental sources of green jobs.
Lead the group through the fill-‐in-‐the-‐blank definition of a “good green job.” Ask a participant to read the definition out loud, saying “blank” where words are missing. Then ask the group to shout out where
they think the laminated green terminology cut-‐outs should go in the definition. First, to explain, let’s try one together. Can someone please read the definition of “Good Green Job” out loud, saying “blank” where there are missing words? Great, thanks! Okay, if you think you know where
the missing terms go, shout it out! Tape each word where participants tell you to. Correct them if they have trouble. When the definition is
completed, lead into the activity.
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Great! Now please separate into small groups, come up to the wall and try it yourselves! At the end of this exercise, you will know three key green job vocabulary words and two of the biggest sources of green jobs in LA. Allow 10 minutes for the participants to separate into small groups and fill in the blanks in their
definitions using the tape. When everyone is done, ask the group that filled in the blanks for the definition to “Sustainability” to read aloud their completed definition. Great, everyone finished! Let’s start with the “Sustainability” group. Can you please read aloud your
definition? After the group representative has read aloud their definition, ask the class if it thinks the group is right.
What do you all think? Did the “Sustainability” group get it right? Does this definition make sense? Allow the group to make corrections if necessary. Then read the following supplement to the definition:
Sustainability: When we talk about sustainability in an environmental sense, we often talk about using resources in a way that does not damage the environment. Recycling is one example of sustainability
because it means reusing resources so that there are still resources left for the future. Sustainability can also be used when we talk about other things like jobs and the economy. A job is sustainable if it provides a decent living but also can sustain you over time. The economy is sustainable if it can provide
good job opportunities in the long term. Go through the steps for each group, allowing the group to read their definition out loud to the class,
then allowing the class to make corrections if necessary. Read the supplements to each definition before moving on to the next group.
LEED Certification: LEED was developed by the U.S. Green Building Council, a Washington D.C.-‐based, nonprofit coalition of building industry leaders. The LEED rating system offers four certification levels for construction -‐-‐ Certified, Silver, Gold and Platinum. These levels depend on the number of points a
building earns. A building can earn points if it incorporates green features in five categories: sustainable sites, water efficiency, energy and atmosphere, materials and resources and indoor environmental quality. LEED standards cover new commercial construction and major renovation projects, interiors
projects and existing building operations. In the United States and in a number of other countries around the world, LEED certification is the recognized standard for measuring building sustainability. Achieving LEED certification is the best way for you to demonstrate that your building project is truly
"green." The Los Angeles Convention Center is a LEED Building. Renewable: Renewable fits together with the definition of sustainability because it refers to resources
that cannot be permanently depleted and are therefore easier to replace. Renewable energy sources include the sun (solar power), wind, flowing water and geothermal heat – these are things that will never permanently run out. Renewable material resources include algae, grasses and some fast-‐growing
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trees. Substituting renewable resources for nonrenewable resources (e.g., coal, oil, gasoline and other fossil fuels) is the key to sustainability.
Green Retrofit Ordinance: Last year, in 2009, the Los Angeles City Council unanimously passed a law establishing a Green Retrofit and Workforce Program. The ordinance calls for “green” retrofits, which
means they will meet silver or platinum LEED standards we talked about above, of two kinds of buildings: Those greater than 7,500 square feet and those constructed prior to 1978. This applies to more than 1,000 city buildings in LA! It’s not just about retrofitting the buildings; the law also calls for
job creation and training. ARRA: The Stimulus bill provides hundreds of millions of dollars to states to create long-‐term growth
opportunities. There are four key areas: (1) health information and technology; (2) energy and green jobs programs; (3) broadband infrastructure; and (4) research and development. The second, energy and green jobs programs, gets $45 million of the total Stimulus package for states to give out to projects
like: developing alternative energy sources like solar and wind power, improving energy efficiency in buildings through things like dual-‐pane windows and better heating and air conditioning systems, alternative fuel vehicles, and workforce programs to develop and train people in green jobs. You can
see why green jobs are important to the economy.
Summarize this game and lead a discussion. Tell the class:
These are five of the most common terms that are used when talking about green jobs and green buildings. Notice that these terms are very specifically focused on environmental benefits such as
preserving resources and improving air quality. Ask the following questions and write the answers in shorthand on flipchart paper at the front of the
room. Are there other terms you guys can think of that are important to green jobs? Can we think of other benefits of going green that may not have been mentioned? Are there other good aspects of green
buildings besides the fact that they are better for the environment? Now that you know what a green job is and where they’re coming from in LA, now we’ll talk about what
a good job is, and why they’re so hard to get.
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Part Three:
Why Do Young Workers Work Where They Do?
(60 Minutes)
Goals for this section:
• Give a historical perspective of why youth workers work where they do. • Have participants grasp today’s post-‐industrial economy and the skills needed for a
ticket to a middle-‐class life. • Allow participants to express their experience and thoughts on why youth workers work
where they do.
Materials:
• Computer, internet connectivity, and projector. • Presentation located on Prezi’s website (www.prezi.com). Click on the “showcase” tab, and
type “youth workers” into the search field to find the presentation. • If you can’t go online during the workshop, there is a folder containing the prezi and the
YouTube video necessary for the presentation included in the DVD that accompanies this report. Background:
What follows is a sample script that you can use as you walk through the presentation. The script contains discussion questions to ask as you go along. Facilitators should make sure that they run through the slideshow before the session to familiarize yourself with the contents and to make any
changes that you think would make it more relevant to your audience.
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Activity Directions and Script:
Begin the slideshow. Show the first slide, which features images of youth in different service jobs
Who here has had a job in the service sector, like at a store or a fast-‐food restaurant? What was it like for you? Take a few minutes for participants to describe their experiences in these jobs. Depending on
the time you have, you can write the answers on flipchart paper for the class to see. The presentation I’m about to show deals with some of these questions and many more about the current job patterns of minority youth workers. The presentation comes from a report made by The
Young Worker Project based in San Francisco. Who do you see most often working in these jobs? Do you ever wonder why youth workers work where they do?
What types of skills do these jobs teach? Are those skills transferable to other jobs?
Can you live off the wages from these jobs? Can you live a quality middle-‐class life with these earnings? How do you view the current state of youth employment in America?
Go to next slide: “Why do working youth work where they do?”
Go to next series of slides: “Four factors why youth work where they do,” reading the dialogue for each slide.
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The report states four factors:
Slide 4: This is where youth have always worked.
Slide 5: There has been a broad shift in our society from an industrial to a post-‐industrial economy. This means that we don’t have as many factories anymore. Instead, most jobs these days are “service sector” jobs, meaning jobs where you serve someone. Think restaurants, retail stores, cell
phone companies, and other kinds of services to customers. Slide 6: Structural transformations within the low-‐end service have favored the employment of youth. Meaning that service sector employers like hiring young people like you!
Slide 7: The rise of consumerism and commodification of youth via mass advertising have increased both supply and demand for young service sector workers. What do you guys think “consumerism” and “commodification” mean?
Allow participants to answer. Guide the conversation toward these definitions: Good answer! I would also like to add that in a person, “consumerism” means a desire to buy more and more goods or services, like better and better cell phones, more and more clothes, etc. In an
economy, consumerism means placing an emphasis on getting people to buy things. In our economy, jobs come from more and more buying things, allowing companies to grow and grow. It hasn’t always been that way! “Commodification” means turning something that isn’t a product or a
commodity into one—like being cool or being young. Those aren’t things that money can buy…or are they? We buy facelifts to look younger, clothes to look cooler, and pretty soon our whole way of being has been turned into a product that is sold to us. But to buy our images, we have to have a
job.
Go to next slide: “Images of different youth jobs.” We know what youth jobs are today, because we have them. Now I’m going to talk about what youth jobs used to be. Do you have any questions or comments before I go on?
Go to next slide: “A long history of youth in service.”
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Around the beginning of the 19th century, children and youth primarily worked at home or on the farm, while young men entered apprenticeships to learn skill trades. Those who were less fortunate could still scratch out a living by becoming employed as servants to the rich. But by the middle of the 1800s, Europe and America went through an industrial revolution that not only greatly affected how we manufactured good and how we traveled around, but also how we lived as a society. Factories began to pop up in cities, which led to many rural families to migrate to these cities for a wage-‐earning job. Demand for underage workers was high around this time for two reasons: 1) youth were now able to produce the same amount of output as adults, yet 2) were paid less than adults. Go to next slide: YouTube clip on child labor during 19th century. The video is approximately 3 minutes long. You can opt to cut video if you think it might lose audience participation.
Go to next slide: “Child labor laws and their impact.”
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Does anyone know how old you have to be before you can get a job? Allow participants to answer.
Wait until you hear the right age—16—before you move on, or suggest the age yourself. You have to wait until you’re 16 to get a job because of “child labor laws.” Who knows what a child
labor law is? Allow participants to answer. That’s right! Child labor laws protect children from having to work too hard, because as a society we
believe that children should not work but should go to school. Child labor laws were created in the 1800s to fix the bad conditions and exploitation that child workers faced. Although the laws led to compulsory schooling for children, they did not prevent them from working. Many worked part-‐time or
during winter and summer, many worked as “student-‐workers,” a subject we will further explore later on.
Go to next slide: “Newspaper service.” Read from quote: “[Children] provided city workers and residents with their afternoon and Sunday papers, their gum, candy, pencils, and shiny shoes. They helped out at home with the cooking, cleaning and laundry. They ran errands and made deliveries for neighborhood tradesmen, carried messages for downtown businessmen who could not yet rely on their customers to have telephones, and did odd jobs for shopkeepers and local manufacturers.”
During this time, large department stores like Macy’s and Sears were popping up all throughout the United States, employing youths as cashiers or sale clerks. Demand for youth workers in low-‐end service jobs only increased. In fact, we as a society came to believe that that youth workers benefited society by working in this sector. Go to next slide: “Post-‐industrialism”
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By the late 1970s, early 80s, the world economy had shifted dramatically towards a “post-‐industrial society,” meaning there were more service-‐sector jobs than any other kind. Over three-‐quarters of Americans of all ages are employed in the service sector! The great majority of these jobs are not unionized. Our policies advocated less government, low taxes, and reducing union participation in the workplace. Wal-‐Mart is a perfect example! These jobs are low-‐wage, low-‐skill, and non-‐union. In the past, a person who completed high school or dropped out of school could still find a job that gave them a possibility for a middle-‐class life, but policies promoting the service sector economy has changed all that. Go to next Slide: “McJob, professional tech, administration.”
Stable and well-‐paying jobs are now primarily given to “knowledge workers” with advanced levels of training and education. The outcome in America has been a great divide in education for a middle class life: Those with higher education get stable and well-‐paying jobs, while those with a secondary education get low-‐paying, crappy service-‐sector jobs. Is anyone here planning to gain a middle-‐class life? Allow participants to answer. How are you planning to get there? Allow participants to answer. Are any of you or your friends already going or planning to go to community college, training or vocational schools?
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Allow participants to answer and say what program they’re going to. Go to next slide: “Vocational, private post-‐secondary school, culinary school.” Many youth workers are participating in an “educational arm race” for a ticket to a middle-‐class life—not a millionaire life, but a MIDDLE-‐CLASS LIFE. Everyone is investing in higher education! If you’re not rich, that means you’re going into debt, right? Go to next slide: “College debt.” A few have been given a great head start in this race, while the majority, specifically minority youth workers, are trapped in financing their education with loans and credit cards, and continue to work in low-‐end jobs. Due to financial constraints and other factors, many drop out of higher education, and the few who do achieve a bachelor’s degree often obtain a job with little advancement or improvement in work conditions because of low GPA and lack of experience in an internship program. We now see a large trend of minority youth workers becoming “student-‐workers:” Part-‐time students who are also full-‐time or part-‐time service workers. Because of the need for a job that works around their school schedules, the service sector labor market is the perfect match for them. Student-‐workers are not just youth in their early to late 20s, but are now reaching into their 30s and early 40s. Go to next slide: “Transformation in the retail & service industries.” The radical shift in the labor market began to grow around the late 60s, early 70s, when our society lived years of prosperity and rising consumerism. Retail stores and restaurants catered to our growing desire to consume by expanding department stores so we could by stuff and opening fast-‐food restaurants so we could eat out more easily and often. All this meant a greater need for service workers. Instead of creating jobs for adults to sustain a family, service employers saw an opportunity to tap into a growing sector in the labor market: teenagers and students, as a result of a post-‐war baby boom generation. Go to next slide: Baby boomers.”
By the 1980s, fast-‐food restaurants like McDonald’s captured a great deal of restaurant visits. In search for greater efficiency and lower production cost, service employers shifted towards automation and routinization workplace; customers needed to help themselves more frequently, while service workers
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duties were focused on stocking, cleaning, machine-‐tending, and script-‐following (“Welcome to McDonald’s, may I take your order?”) Go to next slide: “Wal-‐mart,” and ask some discussion questions. Allow participants to answer and, if time allows, write the answers on flipchart paper. How many of you shop at Wal-‐Mart? Why? Assuming participants respond that they shop at Wal-‐Mart because prices are low, ask: How do you think they keep prices so low? By paying their workers very little! How many of you work at Wal-‐Mart? If you work at Wal-‐Mart, what kind of skills do you gain? Do you belong to a union? Can you ever afford to feed a family on full-‐time Wal-‐Mart wages? Can you be creative in your job? Go to next slide: “Consumerism and the Commodification of Youth.” Transition into the last section of the presentation by telling a story of “Joe Youth.” Even if you don’t work at Wal-‐Mart, the service sector sucks you in. I’m gonna tell a story about the cycle of consumerism and commodification that can trap young people. Joe Youth works at the Gap (Joe went to Kinko’s to type and print his resume). Before he was hired at the GAP, he worked at McDonald’s during high school. Joe Youth is now attending community college, so he needs to step up his fashion gear (a bit more sophisticated, but still cool) to fit the image around campus. After he was hired at the Gap, he used most of his first paycheck to buy clothes at, wouldn’t you know….the Gap, because of his employee discount. During lunch breaks, Joe Youth goes to Starbuck’s to buy a double espresso in order to stay energetic stocking, folding and greeting customers. By the end of his eight-‐hour shift, Joe is completely drained. He stops by Blockbuster to rent a video to wind down at home, but before he reaches home, Joe is hungry, but a bit broke (remember the new threads he bought at his work), so he stops by his previous job, McDonald’s, for a one dollar meal. Go to next slide, featuring a circle around brand name and stick figure. Ask these discussion questions and allow time for responses. If time allows, write answers on flipchart paper at the front of the room.
What do you get out of Joe Youth and the story? Does that sound like anyone you know?
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Is Joe Youth a victim in this story, or merely a participant? What advantages do Joe Youth and the Gap get from one another? The circle around Joe gives a good picture of the current state of youth employment and the system in which youth workers are participating. Youth often shop where they work and buy or eat at other service companies that target youth. It’s no accident why youth are actively participating as employee/customers for service employers. Mass advertising targets youth to work there and buy from there. It also “sells” a youth image. Put yourself in the shoes of the CEO of the Gap, A&F, H&M, and imagine a marketing whiz telling you that you can increase profit by hiring young and good-‐looking employees to wear your brand. Give them a good employee discount (just enough to make a small profit on our end) and BAM! Presto! Walking and talking billboards. We’ll call them Brand Representatives, instead of employees. Think this is all make-‐believe? Read the following guideline from A&F (Abercrombie & Fitch) sent out to upper management: Go to Next Slide: “A&F Look Book.“ Read aloud the quote:
“Exhibiting the ‘A&F Look’ is a tremendously important part of the overall experience at the Abercrombie & Fitch Stores. We are selling an experience for our customer; an energized store environment creates an atmosphere that people want to experience again and again. The combination of our Brand Representatives’ style and our Stores’ Visual Presentation has brought brand recognition across the country. Our people in the store are an inspiration to the customer. The customer sees the natural Abercrombie style and wants to be like the Brand Representative. Brand Representatives will do just what the title suggests: represent the Abercrombie brand to the customer. Our Brand is natural, classic and current, with an emphasis on style. This is what a Brand Representative must be; this is what a Brand Representative must present in order to fulfill the conditions of employment. (Abercrombie Look Book: Guidelines for Brand Representatives of Abercrombie & Fitch, boldface in original).”
Review the goals of this section:
• Have a historical perspective of why youth workers work where they do. • Reflect and share your experience and thoughts on why youth workers work where they
do.
• Grasp today’s post-‐industrial economy and understand your role in maintaining the status quo.
Ask participants to break into 5 small discussion groups, and to remember what kinds of things they talked about so they can report back to the group after 5 minutes. Please break up into 5 small groups and take a minute to reflect on this presentation. You may want to ask yourselves: Does any of this surprise you? What surprises you? Does this resonate with your personal experience? How? Do you want to participate in this system? Do you feel like you do? If service employers primarily pick youth workers to sell their brand in and out of their stores, youth decide what’s “cool” or “uncool.” From this perspective, what makes a job cool or uncool to work at? Reconvene after 5 minutes and ask each group to summarize their conversation.
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Part Four:
Good Jobs, Green Jobs, Safe Jobs
(60 Minutes)
Learning goals in this section:
• Be able to define good jobs, green jobs, and safe jobs. • Know the difference between a “Green McJob” and a good green job. • Understand how union apprenticeships offer a leg up on good, safe, green jobs.
Materials:
• Activity One: McJobs, Green McJobs, and Good Green Jobs o Flipchart paper with definitions for each:
McJob: A McJob is a service-‐sector job that pays low wages, teaches few skills, and has little opportunity for advancement.
Green McJobs: Green McJobs are jobs that appear to be environmentally sustainable but do not provide benefits, are not family supporting, and do not provide access to a career ladder. They tend to teach short-‐term skills but do not provide long term skills to help build a career.
Good Green Job: A good green job is a job that cleans up pollution and through that improves health, supports a family, and lifts our communities out of poverty.
o Video clip or flipchart with images for “McJob, Green McJob, or Good Green Jobs” activity (Note: a video should be available from the Black Workers Center by the Fall of 2010. It features “a day in the life” of a worker at these three types of jobs). Images you may use instead are below.
• Activity Two: Good Jobs, Green Jobs, Safe Jobs o Three buckets or three flipcharts, representing Good Jobs, Green Jobs, and Safe Jobs,
into which participants will place laminated words for the “Good Jobs, Green Jobs, Safe Jobs” activity.
o Three sets of 11 laminated words featuring characteristics of Good Jobs, Green Jobs, and Safe Jobs. Make cut-‐outs for each term, respectively:
Unions, Benefits, Living Wage, Career Ladder LEED, Sustainability, Reduce Greenhouse Gas Emissions OSHA, Worker Training, Personal Protective Equipment, Hierarchy of Controls
• Activity Three: Understanding the Union Apprenticeship Pipeline and its Benefits
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o Powerpoint slide or posters featuring the following images:
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Activity Directions & Script: This section has three activities: A video screening of “McJobs, Green McJobs, and Good Green Jobs,” a game called “Good Jobs, Green Jobs, Safe Jobs,” and an overview of union apprenticeships featuring instructive images.
McJobs, Green McJobs, and Good Green Jobs
To prepare, place the flipchart paper featuring definitions of McJob, Green McJob, and Good Green Job on the wall in the front of the room. Cue the video. If you don't have access to the video, you can use the pictures below to tell the same story as the video would. Place the images at the front of the room. Each picture represents a different kind of job: a low-‐wage service sector McJob, a Green McJob, and a Good Green Job. Read the script below. Review the learning goals for this section for this section.
• Be able to define good jobs, green jobs, and safe jobs. • Know the difference between a “Green McJob” and a good green job. • Understand how union apprenticeships offer a leg up on good, safe, green jobs.
Now that we know WHY youth work in low-‐wage service-‐sector jobs, we now will discuss the difference between a McJob, a Green McJob, and a Good Green Job. Not all green jobs are good jobs! Ask a participant to read each definition. Can someone read the definition of a McJob? A McJob is a service-‐sector job that pays low wages, teaches few skills, and has little opportunity for advancement. Great! How about a Green McJob? Green McJobs are jobs that appear to be environmentally sustainable but do not provide benefits, are not family supporting, and do not provide access to a career ladder. They tend to teach short-‐term skills but do not provide long term skills to help build a career. Great! How about a Good Green Job? A good green job is a job that cleans up pollution and through that improves health, supports a family, and lifts our communities out of poverty. A good green job is what we want everyone to have. It helps the environment and provides folks with family-‐supporting quality jobs. But there are a lot of jobs and training programs that advertise as green but only give you short-‐term skills and tasks that don't lead to career opportunities. Those are “Green McJobs.” And then there are jobs that aren’t green and pay low wage. We usually take them because we need the money. It’s easy. And there are the ideas that “any job is a good job” and “something is better than nothing.” Those are “McJobs.” As you begin to look for work in the green economy there are three different jobs you should be able to identify: McJobs, Green McJobs, and Good Green Jobs.
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Show the video or review the images. Consult each variation below.
(Activity with video) In order to help visualize what the difference is between McJobs, Green McJobs, and Good Green Jobs, we are going to step into the life of Marcus. Marcus is a young black man just trying to come up. He wanted to dream and imagine what his life would be if he were to work at each of these three kinds of jobs. Let’s take a look at his life. Show the video. Video will show 3 one-‐minute segments of the same person having a McJob, Green McJob and a Good Green Job. The video will show the different quality of life, wages, overall health of person who has each of these jobs
(Activity with pictures) Let’s say you have a friend, Marcus, who wants to get a job. What do you think his day would be like in each job? Point to the McDonald’s logo. Let’s say Marcus works a McJob. What time does he have to be at work? What happens when he gets sick? Has to work overtime? Wants to take a vacation or leave early to pick his daughter up from school? How is his health? Point to the green McDonald’s logo. Let’s say Marcus works a Green McJob. What time does he have to be at work? What happens when he gets sick? Has to work overtime? Wants to take a vacation or leave early to pick his daughter up from school? How is his health? Point to the Green Jobs for American logo. Let’s say Marcus works a Good Green Job. What time does he have to be at work? What happens when he gets sick? Has to work overtime? Wants to take a vacation or leave early to pick his daughter up from school? How is his health?
You all have work experience. Each of you has participated in one, two or all three: a McJob, Green McJob and a Good Green Job. What else would you add? Allow time for the group to share additional characteristics and personal experiences.
Good Jobs/Green Jobs/Safe Jobs
Review the learning goals for this section for this section.
• Be able to define good jobs, green jobs, and safe jobs. • Know the difference between a “Green McJob” and a good green job. • Understand how union apprenticeships offer a leg up on good, safe, green jobs.
Put out the buckets of put up the three pieces of flipchart paper that say, “Good Jobs, Green Job, Safe Job.”
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Now after understanding the difference between a McJob, Green McJob and Good Green Job, think about how these job categories have affected your quality of life, your ability to support your family, have a career, and your overall stress level. We are going to break down this ideal of a “Good Green Safe Job” to understand what exactly we mean when we say this term by participating in a Good/Green/ Safe job exercise. Please split into three teams. Each team will be given words that fit into 3 possible job types: Good Jobs, Green Jobs, or Safe Jobs. Your team will be assigned one kind of job. Pick the words that match your kind of job. The three categories will be written onto 3 separate pieces of flipchart paper (or three buckets). The teams will have 5 minutes to pick their words, and 2 minutes to place the words in their job type. (If you’re using buckets, teams will drop the laminated words into their bucket; if using flipchart paper, teams will tape the laminated words on their paper.) Each team will then explain why they put the words into particular categories.
Definitions Corresponding Words 1. Good Jobs Unions, Benefits, Living Wage, Career Ladder
2. Green Jobs LEED, Sustainability, Reduce Greenhouse Gas Emissions 3. Safe Jobs OSHA, Worker Training, Personal Protective Equipment, Hierarchy of Controls
Allow participants to split into three groups. Assign each group a job type: Good Job, Green Job, Safe Job. Distribute all 11 laminated words to each group. Give the class 7 minutes to split into three groups and complete the exercise.
Now let’s go over the answer with the whole class. What words did Good Jobs choose and why?
What words did Green Jobs choose and why? What words did Safe Jobs choose and why?
After everyone discusses why they choose those words, go over correct word matches in detail. As we talked about before, a Good Job has many aspects to it. Good pay that can support you and your
family is an important part of a good job. Good jobs also have other benefits such as health care, retirement and savings plans, and union benefits. Benefits such as health care and retirement ensure
that you can stay healthy and can enjoy savings in old age. Union benefits offer protections to workers to ensure that they are not taken advantage of and that they get the proper training, pay, and benefits. Unions also offer a way for workers to address any problems they have with employers – so unions give
workers power and a voice. As we covered above, Green Jobs help to protect and improve the environment. Green jobs often
contribute to a building owner earning LEED points on its buildings. Someone who installs solar panels helps the environment because he is enabling the use of renewable energy and reducing the consumption of electricity from non-‐renewable sources such as coal. This also helps to reduce
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greenhouse gas emissions. Greenhouse gases are gases in the atmosphere that trap some of the sun's heat and prevent it from escaping into space. Increasing greenhouse gases contribute to climate
change. One example is carbon dioxide, which is emitted through activities such as burning of coal. A Safe Job is one in which a worker is protected from injury, illness, or death on the job. This is done
through having adequate safety programs to ensure that work conditions are not dangerous, machinery is safe to use, workers are trained properly, and workers have access to personal protective equipment. This is also called the hierarchy of controls. The top of the hierarchy includes activities such as removing
a hazard or designing safe machinery and working conditions to eliminate hazards, for example, installing automatic shut-‐off systems. Below that are policies and procedures that minimize hazards. This level includes worker health and safety training programs that make workers aware of hazards and
teach them how to keep themselves safe. The last control in this hierarchy is personal protective equipment such as goggles and hard hats if workers are working in hazardous conditions. The Occupational Safety and Health Administration (OSHA) is the government agency responsible for
creating rules that employers must follow to keep their workers safe on the job. OSHA is also the agency that inspects job sites when there has been a violation of safety.
So far today, we have covered a bit about what green is and discussed some of the words used when talking about green buildings. We also have talked about what are good jobs, green jobs, and safe jobs. This activity was done to show you that just because a job is green, does not mean it is good or safe. If a
green job does not provide union benefits or have an adequate safety program, it cannot be considered a good or safe job. A green job must have all these components we described to be considered a good,
green, safe job.
Union Apprenticeship Pipeline: Pathway Out of Poverty One of the ways that you can enter into a good green safe job is through the union apprenticeship program. Even though the union is not the only way you can have good quality green jobs, it really is the best way to guarantee that you have access to quality training that will lead into a Good Green Safe Job. Let’s take a look at the difference between a union apprenticeship program and a non-‐union basic skill program. Have power point and projection cued. Show slide one, “Union Apprenticeship.” As you can see in this union apprenticeship pipeline, there are pre-‐apprenticeships that provide supportive services, job readiness training, and basic skills to help folks get prepared to enter an apprenticeship program. As most of you know, the lack of basic skills is a huge barrier that communities of color face when entering a union. A pre-‐apprenticeship program helps. Once you enter a union apprenticeship program you: get paid while you’re learning; have on-‐the-‐job training (you can work 4,000 hours or more while you are being trained); and receive annual increases in your wages and benefits.
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Once you complete your five-‐year apprenticeship program, you become a certified journeyman with good wages and benefits. You’ll have a job once you’re done that will include additional training and skills development. You will also have an opportunity to move up to become a foreman or contractor. Show slide two, “Non-‐Apprenticeship Program.” In a non-‐apprenticeship program, there are usually no pre-‐apprenticeship programs or supportive services to help you learn basic skills. Most non-‐union training programs are not free and you are responsible for paying your way. You only receive 400 hours of work experience in comparison to the 4,000 hours you receive at a union apprenticeship program. After the program is done you are typically only employed 10-‐12 hours per week. There is no on-‐the-‐job training to help you get practical experience. There are no benefits and no job guarantees. And even if you do get a job, it’s not guaranteed to be a good one. You may barely be able to support yourself. Union apprenticeship guarantees good family supporting jobs that provide benefits and access to a long-‐term career. Apprenticeships allow you to receive: benefits, vacation days, a pension, and college credits. Apprenticeships create pathways out of poverty and allow you, as a young person, to have a good green job.
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Part Five:
Barriers and Resources
(30 Minutes)
Learning goals for this section:
• To identify participants personal barriers to employment
• To identify and learn about solutions to those barriers • To empower individuals with resources to overcome their barriers
Materials
• Flipchart paper with learning outcomes written out (see below) • Pens/Markers • Sheet of paper to identify barriers to employment – enough for all participants
• Resource Folders or binders – enough for all participants. A model resource folder might include a Table of Contents as well as brochures and information in several of the following areas:
o Education-‐Adult Learning
o Los Angeles City/County referral services o Free or Low-‐Cost Legal Services o Apprenticeship/Preparation Programs
o Worksource Centers o Free or Low-‐Cost Healthcare, Housing, and Mental Health Services o Drug Diversion Programs
o Gang Intervention Programs o Tattoo Removal Services
• Flipchart paper to record participants’ answers and observations
Activity Directions & Script
This workshop activity has 2 parts: identifying barriers and identifying resources. To provide resources, it will be necessary to contact different community organizations several weeks or months prior to the workshop to get brochures and/or information regarding services provided. Try to gather as many as 50
brochures or flyers from each organization in order to prepare and distribute a resource folder to participants.
Review the learning goals for this section.
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• To identify participants personal barriers to employment
• To identify and learn about solutions to those barriers • To empower individuals with resources to overcome their barriers
Provide participants with a sheet of paper and pens. Please list some barriers you or your friends and community have to finding employment. After 10
minutes I’ll ask you to read a few. As barriers are identified, I’ll list them on the flipchart until all the barriers in the room have been identified.
Review the list aloud and add any missing ones. Are there any other barriers that have been left out?
Give each participant a Resource Folder. Ask participants to remove the Table of Contents from the folder and read aloud the contents and the area of services are provided by that organization. Can someone volunteer to read out loud the titles of the resources in this binder?
Ask a few discussion questions and write the answers on flipchart paper in front of the room. Do you guys know of any additional resources that aren’t in here? How does it feel to see these barriers
listed? Is it scary or comforting to see that others share some of your barriers? Do you think these resources will help overcome these barriers?
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Part Six:
Mentor Roundtable
(60 Minutes)
Learning goals for this section:
To learn about apprenticeship programs through the eyes and experiences of mentors from the trades.
To understand how green construction is more than just a job; it’s a career. To understand how to access support from mentors and programs offered by
building trade apprenticeships and community organizations. Materials:
• Flipchart Paper with Learning Outcomes written out (see below) • Mentors appropriate to your area. A panel for the Black Workers’ Center in Los Angeles might
include: • Sidney Barrard, Sheet Metal 105 • Action Jackson, United Association of Plumbers and Pipefitters 250 • Jesse Hood, Iron Workers 416 • Shomari Davis, International Brotherhood of Electrical Workers 11 • Cheryl Chisolm, Senior Electrical Inspector of the City of LA • Jann Whetstone, Tradeswoman
• Blank index cards for participants to write down questions during introductions by mentors (10
blank cards for each participant) • Index cards containing pre-‐written questions for mentors (6 stacks of 10). Examples include:
• Have you experienced any racial discrimination in the trades? If so, how did you handle it? • What do you like about being in the trades? • If you could do it over, would you still go into the trades, or would you go to college or some
other life path? • Describe a typical work day for you.
• Pens/Markers • Flipchart paper and markers to record participants’ answers and observations
• Mentors’ Business Cards Activity Directions & Script:
This workshop activity has 2 parts. The first part of this workshop activity includes a brief panel and introduction by journey level tradesmen and women about their experiences in the trades. In order to
conduct the first part of the workshop, it will be necessary to contact different apprenticeship programs several weeks or months prior to the workshop. Try to get as many as 5-‐6 representatives from different trades to present. The next part of the activity is facilitated by the mentors who will sit with the
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participants and answer questions, rotating every 10 minutes to a different table “speed dating style” until they have been to each table.
Arrange five or six tables in a circle or U-‐shape around the room. Place a pile of blank cards and pens on each table, as well as a set of the 10 pre-‐made cards with questions. Review the learning goals for this
section:
To learn about apprenticeship programs through the eyes and experiences of mentors from the trades.
To understand how green construction is more than just a job; it’s a career. To understand how to access support from mentors and programs offered by
building trade apprenticeships and community organizations.
Now we will begin the first part of this activity. Please split up into groups of five or six and pick a table. We are going to hear from this panel of mentors. Pay attention and write down a question when it
strikes you on the blank cards and stack them next to the filled-‐out cards on the table. Have mentors line up at the front of the room. Tell mentors to share brief backgrounds about who they
are, how long they’ve been in the trades, their current title, and any other pertinent information they can fit within two minutes.
Now the mentors will join you at your tables to answer your questions. They’ll draw from a stack of questions already written on the table, and from the ones you wrote down while they introduced themselves. Please feel free to interrupt them and ask any additional questions you may have, even if
you didn’t write them down on the cards first. After 10 minutes, the mentors will switch tables—so be sure to ask your questions fast!
Ask mentors to disburse to individual tables and take a seat. Tell the mentors to draw from each stack and answer the questions. If they go through all the cards, they can ask for additional questions. Instruct the mentors that if at any time a participant wants to ask a question out loud or know more,
that takes precedence over pre-‐written questions on the cards. After 10 minutes, instruct mentors to thank all participants. Mentors then get up and rotate to the next
table clockwise and start the process all over again, until all mentors have visited all tables. Mentors, time to switch!
Conclude by asking participants to thank the mentors and provide five minutes (or as many as you feel is appropriate) for mentors and participants to mingle and exchange contact information.
Please thank our mentors and take a few minutes to get their phone numbers or email addresses. Then head back to your tables for our next activity!
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Part Seven:
Action Planning
(60 Minutes) Learning goals for this section:
• To learn about ongoing campaigns in our communities and how to get involved
• To understand how green construction is more than just a career, it’s an opportunity to give back • To know how to create action plans for our communities and ourselves
Materials: • Flipchart Paper with Learning Outcomes written out (see below)
• Worksheets 1 through 3 – enough for presenters (included at the end of this section) • Worksheet 4 – enough for all mentors (included at the end of this section) • Pens/Markers
• Flipchart paper and markers to record participants’ answers and observations
Activity Directions & Script: This workshop activity has 3 parts. The first part includes presentations by local community
organizations about ongoing campaigns in the participants’ communities and how participants can get involved. In order to conduct the first part of the workshop, it will be necessary to contact different community organizations several weeks or months prior to the workshop. Try to get as many as 3-‐4
representatives from different community organizations to present. Provide presenters with Worksheet 1 (which is provided at the end of this document) days or weeks before the event to use as a guideline for how they should present. The next two parts of the activity are facilitated by the mentors who are sitting
with the participants. The second part of this activity has the participants working in small groups with the mentors to come up with “Community Action Plans.” The final part involves the participants developing their own “Personal Action Plans” under the guidance of the mentors.
Presentations from Local Community Groups
Keep participants in same groups as they were in previously for the speed dating activity. Review the learning goals for this section:
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• To learn about ongoing campaigns in our communities and how to get involved
• To understand how green construction is more than just a career, it’s an opportunity to give back • To know how to create action plans for our communities and ourselves
We are now going to hear from representatives from local community organizations in our neighborhoods. They will talk a little about themselves and what their organizations do. They will also
talk about how you all can get involved. Have representatives from these community organizations make brief presentations about ongoing
campaigns in the participants’ neighborhoods. These representatives should also discuss how the participants could potentially get involved (e.g. volunteering, career fairs, speaking at local High Schools, juvenile hall, camps, and/or church, and Habitat for Humanity). They should talk about themselves, their
organization, and how to get involved with their organization if participants are interested. One example is having a S.C.O.P.E. representative talk about organizing for Green Jobs in South LA neighborhoods and how the participants can get involved with this movement.
Please introduce yourselves and give a brief description of your organization and how the participants can get involved in your ongoing campaigns if they are interested.
At the end of the presentations, have the participants ask questions and get contact information. Does anyone have any questions for any of our presenters?
Community Action Plans
For this part of the activity, the mentors act as the facilitators. Mentors should lead a guided discussion in their respective speed dating groups. During this time, the workshop facilitators can go around to each group to answer any questions or provide guidance to both the mentors and the participants.
For this part of the workshop, we will work in small groups to come up with Community Action Plans. This is an action plan with specific goals and steps for how we can improve our communities. You will
work with each other and the mentors sitting at your tables will help guide you. We are practicing what we learned, so that you will feel more confident about contributing to discussions with your peers, your family, and in any community meeting you might attend. We just want to make sure the first time you
try this is here. We’re realistic—we’re not going to revolutionize our communities today, but we want to give you some ideas of what is being done and how you might participate.
Pass out Worksheet 2 (which is provided at the end of this document) and a pen to each of the mentors. Have the mentors use Worksheet 2 as a guideline for this part of the activity. The mentors will record participants’ answers on Worksheet 2.
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Provide each group with one piece of flipchart paper and a set of markers. Have one of the mentors read the directions out loud:
Will one of the mentors please read the directions on the worksheet? You will have 15 minutes to fill out Worksheet 2 that you will use to collect your ideas. After that, your
mentors will help facilitate a group Community Action Plan. Pick a volunteer to write or draw what your group comes up with on a piece of flipchart paper to write or draw your Community Action Plan. Each group will share what they came up with.
The mentors become the facilitators at this point in the activity. They use Worksheet 2 as a guide for helping the participants come up with Community Action Plans. The mentors write down the
participants’ answers on Worksheet 2. The first question on Worksheet 2 is to ask participants to brainstorm what they think are the biggest challenges in their communities. Examples may include bad air quality and lack of jobs. They may come up with a long list, but they should work to narrow down the
top 2-‐3 challenges that are facing their communities. In the small groups, mentors should ask: What are the biggest challenges in our communities?
Examples might include things like bad air quality or lack of good jobs. Try to narrow it down to the top 2-‐3 challenges. Mentors take notes on the answers on their own copies of Worksheet 2.
The next question on Worksheet 2 asks participants what they would like to have happen in their
communities to address the challenges they identified. The idea is to identify at least 2-‐3 goals and solutions to deal with the challenges raised in the first question. This could include having clean air and good jobs in their communities.
In the small groups, mentors should ask: What do we want instead for our communities? What are our goals for our communities? Examples might include clean air and good jobs. Try to come up with 2-‐3
goals. Mentors take notes on the answers on their own copies of Worksheet 2.
Question 3 asks how careers in green construction may be a part of the solution to challenges being faced in their communities. This question refers to the earlier part of the workshop in which green construction careers were presented as one solution to the climate crisis.
In the small groups, mentors should ask: How can careers in green construction be a part of that solution? Remember that green construction careers are one solution to the climate crisis.
Mentors take notes on the answers on their own copies of Worksheet 2. Question 4 asks the participants what resources already exist in their communities. This could include
community groups that are already working in their communities, including the presenters from Part One of this activity.
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In the small groups, mentors should ask: What resources already exist in our communities? One example
is the community groups that presented here today. Mentors take notes on the answers on their own copies of Worksheet 2.
The next question asks participants to identify 2-‐3 action steps they can take to achieve the goals that they identified for their communities. This may include things like volunteering or supporting an ongoing campaign.
In the small groups, mentors should ask: Let’s figure out 2-‐3 action steps we can take to achieve the solutions that we just identified for our communities. This can include steps such as volunteering or supporting an ongoing campaign in our communities.
Mentors take notes on the answers on their own copies of Worksheet 2. Mentors review their notes and help the group pick their favorite answers to create the group’s
Community Action Plan. Mentors say: You now have a “Community Action Plan” you can share with your friends and families. As a group, we will now pick a leader to write or draw our group’s Community Action Plan on a piece of flipchart paper. Feel free to be creative! Pick one person in the group to
present the Community Action Plan to the other groups. Please pick one person from your groups to present your Community Action Plan to the entire assembly.
Allow each group up to 5 minutes to present their Community Action Plan and answer any questions.
Personal Action Planning After the group activity, the participants should work on creating their own personal action plans using
Worksheet 3 as a guide. Again, the mentors will facilitate this part of the activity. During this time, the facilitators can go around to each group to answer any questions or provide guidance to both the mentors and the participants.
You now are going to work on creating your own Personal Action Plans. Just as with the Community Action Plans, you are going to identify your biggest challenges, your goals, your available resources, and
steps you need to take to achieve your goals. At the end, you will have a Personal Action Plan that you can take with you and use as a guide to achieving your goals in the coming years of your life.
Hand out Worksheet 3 and a pen to each participant and Worksheet 4 to each mentor. The participants will use Worksheet 3 to write down their action plans. The mentors will use Worksheet 4 to guide the participants and help them answer the questions on Worksheet 3.
Will someone volunteer to read the questions out loud?
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Thanks! Please begin filling out Worksheet 3. You will have 10 minutes to answer the questions. If you need any help, you can ask the mentors sitting at your table. Once you have filled out the worksheet,
you can share your answers with the people in your groups. Question 1 on Worksheet 3 asks the participants to identify and write down their biggest personal
challenges (e.g. barriers such as low income and lack of skills). In the small groups, mentors should ask: What are your biggest personal challenges?
Participants write down their answers on their worksheets. The next question asks participants to think about their biggest challenges to becoming green
construction workers (e.g. weak math skills). In the small groups, mentors should ask: What are your biggest challenges to becoming a green
construction worker? Participants write down their answers on their worksheets.
Question 3 asks participants to write down their personal goals. This could include things like completing school or buying a house.
In the small groups, mentors should ask: What are your personal goals? Participants write down their answers on their worksheets.
Question 4 asks participants to write down their personal goals in the green construction industry. This could include what occupation or what type of work they are interested in such as becoming a plumber
or electrician or owning their own business. In the small groups, mentors should ask: What would you like to do in the green construction industry?
Participants write down their answers on their worksheets. The next question asks the participants to write down what resources they have available to them that
can help them achieve their goals. This might include supportive family members or teachers or special skills they already have.
In the small groups, mentors should ask: What resources do you already have? Participants write down their answers on their worksheets.
Question 6 asks participants to write down how they plan to deal with the challenges they face both in their personal life and also in their journey to becoming a green construction worker. They should focus on how to commit to pre-‐apprenticeship and apprenticeship programs given the challenges they face.
The mentor can help participants come up with strategies in this part of the activity (e.g. tutoring or telling the participants to contact them if they have problems).
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In the small groups, mentors should ask: How do you plan to deal with challenges you face along the
way? Participants write down their answers on their worksheets.
Question 7 asks participants to write down 2-‐3 action steps they are going to take to achieve the goals they set out for themselves (e.g. enroll in pre-‐apprenticeship program, get a GED, apply for apprenticeship programs).
In the small groups, mentors should say: Write down 2-‐3 action steps you are going to take to achieve your goals.
Participants write down their answers on their worksheets. Finally, the mentors ask participants to share their action plans with each other in their small groups if
they feel comfortable doing so. It is also acceptable if participants feel comfortable sharing only certain parts of their action plans. Mentors ask: Does anyone want to share their Personal Action Plan? You can share just certain parts of
it if you feel more comfortable doing so. Participants share their Personal Action Plans with each other.
Let’s come back into our large group. What did everyone think of the last activity? Did you think it was helpful to write out a Personal Action Plan? Do you think you will be able to use that action plan in the
next few years of your life? Invite people to say the things they liked best and the things that could have been better about the workshop. Record each answer in plus and minus columns on butcher paper.
Next ask how participants felt about the Community Action Planning: How did everyone feel about the Community Action Plans? Did any of you feel empowered to make
positive changes in your communities? Invite people to say the things they liked best and the things that could have been better about the workshop. Record each answer in plus and minus columns on butcher paper.
Are there any other questions or things that we can help you with today? Answer questions and conclude with the following wrap-‐up.
Thank you everyone for participating today. We really appreciate your enthusiasm and all your ideas. Today we covered many things, including:
• Climate change and how it affects us and what we can do about it • Green Jobs – what they are and how they can help solve climate change while putting people to
work • What it means for a job to be a Good, Green, and Safe Job
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• Why young people work in the fields that they do and how they can be a part of the green movement
• Barriers we all may face when trying to find employment • People who have made it in the field of green construction in spite of the challenges they faced • What’s going on in our communities and how we can get involved and help
• Creating Personal Action Plans It is important for us to be aware of green jobs and to be leaders in the green movement so that our
communities are not overlooked anymore. We deserve to enjoy the benefits of going green: improved air quality and living conditions, access to good jobs with career paths, and being environmental leaders in our communities and the world.
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WORKSHEETS Worksheet 1: Guidelines for Presentation (Hand Out to Community Organization Representatives)
Thank you for agreeing to participate in this workshop. This workshop is intended to educate young disadvantaged workers about climate change, environmental justice, green job opportunities, and how
they can become leaders in the green movement. You have been asked to present here because we feel that your organization does good work in your communities and that this is relevant to the workshop participants’ lives. The aim of having you participate is to educate these youth about ongoing campaigns
and initiatives within their communities and how they can become involved in these efforts. To assist you in making your presentations both interesting and relevant, we are providing you with these questions as a guide:
1. Please briefly describe who you are and what organization you work for.
2. Briefly describe what your organization does and how that might be relevant to the workshop
participants’ lives.
3. Talk about how your organization helps to improve conditions in the participants’ communities. You
might want to discuss a specific campaign as an example.
4. Discuss how the participants could become involved in your organization’s ongoing efforts. This
could include internships, volunteering, etc.
5. At the end of all the presentations, the participants will ask questions about your organization.
Note: Your Presentation should be about 3-‐5 minutes total.
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Worksheet 2: Community Action Planning (Hand Out to Mentors)
Instructions for Mentors: Please use this worksheet as a guide for your discussion. Fill in the answers to the questions on this worksheet. The goal is to come up with a “Community Action Plan” that outlines
what steps the participants can take to help their communities. After you have completed this worksheet, have the group write their “Community Action Plan” on a piece of flipchart paper that they can present to the other groups.
1. What are the biggest challenges in our communities? Examples might include things like bad air quality or lack of good jobs. Try to narrow it down to the top 2-‐3 challenges.
2. What do we want instead for our communities? What are our goals for our communities? Examples
might include clean air and good jobs. Try to come up with 2-‐3 goals.
3. How can careers in green construction be a part of that solution? Remember that green
construction careers are one solution to the climate crisis.
4. What resources already exist in our communities? One example is the community groups that
presented here today.
5. Let’s figure out 2-‐3 action steps we can take to achieve the solutions that we just identified for our communities. This can include steps such as volunteering or supporting an ongoing campaign in our communities.
6. You now have a “Community Action Plan” you can share with your friends and families. As a group, use the markers provided to write or draw your group’s Community Action Plan on a piece of
flipchart paper. Feel free to be creative! Pick one person in the group to present the Community Action Plan to the other groups.
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Worksheet 3: Personal Action Planning (Hand Out to Workshop Participants)
It’s time to create our own action plans! Use this worksheet to help guide you. 1. What are your biggest personal challenges?
2. What are your biggest challenges to becoming a green construction worker?
3. What are your personal goals?
4. What would you like to do in the green construction industry?
5. What resources do you already have?
6. How do you plan to deal with challenges you face along the way?
7. Write down 2-‐3 action steps you are going to take to achieve your goals.
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Worksheet 4: Personal Action Planning Mentor’s Guide (Hand Out to Mentors) (Page 1 of 2)
In this activity, the participants will create their own personal action plans. You will help guide them in this activity by answering questions and suggesting ideas. Keep in mind that you should:
• Give participants a chance to think about how they experience their own issues • Focus on how to get power to overcome these issues • Talk about how to commit to a 6-‐16 month pre-‐apprenticeship program and then a 4 year
apprenticeship program • Encourage participants not to quit, but to deal with real and intense barriers Here are the questions the participants will have to answer and suggestions for how you can guide them:
1. What are your biggest personal challenges? Ask the participants to identify and write down their biggest personal challenges. This may include barriers such as lack of skills, low income, etc that were identified earlier in the workshop.
2. What are your biggest challenges to becoming a green construction worker?
Ask them to think about their biggest challenges to becoming a green construction worker. Examples might include weak math skills or no GED.
3. What are your personal goals? Ask the participants to write down their personal goals. This might include things such as completing
school or buying a house.
4. What would you like to do in the green construction industry? Ask them if them to write down specific occupations or types of work they are interested in. This might include being an electrician, plumber, or owning their own business.
5. What resources do you already have?
Ask the participants to write down what resources they have available to them that can help them achieve their goals. This might include a supportive family member or teacher or personal skills that they
have.
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Worksheet 4: Personal Action Planning Mentor’s Guide (Hand Out to Mentors) (Page 2 of 2)
6. How do you plan to deal with challenges you face along the way? Ask participants to write down how they plan to deal with the challenges they face both in their personal life and also in their journey to becoming a green construction worker. They should identify how they are
going to commit to pre-‐apprenticeship and apprenticeship programs given the challenges they face. You can help them come up with strategies such as going for tutoring or telling them that they can contact you if they have problems.
7. Ask the participants to write down 2-‐3 action steps they are going to take to achieve the goals they
set out for themselves. Examples might include: enroll in pre-‐apprenticeship program, get GED, and apply for apprenticeship programs.
8. In your small group, ask participants to share their action plans with each other if they feel
comfortable doing so. It is all right if they only feel comfortable sharing certain parts of their action plans.