Tools for a

GREENER ECONOMY
A Popular Education Strategy

A comprehensive project submitted in partial satisfaction of the requirements

for the degree Master of Arts in Urban Planning
 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 Aguilera
Simone Andrews
Nicolas Cranmer
Ingrid Cruz
Sam Filler
Richard France
Daniel Gonzalez
Katherine Green
Tia Koonse
Shoshana Krieger
Uyen Le
Jaime Lopez
Sara Martin
Lanita Morris
Kaliso Mwanza
Mathew Palmer
Cathy Person
Jared Planas
Sergio Sanchez
Maya Saraf
Chandini Singh
Alex Stevens
Jann Whetstone-Brooks

Faculty Advisor:
Gilda Haas

Teaching Assistant:
Marcie Hale

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 ACKNOWLEDGEMENTS
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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 Aguilera
Brenda 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 Cruz
Ingrid 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) Cranmer
Nick 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 Filler
Originally 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 France
Richard 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 González
Daniel 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) Green
Kathy 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 Hale
Marcie 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 Koonse
Tia 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.
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Shoshana Krieger
Shoshana 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 Le
Uyen 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. Lopez
Jaime 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.
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 Morris
Lanita 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 Mwanza
Kaliso 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 Palmer
Mathew 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. Person
Cathy 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 Planas
Jared 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 Saraf
Maya 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) Singh
Chanda 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 Stevens
Alex 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-Brooks
Jann 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................................................................................................ 14
Projects...................................................................................................... 22
Market Makeovers........................................................................................26
Native Green................................................................................................ 32
Green Construction Careers.........................................................................40
Residential Retrofits for Energy Efficiency...................................................... 52
Young Workers Leading a Green Movement..................................................62
Annotated Bibliography.................................................................................68
Appendix A...................................................................................................A-1
Appendix B................................................................................................... B-1

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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
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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.
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
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• 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.
Fourth Class: Public art and social change Individual Topic Areas

• Anne Bray, Video Artist; Executive Director, L.A. Freewaves After the third class, course instructor, Gilda Haas, asked each
• Janna Shadduck Hernandez, Faculty, UCLA Department class member to come up with a topic area that interests him
of World Arts and Cultures; Project Director, UCLA or her related to the green economy. Additionally, each class
Downtown Labor Center member was asked to define four aspects of the proposed
project: (1) topic, (2) audience, (3) channel, and (4) value.
This session focused on the potential for public art to enact social
change. Speakers discussed how their experiences with large-scale Topic: Green jobs-related question/issue to be addressed
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
Audience: A specific, targeted group of individuals who would
After the presentations, discussions, readings, and research
likely participate in the popular education process
conducted during the first four weeks of the Community
Scholars class, course participants held a retreat to define topic
Channel: The medium (e.g., the web, printed materials, workshops,
areas and start articulating the scope and scale for the final
face-to-face conversations) used to impart the message
products. Individuals were asked to define topic areas, share
those topics with the class, combine related topic areas, and create
Value: The value the product would add to the user’s experience,
distinct project teams to move forward with a single product.
awareness, or motivation
The following is a description of each of the aforementioned
processes.

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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
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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.
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 The following sections describe each project in detail, providing
in the green economy. To accomplish this, the team produced background on the iterative process, tools, methods, and final
a curriculum to help young workers of color understand how project descriptions. All of the products are available in electronic
climate change impacts L.A. communities, job opportunities form on a DVD, which accompanies this report.
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.

24
 Topic Audience Channel Value

Understanding of food
Greening the East Los
Latina mothers in the environments and health
Angeles Food Desert and Workshop curriculum: Games
Market Makeovers addressing the outcomes of
Maravilla neighborhood of
and demonstrations
impacts; awareness of time
East Los Angeles and budget limits for food
eating unhealthy foods
preparation

Supporting the Native Green Market materials for the

Gardeners by helping to find Pamphlets, business cards, nascent workers landscaping
Native Green customers for sustainable
Homeowners in Los Angeles
and a website cooperative through
landscape services education and promotion

How to engage Building

Trades leadership in making Understanding of the barriers
Green Construction policy recommendations that Large (22" x 34") poster to union's market share of
Building Trades Leadership
Careers promotes Comprehensive foldout retrofit jobs and strategies to
Energy Efficiency Retrofits increase retrofit market share
and new union jobs
Inform homeowners how to
Guiding homeowners to
Residential Retrofits Los Angeles neighborhoods decrease energy and water
relevant energy efficiency Medium (11" x 17")
of Boyle Heights, Crenshaw, use and costs (while
for Energy Efficiency opportunities in
and West Adams
brochure/poster foldout
improving air quality and job
Crenshaw/West Adams
opportunities)

Develop participant
understanding of the green
Young Workers economy and the
Leading a Green opportunities and challenges apprentices of color in the Los curriculum: Tools, games, and
Movement it presents to a new
generation of African
American workers
Understand climate change
Young construction Leadership School
impacts, green job
opportunities and employment
techniques, and the
Angeles area demonstrations
importance of taking
leadership in these areas

25
 Ingrid Cruz
Richard France
Katherine Green
Shoshana Krieger
Jared Planas
Chandini Singh

Bringing fresh produce to food deserts through cornerstore makeovers

Market Makeovers
26
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
27
 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.
28
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.
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
Rationale
Encourage residents to shop for produce and avoid processed
foods at newly made-over corner markets.
Audience
Our target audience is Latina mothers in the Maravilla
neighborhood of East Los Angeles, most likely who have
children that attend schools in the neighborhood.
Medium
Our product is a two-hour workshop that achieves the learning
outcomes outlined below through interactive games and group
discussion.
Learning Outcomes
1. Illustrate trade-offs, identify priorities, and develop a
collective consciousness of food deserts
2. Connect food choices to health outcomes
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
29
 Pre-Knowledge
1. Our audience can read and understand either Spanish or
English
2. 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.

30
This page intentionally left blank

31
 Brenda Aguilera
Sara Martin
Alex Stevens

Sustainable Gardens and Sustainable Livelihoods:

Supporting the Native Green Gardening Cooperative
Native Green
32
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,
33
 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.
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.

We developed a questionnaire to help us understand the kind

Summary
of expectations that homeowners have for green gardeners,
Rationale
and then created a focus group consisting of four Mar Vista
Develop marketing materials for a nascent workers landscaping
homeowners, who had already transformed their traditional
cooperative to create a customer base and promote an alternative
gardens into sustainable gardens, to help us answer our
sustainable landscaping practice.
questions. Their feedback was incorporated into the marketing
materials and was then taken back to Native Green to help them
Audience
understand and prepare for these expectations. We also attended
Property owners in Los Angeles
a major garden show in Mar Vista to help the Native Green
Gardeners promote their services. By integrating ourselves into
Medium
the gardeners’ activities, we gradually gained a better sense of
Our final product consists of a brochure, business cards, and a
their needs and desires.
website:
Throughout the process we produced various iterations of
• Brochure: The members of Native Green envision
our materials. Some original versions of the brochure were
distributing the brochure at gardening events, IDEPSCA,
almost entirely focused on the importance of sustainability in
other worker-oriented events, and doorsteps. We felt that a
landscaping. After receiving feedback from our classmates, the
simple yet sleek brochure would best accommodate this goal.
gardeners, and the course instructor, we decided to include more
• Website: The gardeners were also interested in creating a
information in the brochure about the services that the green
web presence as another means of promoting their services.
gardeners offer in order to accomplish our goal of turning our
Therefore, we created a website that focused on both why
audience into customers.
the cooperative services are important and how a customer
may commission work.

34
• Business Cards: Gardeners can now hand out business
cards to potential customers, making their new enterprise
appear more professional and more cohesive.

Learning Outcomes
After 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-Knowledge
We 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.

35
 Trifold Brochure: Side 1
The Solution? Hire a Green Gardener
As a response to California’s need to save
water and incorporate native plants into
urban green spaces Certified Green
Gardeners offer the following services:
Soil Management
and Fertility
Capture Rainwater
& Manage
Stormwater On-site
Reduce & Reuse Green Waste
Select the Right Plant for the Right Place
Manual Labor to Limit Noise
and Air Pollution
Evaluate Irrigation Systems for
Efficiency and Savings
Maintain Sustainable Gardens
Sustainable
Landscape Design
For more information:
(213) 252-2952
ranorve@idepsca.org
Panel 3
Benefits of hiring a green gardener are
outlined on final panel of brochure
A printable electronic version of this brochure is available on the DVD which accompanies this report
36
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.
Instituto de Educacion
Popular del Sur del
California
IDEPSCA 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. Sustainable
Specifically, our goal is to organize and educate Landscape
members of low-income Latina and Latino
immigrants concerned with solving Services
problems in their own communities. Transforming and
Supporting Healthy
Beautiful Southern
For more information:
California Gardens
(213) 252-2952
ranorve@idepsca.org
Panel 6 Panel 1
Background of program and Title Page
affiliated organization
Trifold Brochure: Side 2
What are the First, our climate is
problems? changing and Los
Angeles County is on
its 3rd year of
drought.
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.
Panel 2
Why homeowners should
hire a “green” gardener
A printable electronic version of this brochure is available on the DVD which accompanies this report
S u s t a i n a bl e L a n d s c a p e S e r v i c e s
Reduce & Reuse Green Waste
A 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-site
Disconnecting 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.
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.
Panel 4
Services the Native Green Garden Cooperative can
provide; benefits of hiring a Green Gardener
Select the Right Plant for the Right Place
California 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 Pollution
Use 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 Savings
Understanding 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 Design
A 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.
Panel 5
37
 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.

38
 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

39
 Nicolas Cranmer
Samuel Filler
Uyen Le

Comprehensive Energy Efficiency Retrofits Lead to Good Jobs and a Healthier Planet
Green Construction Careers
40
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
41
 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
42
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
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
Audience
Building Trades Leadership
Medium
22-inch by 34-inch foldout
The 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 Outcomes
1. 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-Knowledge
1. The audience is in a leadership position in the Building
Trades or affiliated unions.
2. The audience wants the information we are providing.
43
 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.

44
Front Cover: Green Construction Careers 22-inch by 34-inch Back Cover: Additional resources on back cover for further
foldout (actual size 8 1/2” x 11”). investigation of our topic (actual size 8 1/2” x 11”).

45
 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”).

46
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”).

47
 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”).

48
Introduction: This window provides a brief introduction to
our project that grounds people in our topic prior to making our
policy recommendations.
Elements of a Retrofit Program: This window discusses the
various components of an energy efficiency retrofit program.
Barriers: This window discusses the barriers that prevent the
vast majority of individuals, companies, and governments from
installing energy efficiency retrofits.
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.
49
 50
A printable electronic version of this poster is available on the DVD which accompanies this report
COMPREHENSIVE
ADDITIONAL RESOURCES GREEN CONSTRUCTION CAREERS
“The Case for Deep Green Energy Efficiency: Why Basic Weatherization will Fall Short in Maximizing Carbon Reductions A Growth Opportunity for the Building Trades B A S I C W E AT H E R I Z AT I O N ENERGY EFFICIENCY
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
Construction industry best practices treat buildings as comprehensive systems where the many mechanical and non-mechanical elements are
2009. Retrieved May 24th, 2010 from http://www.onlinecpi.org/downloads/Construction%20Apprenticeship%20Programs%20 connected. Energy efficiency retrofits need to reflect these best practices by treating buildings as whole and integrated systems, and not just
report.pdf
“cherry-pick” the easiest basic weatherization items.
“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. BASIC WEATHERIZATION COMPREHENSIVE ENERGY
org/index.php?id=1675
RETROFIT ELEMENTS CONSTRUCTION CAREERS AVAILABLE
ELEMENTS EFFICIENCY ELEMENTS
1 Sealing Air Leaks and Caulking p p Handy person, Laborer
A POLICY REPORT FROM 2 Insulation p p Insulator, Helper
2010 Community Scholars Program
2010 UCLA Community Scholars Program Department of Urban Planning
Nick Cranmer Samuel Filler Uyen Le UCLA School of Public Affairs 3 Wrapping Pipes and Water Heaters p p Plumber, Laborer, Helper
4 Weatherization p See Above
5 Lighting changes and lighting controls p Electrician
6 HVAC system upgrades p Heating, Ventilation and Air Conditioning
7

ETROFITS
Smart grid and building monitoring systems p Electrician, Operating Engineer
ICIENCY R
8 Renewable Energy Generation p Electrician, Lineman, Roofer
ERGY EFF
9
Materials beneficial to environment and
p N/A
occupant

NSIVE EN
10 Healthy indoor environmental quality p Painter, Plasterer, Asbestos Worker, Laborer

COMPREHE
11 Site improvements p Asbestos Worker, Laborer, Bricklayer, etc.

g
in
lin
ec
D
BASIC W
12 Water conservation p Plumber, Pipefitter

EATHERIZAT
ION
13 Operations and maintenance p Operating Engineer
Increased Membership
Wages
Declining
Increased Market Share
Declining Membership
Business Development Opportunities Declining Market Share JOB PROJECTIONS DIRECT & INDIRECT
High Unemployment
I M P A C T S
Comprehensive Energy
Efficiency Retrofits create
“High-Road” Green Cons
“High-road” green
truction Careers
demand for workers with construction careers lead
more diverse skills that directly to family-supporting
will remain in demand wages, health & retirement

SHORT-TERM JOBS
over the long-term. Basic benefits, and home
weatherization creates ownership opportunities for

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 ?
demand for workers with individual workers and their
narrow skills that will be in families. In addition to these
increasing lower demand direct impacts, wages from
in the long-term. Workers these careers are usually

good jobs and a healthy planet.

should not just be taught re-invested in local business
how to wrap pipes, but how development, taxes, &

LONG-TERM JOBS
comprehensive energy efficiency retrofits leads to
Increasing consumer demand for to install them. public amenities.
Print Side 1
Print Side 2
GREEN CONSTRUCTION CAREERS
1 WHY DON’T THE GOOD JOBS EXIST? Comprehensive 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

POLICY & PROGRAM 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
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

R E C O M M E N D AT I O N S
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 of work performed, and timeliness of project completion.
eliminate the following BARRIERS that keep people from choosing comprehensive energy efficiency retrofits.
However, there may only be a small window of opportunity. There has been an unprecedented level
LACK OF INFORMATION Potential energy efficiency retrofit customers lack easily-accessible and user-friendly information regarding the
environmental and financial benefits of retrofits.
of public investment in energy efficiency retrofits and green jobs training in the last couple of years.
SPLIT (FINANCIAL) Building owners who do not pay utility bills usually do not have short-term incentives to invest in energy efficiency. Policies and programs being created now will shape and determine the future of the emerging energy
INCENTIVES Building tenants (renters) are reluctant to invest their own money to do energy efficiency retrofits in units they do not efficiency retrofit market. This fold-out provides the Building and Construction Trades and other
G E N E R AT I N G D E M A N D MAXIMIZE REDUCTIONS IN GREEN
HOUSE GAS EMISSIONS
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
stakeholders the necessary tools to affect these energy policies and energy efficiency programs in

GOALS
EFFECTIVE OUTREACH & EDUCATION
Utilize 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.
DO NOT TREAT ALL BUILDINGS THE SAME
Conduct 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
ways that generate “high-road” green construction career opportunities.
impossible for those without access to capital to pay for the retrofits.
MAXIMIZE POTENTIAL ENERGY SAVINGS 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. The Building and Construction Trades are at a crossroads. In the last thirty years, it has experienced a decline in union membership, in
EDUCATE COMMUNITY ON ENERGY COMPLEX POLICIES Many of the incentives and regulations for retrofits are complex and are spread across different public agencies and employment opportunities, in wages, and in market shares. Energy efficiency retrofits present an opportunity for the Building and Construction
SAVINGS AND GREEN BEHAVIORS private companies. Thus, the system is not user-friendly and is difficult to navigate for the general public. Trades to regain market share and to create more work opportunities for workers to embark on “high-road” green construction careers.
LACK OF CAPITAL TO Most states and municipalities currently do not have the funds to cover up-front capital and financing costs to
FINANCE RETROFITS support a mass scale retrofit program. Some private investors are developing capital funds to finance retrofits, but
Public/private funding and consumer demand for comprehensive energy efficiency retrofits are two of the most important factors that lead to
these programs are still relatively small.
the creation of green construction careers. If the Building and Construction trades are interested in creating “high-road” work opportunities, it
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 should pro-actively engage in, and shape energy policies and energy efficiency retrofit programs in order to generate CAPITAL and DEMAND for
installations, poorly performing retrofits, and shifting regulatory environments. comprehensive energy efficiency retrofits instead of basic weatherization.
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.
BARRIER: LACK
OF INFORMATION
Example: Of the
over 150 residential
loan programs in the

W H AT D O E S I T TA K E T O C R E AT E A G O O D J O B ?
United States, most
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. reach less than 0.1%
of their potential
2
customers.
CREATE IMMEDIATE VALUE FOR CONSUMERS BARRIER: COMPLEX POLICIES
Building owners and tenants should realize an immediate and quantifiable reduction in energy costs and Example: Currently in the Greater Los Angeles Workforce training, job creation, and job quality are directly impacted by all components of an energy efficiency retrofit
an increase in building comfort as a result of the retrofit work. area, owners/renters must seek out a random and program, not just the parts that are explicitly titled “workforce.” How a comprehensive energy efficiency retrofit program is
WHY? Helping the utility rate-payers to benefit financially in the short-term and long-term as a direct un-coordinated set of property tax rebates, property designed and implemented will determine: 1) The types of jobs that are created, 2) Who gets access to these jobs, 3) How
result of retrofit work will help to address the barriers of high up-front costs and risk aversion. tax financing, local tax rebates, tax exclusions,
utility grant and loan programs, state grant and loan
long these jobs will last, 4) How much these jobs pay, etc. Stakeholders who are interested in creating green construction
programs, and municipal grant and loan programs. careers should be familiar with and engaged in all aspects of program design.

A TURN-KEY APPROACH FINANCING / EDUCATION AND MATERIALS

Develop a user-friendly interface and approach to customer service that will help partner a building FUND MANAGEMENT OUTREACH PROCUREMENT
occupant/owner with a program administrator or “energy advocate” that can walk them through the retrofit BARRIER: SPLIT INCENTIVES COMMUNITY STANDARDS AND
process from the beginning to end. ACCESS TO JOBS ENFORCEMENT
Example: “Why should I pay thousands of
WHY? This will increase demand since building owners/renters no longer have to go out by themselves dollars for retrofits when I don’t get a cent
to research complex and un-coordinated incentives, to recruit quality contractors, and to apply for relevant back in energy savings?” asks Phil – Building
loans. Owner. “Why should I pay thousands of
dollars for retrofits if I’m moving out in 6
months?” Asks Maria – Building Tenant
AUDITS AND MONITORING AND
RETROFIT WORK WORKFORCE CERTIFICATION OF
PROGRAM TRAINING & SAVINGS
ADMINISTRATION & DEVELOPMENT OF POLICY WORK
G E N E R AT I N G S U P P LY MAXIMIZE OPPORTUNITIES TO GENERATE HIGH-ROAD APPRENTICEABLE
COORDINATION WORKFORCE
PIPELINES
GREEN
WORKFORCE
GOALS

PLACE-BASED RETROFITS JOBS, AND BUSINESS DEVELOPMENT OPPORTUNITIES

TRAINING
Target whole neighborhoods instead of individual buildings, and
STRENGTHEN COMMUNITY, LABOR, MANAGEMENT, AND MUNICIPAL The Vermont Growing
view each neighborhood as a distinct market with different consumer
Renewable Energy/
demographics. RELATIONSHIPS
Efficiency Employment
WHY? This will help to realize the highest economies of scale and Network (VtGREEN)
synergies, and to address community-level infrastructure needs. is preparing workers
for careers in energy
HIRE LOCAL AND ENFORCE LABOR STANDARDS efficiency and renewable

T R A I N I N G T H AT W O R K S
energy industries. The
Create 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, 3 program is supplemented
by case management,
including family-supporting wages, healthy working conditions, healthcare benefits, retirement benefits, support, referral,
and training and professional development pathways. placement and post-
WHY? In order to achieve the maximum amount of triple-bottom line benefits within a local community, Not all workforce training, placement, and retention programs create the same results. These programs can mean the program follow-up.
it is critical that the employment, business ownership, and other economic opportunities are retained and difference between: 1) Preparing individuals to embark on a “high-road” with certified skills to achieve sustainable long-term And after successful
recycled within that community. Generating additional income within a community will also enable more completion of the training
careers with family- and community-supporting salaries and benefits, or 2) Preparing individuals to embark on a “low-road”
program, participants
people to be able to afford the costs of retrofits, therefore helping to reduce the high up-front cost barrier. with minimal certified skills to only qualify for short-term, low-wage, and possibly unsafe jobs that may disappear after a receive Certified Green
few years. Union apprenticeship models have consistently demonstrated their abilities to achieve “high-road” construction Professional Certification
ACCESSIBLE FINANCING careers for over a century, and should be used in order to generate “high-road” GREEN construction careers, as well. and apprenticeship
The financial risks in an energy efficiency retrofit program should be mitigated through the development GREEN WORKFORCE TRAINING credits.
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 BUILDING FUTURES in Providence, RI is: 1) delivering pre-apprenticeship training UNION APPRENTICESHIP = PIPELINE TO BETTER JOBS
available a variety of financing mechanisms for building owners/occupants that would address their to 100 unemployed residents in Providence; 2) partnering with labor organizations RECRUITMENT PRE-APPRENTICESHIP APPRENTICESHIP JOURNEYMAN FOREMAN CONTRACTOR
to integrate certified green-training modules into existing apprenticeship curricula,
different financing needs. Some examples of financing mechanisms include: on-bill financing and/or
ensuring that 650 registered apprentices receive green training; and 3) upgrading
on-bill repayment, property assessed clean energy (PACE) programs, tax rebates, and energy efficiency the skills of 850 dislocated journey-level tradespeople in green construction
mortgages. technologies and renewable energy projects. In total, 1,600 low-skilled residents of
WHY? The development of sustainable financing mechanisms that are offered in a variety of ways in Providence will receive training and 800 will be placed in green energy jobs.
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.
GREEN WORKFORCE TRAINING PARTNERSHIPS
THIRD PARTY CERTIFICATION The Regional Energy Efficiency Partnership Training
NON-UNION BASIC TRAINING = BROKEN PIPELINE Program (REEPTP) in Detroit is a coordinated training program
Utilize a third-party label for each building, such as ENERGY STAR, to certify the energy savings as a
RECRUITMENT TRAINING PLACEMENT START JOB INCREASE SKILLS & WAGES between labor, government, CBO’s, and community colleges.
result of the work. Certification should include monitoring and verification of completed work.
Approximately 340 unemployed workers will be trained in green
WHY? Having an independent entity monitor and verify actual energy savings as compared to jobs or apprenticeship opportunities through five training tracks.
estimated savings will help: 1) To ensure that quality work is being performed, 2) To strengthen financial The combined effort of the various stakeholders will create a
assumptions that should be based on the level of actual energy savings realized, 3) To ensure building pipeline for skilled workers for alternative energy opportunities.
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.

TRAINING SKILL WORKER

(hours) CERTIFICATIONS LEVEL SAFETY 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

A printable electronic version of this poster is available on the DVD which accompanies this report

51
 Daniel Gonzalez
Jaime Lopez
Mathew Palmer
Cathy Person

R2E2: Empowering Homeowner and Tenant Participation in the Green Economy

through Energy Efficient Upgrades to the Home

Residential Retrofits for Energy Efficiency

52
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,
53
 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.
54
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
Audience
Our product empowers the residents of Boyle Heights and
Crenshaw/West Adams to make informed choices regarding
green retrofit work to their homes.
Medium
This 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 Outcomes
Residential 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 bill
2. Identify energy efficient retrofits in their home that will help
them save money
3. Make informed choices about energy related upgrades to
their home
4. 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 States
2. People know that there is green movement building around
global warming
3. People know that there may be a financial opportunity to be
had, but do not know where to begin

55
 Front Cover

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.

56
First Fold Open - Inside
Left Panel Right Panel

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.

57
 Second Fold Open - Inside

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.

58
Third Fold Open - Inside

Energy Efficiency Residential Retrofit Strategy: 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.

59
 Print Side 1

A printable electronic version of this brochure is available on the DVD which accompanies this report

60
Print Side 2

A printable electronic version of this brochure is available on the DVD which accompanies this report

61
 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
Young Workers Leading a Green Movement
62
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
63
 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.
64
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.
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
65
 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
Audience
Black workers aged 15-30
Pre-Knowledge
Our 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.

Medium
A 5-hour popular education workshop featuring a range of
pedagogical tools, including games, video, skits and mentorship
face-time.

Leaning Outcomes
We 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.

66
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67
 ANNOTATED
BIBLIOGRAPHY
68
This annotated bibliography is divided into three parts:
1. References for the Introduction section
2. References used to inform each of the five projects
a. Market Makeovers
b. Native Green
c. Green Construction Careers
d. Residential Retrofits for Energy Efficiency
(R2E2)
e. Young Workers Leading a Green Movement
3. Additional references used by project teams
4. 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
69
 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.
70
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.
2. Project Teams Healia (2010). Health Quiz Games: Interactive Quizzes that
Challenge Your Health Knowledge. Des Moines, IA.
From: <http://quiz.healia.com/> (May 31, 2010).
a. Market Makeovers
This website lists several interactive health-related
California Department of Public Health (2010). CDPH: GIS
interactive quizzes. These provided some guidance for
Map Viewer. Sacramento, CA. From: <http://www.
our game questions.
cnngis.org/> (May 31, 2010).
The Food Commission Research Charity (2008). Activity
The California Department of Public Health has a GIS
Sheets. London, U.K. From: <http://www.chewonthis.
tool that geographically depicts health data by city and
org.uk/activity.htm#Activityfatsaltsugar> (May 31,
county. We used this data to formulate questions for the
2010).
Drumroll Please... game.
These activity sheets provide interactive popular
Centers for Disease Control and Prevention (2009). U.S.
education tools for kids regarding diet and nutrition.
Obesity Trends. Atlanta, GA. From: <http://www.cdc.
Put together by the Food Commission Research Charity
gov/obesity/data/trends.html> (May 31, 2010).
in London, this website helped the Market Makeovers
project team develop questions for the Hidden Sugar
The CDC documents major nation obesity trends by
game.
state from 1985 to 2008. We used both national and
state-level data to formulate questions for the Drumroll
Nutrition Data (2010). Nutrition Facts, Calories in Food,
Please... game.
Labels, Nutritional Information and Analysis. New
York, N.Y. From: <http://www.nutritiondata.com/>
Centers for Disease Control and Prevention (2010). Diabetes
(May 31, 2010).
Public Health Resource. Atlanta, GA. From: <http://
www.cdc.gov/diabetes/> (May 31, 2010).
This source provided the nutrition data for our
questions and the information on the Hidden Sugar game
This website provides national and state-level statistics
cards.
about diabetes in the United States. We used this
information to formulate questions for the Drumroll
Please... and Hidden Sugar games.

71
 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&reg=null%3Anull&_keyword=&_
industry=> (May 31, 2010).
We used U.S Census data to gather statistics and
demographic information for East Los Angeles.
72
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.
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
73
 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
74
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.
 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
75
 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.
76
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
 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
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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
 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
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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.
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:
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1) Description of the overall vision
2) 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.
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
83
 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
84
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.
Strategic Concepts in Organizing and Political Education
(S.C.O.P.E.). (2009). Growing a Grassroots, Green
4. Resources Reviewed by Entire Class
Jobs Movement in South Los Angeles. Los Angeles,
CA.
Marketing

Phillips, M., Rasberry, S. (2008). Marketing Without Advertising:

This report summarizes SCOPE’S surveys and
Easy Ways to Build a Business Your Customers will Love &
community organizing efforts related to green jobs in
Recommend (6th ed.). Nolo Publishing, Berkeley.
South Los Angeles since 2006. Highlights include: a
summary of survey results that illustrate the extent to
Phillips and Rasberry detail how businesses can use
which South L.A. residents are plagued by poor health
word-of-mouth marketing as a tool to build their
and bad jobs, and how a green jobs and clean energy
customer base. The authors note that word-of-mouth
movement and program can help to address these two
marketing is beneficial because it is cost effective,
inter-related problems. Other survey results show that
overcomes entrenched buying habits, and can attract
South LA residents overwhelmingly believe that the
new customers. Marketing without advertising requires
biggest benefit of a clean energy economy is “jobs.”
the vendor to sell a superior product or service and
The authors go on to make recommendations on how
provide exceptional feedback for customers.
green jobs and clean energy policies may be shaped in
order to best serve the residents of South L.A.
Phillips and Rasberry provide tips to help make the
readers’ product/business more marketable. For one,
UCLA Labor Center (2008). Construction Careers for Our
business-owners should clearly define what it is that
Communities. Los Angeles, CA.
they do and whom they aim to serve. Likewise, s/he
should determine whom to educate about his or her
This assessment focuses on whether the local hiring
business, and the medium used to convey that message.
provisions within Project Labor Agreements (PLAs)
The authors stress that readers should think about
for the City of Los Angeles, for the L.A. Community
all customers that can benefit from their products
College District, and the L.A. Unified School District
or services. Typically, businesses market exclusively
are successful in meeting a variety of goals. PLAs and
to those that they think will gain the most benefit or
local hiring provisions are currently being presented as
persons who are frequent users of their products.
one of the main ways in which green jobs can be made
However, with word-of-mouth marketing, business
accessible to low-income residents within a community.
owners should be aware that personal recommendations
Along with other findings, this report concludes that
sometimes come from people who do not necessarily
the local hiring requirements of 30 percent were met
use the product, but are nonetheless considered experts
and surpassed by all three PLAs.
in the field.

85
 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
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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.
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 Experience
This 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 Surprise
Surprise 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 Fun
Fun 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 Value
This 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 Solving
To 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 Tetrad
Schell 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.
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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 design
To 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
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.
89
 Art as Activism to post in a public space, or creating “seed-bombs” to
provide instant public landscaping.
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

90
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).
“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)

“Bibliography” section photo courtesy of iStockphoto “Annotated Bibliography” section photo courtesy of Chandini
(2010). Istockphoto_3612677-people-silhouette-collection. Singh
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).

91
92
 Flip me!
Flip me!

The rest of this report is in portrait format. Please turn this report clockwise.

93
This appendix contains materialsMarket Makeovers. They include the
for
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.

APPENDIX A
A-1
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
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  

3
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.

4
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

5
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

6
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

7
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.

8
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.

9
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?

10
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.

11
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

12
 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?

13
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.

14
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?

15
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.

16
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.

17
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?

18
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

19
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?

20
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.

21
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

22
 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

23
 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

24
 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

25
 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.

26
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

27
 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.

28
 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

29
 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?

30
 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.

31
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.

Icebreaker
p.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 Please

p.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 Sugar
p.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.

A-33
LOCATION
CERCANÍA
CERCANÍA
LOCATION
COST
PRECIO
PRECIO
COST
NUTRITION
NUTRICIÓN
NUTRICIÓN
NUTRITION
ORGANIC
ORGANICO
ORGANICO
ORGANIC
TIME
TIEMPO
TIEMPO
TIME
TASTE
SABOR
SABOR
TASTE
PUNTOS

SCORE
COMIDA

MEAL
JUNKY SNACK BAR

MERIENDA CHATTARA

MERIENDA SALUDABLE

HEALTHY SNACK BAR

5 g
+1 paquete
1 g
+0 paquetes
5 g
+1 paquete
CHEERIOS SCRAMBLED EGGS INSTANT OATMEAL
one bowl (28g)! one egg! one bowl (28g)!
un plato (28g)! un huevo! un plato(28g)!
CHEERIOS HUEVOS REVUELTOS AVENA INSTANTÁEA
5 1 0
SODIUM SATURATED FAT SATURATED FAT
TRANS FAT CHOLESTEROL SODIUM
CHOLESTEROL
g g g
+1 paquete +0 paquetes +0 paquetes
SODIO/SAL
GRASAS TRANS GRASAS SATURADA GRASAS SATURADA
COLESTEROL COLESTEROL SODIO/SAL
EGG MCMUFFIN BREAKFAST BURRITO BACON
one sandwich! one medium burrito (239g) ! 4 slices (32g)!
un sandwich! un burrito mediano (239g)! 4 tajadas (32g)!
MCMUFFIN DE HUEVO BURRITO DE DESAYUNO TOCINO
10 +2 paquetes

g 10 +2 paquetes

g 20 +4 paquetes

g
DOUGHNUT PANCAKES BLUEBERRY MUFFIN
1 traditional, unglazed doughnut (57g)! 2 cakes, no syrup (135g)! 1 small (2” diameter) muffin (66g)!
1 dona tradicional, sin glaseado (57g)! 2 hot cakes sin miel (135g)! 1 moilete pequeño (2 pulgadas de diámetro) (66g)!
DONA HOT CAKES MIOLETE DE ARÁNDANO
25 g
+5 paquetes

30 g
+6 paquetes

30 +6 paquetes

g
CHOCOLATE MILK POP TARTS YOGURT
one 8-oz. glass! 2 pastries! one 6-oz. container (170g)!
1 vaso de 8 onzas! 2 postres! 1 envase de 6 onzas (170g)!
LECHE DE CHOCOLATE POP TARTS YOGUR
5 g
+1 paquete
5 g
+1 paquete
1 g
+0 paquetes
PB SANDWICH TUNA SANDWICH GARDEN SALAD
1 sandwich, 2 tbsp peanut butter! ½ can tuna, mustard, lettuce, tomato! mixed greens, tomato, cucumber, no dressing (262g)!
½ lata de atun, mostaza, lechuga, tomate! lechugas, tomates, pepinos, sin aderezos (262g)!
1 sandwich, 2 cucharadas de crema de maní!
SANDWICH DE MANTEQUILLA DE MANÍ SANDWICH DE ATUN ENSALADA REGULAR
0 5 5
SATURATED FAT TRANS FAT SATURATED FAT
SODIUM SODIUM SODIUM
g g g
+0 paquetes +1 paquete +1 paquete
GRASAS SATURADA SODIO/SAL GRASAS SATURADA
SODIO/SAL GRASAS TRANS SODIO/SAL
CHICKEN STRIPS HAMBURGER HOT DOG
3 strips (141g)! 1 McDonaldʼs double quarter pounder! 1 regular beef hotdog, mustard, relish (99g)!
1 hamburgesa de McDonaldʼs de ¼ libra de carne! 1 perro caliente de res, mostaza condimento de pepinillo (99g)!
3 pechugas (141g)!
PECHUGAS DE POLLO, EMPANIZADOS HAMBURGESAS PERRO CALIENTE
15 10 10
NATURAL SUGAR NATURAL SUGAR
g g g
+3 paquetes +0 paquetes +0 paquetes
AZÚCAR NATURAL AZÚCAR NATURAL
WHOLE MILK APPLE GRAPES
one 8-oz. glass! 1 medium (3” diameter) apple (182g)! ~ 35 grapes (1 cup)!
1 vaso de 8 onzas! 1 manzana mediana (3” de diámetro) (182g)! más o menos 35 uvas (1 vaso)!
LECHE ENTERA MANZANA UVAS
25 +5 paquetes

g 25 g
+5 paquetes

40 g
+8 paquetes
PB&J SANDWICH MILKSHAKE SODA
2 tbsp jelly, 2 tbsp peanut butter! one 8-oz. shake! one 12-oz. can!
1 licuado de 8 onzas! una lata de 12 onzas!
2 cu. de servir de mermelada, 2 cu. de crema de maní
LICUADO GASEOSA
con mermelada!
SANDWICH DE CREMA DE MANÍ CON MERMELADA
1 g
+0 paquetes
0 g
+0 paquetes
1 g
+0 paquetes
BLACK BEANS & RICE CHICKEN & RICE GARDEN SALAD
¼ cup black beans, ¼ cup rice! ¼ chicken, ¼ cup rice! mixed greens, tomato, cucumber, no dressing (262g)!
¼ taza de pollo, ¼ taza de arroz! lechugas, tomates, pepinos, sin aderezos (262g)!
¼ de taza de frijoles, ¼ de taza de arroz!
FRIJOLES NEGROS CON ARROZ ARROZ CON POLLO ENSALADA REGULAR
5 1 1
TRANS FAT SODIUM SATURATED FAT
SODIUM SODIUM
g g g
+1 paquete +0 paquetes +0 paquetes
SODIO/SAL GRASAS SATURADA
GRASAS TRANS SODIO/SAL SODIO/SAL
MASHED POTATOES CANNED SOUP CHEESE & BEAN BURRITO
1 cup, home prepared, butter, whole milk! one 8-oz. can! 1 microwaveable burrito (149g)!
1 taza preparado en casa, c/mantequilla y leche entera! una lata de 8 onzas!
1 burrito para microonda (149g)!
PURÉ DE PAPAS SOPA ENLATADA BURRITO DE QUESO Y FRIJOLES
10 g
+2 paquetes

15 g
+3 paquetes

20 g
+4 paquetes
SKIM MILK HORCHATA ORANGE CHICKEN
one 8-oz. glass! one 8-oz. glass! 1 order, Panda Express!
1 vaso de 8 onzas! 1 vaso de 8 onzas!
1 orden de Panda Express!
LECHE DESCREMADA HORCHATA POLLO CON SALSA DE NARANJA
35 g
+7 paquetes

30 g
+6 paquetes

30 +6 paquetes

g
APPLE JUICE PLANTAINS MANDARIN CHICKEN SALAD
1 order, Wendyʼs, with dressing!
one 8-oz. glass! one cup (200g)!
1 vaso de 8 onzas! 1 taza, frita (200g)!
JUOG DE MANZANA PLÁTANOS
1 orden de Wendyʼs, con aderezo!
ENSALADA DE POLLO EN SALSA DE MANDARINA
30 g
+6 paquetes

45 g
+9 paquetes

30 g
+6 paquetes
SNICKERS MOUNTAIN DEW M & M’s
SNICKERS MOUNTAIN DEW M & M’s
SNICKERS MOUNTAIN DEW M & M’s
40 45 60
GASEOSA DE NARANJA LICUADO BLIZZARD DE DAIRY QUEEN
g g g
+8 paquetes +9 paquetes +12 paquetes
SWEET TARTS ORANGE SODA DQ BLIZZARD
SWEET TARTS ORANGE SODA DQ BLIZZARD
SWEET TARTS GASEOSA DE NARANJA LICUADO BLIZZARD DE DAIRY QUEEN
50 35 35
BATIDO DE FRUTA GALLETAS OREO
HELADO SUNDAE CON DULCE DE LECHE (DE CHOCOLATE)
g g g
+10 paquetes +7 paquetes +7 paquetes
FUDGE SUNDAE SMOOTHIE OREOS
FUDGE SUNDAE SMOOTHIE OREOS
HELADO SUNDAE CON DULCE DE LECHE (DE CHOCOLATE) BATIDO DE FRUTA GALLETAS OREO
20 35 35
PAY DE MANZÁNA CHOCOLATE MILKY WAY SKITTLES
g g g
+4 paquetes +7 paquetes +7 paquetes
APPLE PIE MILKY WAY BAR SKITTLES
APPLE PIE MILKY WAY BAR SKITTLES
PAY DE MANZÁNA CHOCOLATE MILKY WAY SKITTLES
5 5 25
RAW CARROTS STRAWBERRIES MANGOS
g g g
+1 paquete +1 paquete
+5 paquetes
ZANAHORIA CRUDA FRESAS MANGOS
RAW CARROTS STRAWBERRIES MANGOS
ZANAHORIA CRUDA FRESAS MANGOS
20 10 15
TANGERINES WATERMELON CANTALOUPE
g g g
+4 paquetes +2 paquetes +3 paquetes
MANDARINA SANDÍA MELON
TANGERINES WATERMELON CANTALOUPE
MANDARINA SANDÍA MELON
10 15 15
BEETS APRICOTS GRAPEFRUIT
g g g
+2 paquetes +3 paquetes +3 paquetes
REMOLACHA CHABACANOS/DAMASCOS POMELO
BEETS APRICOTS GRAPEFRUIT
REMOLACHA CHABACANOS/DAMASCOS POMELO
AB
TRAMPA!

TRICK!
C
 DRIED BEANS COOKED BEANS WINTER
FRIJOLES SECOS FRIJOLES COCIDOS INVIERNO
CANNED BEANS SPRING
Drumroll Please...
Price Questions
FRIJOLES ENLATADOS PRIMAVERA
 CHICKEN
10 cents 15 cents
5 cents

POLLO
SUMMER BEEF AND BEAN CHILE
VERANO CHILE CON CARNE
 STRAWBERRIES RASPBERRIES
Drumroll Please...
Nutrition Questions
FRESAS FRAMBUESAS
GRILLED SHRIMP BANANA ORANGE
CAMARONES PLATANO NARANJA
 BELL PEPPER LETTUCE GUAVA
PIMIENTO DULCE LECHUGA GUAYABA
BLUEBERRIES BROCCOLI BRUSSEL SPROUTS
ARANDANOS BROCOLI COLES DE BRUSELAS
 600 1,350

Obesity
2,000 Obesidad

Alcohol
Consumption Congestion
Consumo de Congestion
Alcohol
1 c. BAKED BEANS CHEESE MANGO
1 lata de
frijoles al horno QUESO MANGO
3 oz STEAK 1 c. COTTAGE POTATO CHIPS
CHEESE
1 lata de
3 onzas de bistec Requeson PAPITAS FRITAS
12 5% 20%
5 37 15%
 10,000
25% 60%
50% 70%
Drumroll Please...
Geographic
Questions
40,000 140,000
15
 Handouts
These handouts should be distributed to each workshop participant at the end of the session

Recipes
These 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 Handouts
Dangerous World of Processed Foods
Healthy Snack Ideas
Growing and Edible Garden
Hidden Sugar
It’s Time to Get Healthy!

A-72
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.
 Snacks Breakfast
Three-Cup Quick Start
Yogurt with Fresh Fruit and Coconut
1 cup whole-grain oat cereal
8 oz. plain yogurt 1 cup water, or milk
1 cup fruit in season (kiwi, strawberries, mango), diced 1 cup blueberries (or fruit of choice)
2 teaspoons grated coconut
1 teaspoon flax seeds Heat oats in the milks stirring gently until desired texture is
reached. Add blueberries and serve.
Mix fruit in yogurt and top with grated coconut and flax seeds.
Rolled Oats with Cinnamon and Apple

Ultra Energy Trail Mix 1 cup rolled or steel-cut oats

1 apple, diced
1/2 cup dried wild blueberries Pinch ground cinnamon
1 cup raw almonds, whole 1 tablespoon flaxseeds
1 cup raw cashews, whole 1/3 cup chopped walnuts
1 cup raw walnuts, whole
1 cup hulled raw pumpkin seeds Cook oats as directed on package. Add apple and cinnamon. Simmer
1 cup hulled raw sunflower seeds until desired texture is reached. Top with flaxseeds and walnuts.

Mix ingredients together. Store in a covered jar and keep in a cool, Pumpkin Oatmeal
dark place.
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!)
21 2
 Dinner Breakfast
Rice Burritos & Ranchero Beans Amish Baked Oatmeal
3/4 medium onion, chopped 1cup old fashioned oats
Ranchero Beans (recipe below) 1 apple, chopped
3-1/2 tablespoons salsa 1 cup chopped walnuts
4 tablespoons shredded cheddar cheese (2 for topping) Pinch salt
1 cup cooked rice 1 cup water
4 8-inch flour or corn tortillas 1/4 teaspoon vanilla
Dates
Spray saucepan with cooking oil and heat for about a minute over
medium heat. Add onion and cook until tender. Add beans, salsa, Combine oats, walnuts, raisins, and salt in a bowl and mix well. In
rice, and half of the cheese. Heat thoroughly. Warm tortillas. Spoon a separate container combine water and vanilla. Add other ingre-
equal parts of bean mixture down center of each tortilla. Fold tortilla dients, stir gently. Spray baking dish with oil. Bake at 350º for 15
around filling. Top with remaining shredded cheese. minutes. Stir in dates and serve.

Ranchero Beans
Whole Wheat Ricotta Blueberry Crepes
1/2 pound sliced bacon, cut crosswise in 1/2-inch pieces
2 bay leaves 1 1/4 cups whole wheat flour
1 teaspoon dried oregano 2 teaspoons baking powder
2 teaspoons ground cumin 1 egg
1 medium yellow onion, finely chopped 1 cup milk
1 jalapeno chile, seeded, ribbed and chopped 1/2 teaspoon salt
1 (14-ounce) can chopped tomatoes with liquid 1 cup ricotta cheese
1 (12-ounce) can pinto beans, washed and drained 1/2 cup blueberries
Heat skillet over high heat 2 minutes. Add the bacon and fry until Sift together flour and baking powder, set aside. Beat together
crisp, stirring frequently. Transfer the bacon to a paper towel to the egg, milk, salt. In separate bowl, fold blueberries into ricotta
drain. Discard all but 1 tablespoon of the bacon fat. Add bay leaves, cheese. Preheat skillet over medium heat, and spray with cooking
oregano, cumin, onions, chile, tomatoes, and beans to the skillet. spray. Pour 1/4 cup of the batter into pan for each pancake. Cook
Cook the beans on a low flame for about 20 to 30 minutes, stirring until bubbles appear, about 1 minute. Turn, and cook until golden
occasionally. Remove the bay leaves before serving. brown. Put on plate, spread with ricotta mixture and roll up.
19 4
Dinner Breakfast
Yam Quesadillas Bacon and Sage Potato Pancakes

1 cup onions, minced 2 slices bacon, diced

1 garlic clove, minced 1 potatoes, peeled and quartered
1/2 tablespoon olive oil 1/2 red onion, quartered
1 teaspoon dried oregano 1 garlic clove
3/4 teaspoon dried marjoram 2 sage leaves, finely chopped
3/4 teaspoon chili powder 1 egg
3/4 teaspoon ground cumin 1 tablespoon whole grain flour
2 c. cooked yams ( or 1 c. yams, 1 c. black beans) Oil, for frying
4 whole wheat tortillas
1/2 cup finely grated sharp cheddar cheese Cook bacon until crispy. Remove to a paper towel. Discard bacon fat
salsa (optional) 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
For yams (3 yams): towel and squeeze out excess liquid.
Peel, cube and boil until tender (30 minutes). Drain. Add 3 Place potato mixture in a large bowl and mix in sage, eggs, flour,
tablespoons butter, 1 teaspoon cinnamon. Mash or dice. cooked bacon and salt and pepper, to taste.
Fill the skillet with 1/4-inch of oil and heat until it ripples. Form
Saute onion and garlic in olive oil until translucent. Add oregano, potato cakes 3 inches wide, and place in pan. Cook until crispy and
basil, marjoram, chile powder and cumin. Cook another minute brown pressing down periodically to flatten, about 2 minutes per
until fragrant. Add yams (and beans if using). Stir to combine side. Remove to a paper towel lined plate.
and heat through.
Spread 1/2 cup of the filling on half of a tortilla leaving border Horseradish Cream: (for lunch pancakes)
on edge. Sprinkle 2 tablespoons cheese and fold over, pressing
slightly to spread filling to edges. Place quesadillas on lightly 1/4 cup sour cream
oiled baking sheet. Brush top with olive oil. Bake 400° 15-20 1 tablespoon prepared horseradish
minutes until lightly browned. Serve with salsa. 1/2 tablespoon lemon juice
Salt

In a small bowl, mix ingredients. Cover and refrigerate.

Yield: 1/4 cup

17 6
 Dinner Lunch
Egg and Avocado Sandwich
Cajun Grilled Chicken Breasts
2 strips bacon, or turkey bacon
4 boneless chicken breast halves
1 egg
2 teaspoons olive oil
2 slices whole grain bread, toasted
2 teaspoons Cajun spices*
1 oz. cream cheese, room temperature
1 tablespoon parsley, chopped
1 teaspoon minced green onion
Tomato slice
Prepare grill or broiler. Place chicken between 2 sheets of wax
1/2 avocado, peeled, pitted and sliced
paper and pound lightly with a mallet or other heavy flat object to
flatten slightly. Brush both sides of chicken with oil and sprinkle
Toast bread. Cook bacon strips until crisp. Fry the egg in small
with spice. Grill or broil 4-6 minutes per side 5 inches from heat
amount of oil. Flip the egg and break the yoke. When done, place
source until cooked through. Serve sprinkled with parsley.
on bread and top with rest of ingredients.
(Cajun spices: paprika, onion powder, garlic powder, dried basil, chili
powder, dried thyme, ground mustard, ground cloves) Ham Salad Sandwiches

1/4 pound cooked ham, chopped

Easy Vegetables with Lemon and Garlic 1/4 cup shredded cheddar cheese
1/4 cup celery, finely chopped
1-1/3 cups small cauliflower florets 1/4 cup scallions, finely chopped
1-1/3 cups broccoli florets 2 tablespoons carrot, shredded
2 teaspoons olive oil 2 tablespoons mayonnaise, or salad dressing
1 tablespoon, plus 1 teaspoon lemon juice 1 egg, hard cooked, chopped
1 clove garlic, crushed 1/4 teaspoon garlic powder
1-1/4 teaspoon fresh parsley, chopped 8 slices rye bread
4 lettuce leaves
Steam cauliflower and broccoli florets for 10 minutes, or until
tender. In a small saucepan, place olive oil, lemon juice, and garlic. Except bread and lettuce, combine all ingredients in food
Cook over low heat for 2-3 minutes. Put vegetables in a serving dish. processor, or a bowl, and mix well. Chill thoroughly. Spread over
Pour lemon and garlic sauce on top. Garnish with parsley. half the bread. Top with lettuce and another slice of bread.

15 8
 Dinner Lunch
Broccoli Soup
Rice and Chicken Casserole
4 tablespoons butter, room temperature
2 cups water
1-1/2 pounds fresh broccoli
1 cup raw brown rice
1 large onion, chopped
Pinch of salt
1 carrot, chopped
2 tablespoons butter
Salt and pepper
1/2 red pepper, diced
3 tablespoons whole grain flour
1/2 white onion, diced
4 cups chicken broth
1 celery stalk, diced
1/2 cup cream
2 tablespoons flour
Homemade Croutons, recipe below
3 cups chicken broth
1 cup frozen baby peas
Melt 4 tablespoons butter in heavy pot over medium-high heat.
1 to 2 cups diced cooked chicken
Add broccoli, onion, carrot, salt and pepper and saute until onion
1/2 cup breadcrumbs
is translucent, about 6 minutes. Add the flour and cook 1 minute,
until the flour reaches a blonde color. Add stock and bring to boil.
Rice:
Simmer uncovered until broccoli is tender, about 15 minutes. Pour
Bring water to a simmer. Add rice, stir occasionally. Turn down heat
in cream. In blender, puree the soup. Salt and pepper, to taste. Serve
to simmer. Cook uncovered 40 minutes or until tender.
hot with Homemade Croutons.
Preheat oven to 350º.
In saucepan, melt butter. Add the red pepper, onion, and celery and Homemade Croutons
cook for a few minutes until they have started to wilt.
Add the flour and stir until it browns slightly. Day old whole grain bread
Add chicken broth and stir until sauce thickens. Shut off the heat. Olive oil
Add the peas and defrost them in the sauce while rice is cooking. Salt and pepper to taste
When rice is done, put chicken mixture and rice in casserole dish. Stir 1/4 teaspoon red pepper flakes
gently until rice is moistened and chicken is evenly distributed.
Sprinkle breadcrumbs on top. Bake 20 minutes until thoroughly Preheat oven to 400º
heated. Serve immediately. Cut bread into cubes and place in large bowl. Drizzle cubes with
olive oil, salt, pepper and red pepper flakes. Mix well. Spread
seasoned bread onto a sheet pan and bake about 15 minutes.

13 10
 Breakfast Snacks
Eggs Olé Hint of Orange Carrot Cake

2 large eggs
2 teaspoons salsa
1 tablespoon guacamole Walnut oil
Cooking Spray (or 1 tsp. oil) 6 eggs
1/2 cup honey
Spray skillet with oil. When skillet is hot, crack eggs into skillet, 6 to 8 medium carrots
breaking the yolks. Cook on one side for 30 seconds, or until fully 2 tablespoons grated orange zest
cooked. Top with remaining ingredients. 1 tablespoon frozen orange juice concentrate
1 teaspoon ground ginger
3 cups almond meal

Mexican Egg Scramble 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
2 eggs almond meal. Spoon into pan. Bake 50 minutes, or until knife
1/4 cup canned black beans, rinsed and drained inserted into center comes out clean. Cool 15 minutes.
1 ounce reduced-fat cheddar cheese
2 tablespoons salsa
Brownies
Scramble eggs with 1/4 cup canned black beans and the cheddar
1 cup raw pecans
cheese. Top with 2 tablespoons salsa.
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.

1 22
 Breakfast Dinner
Apple Flax Pancake Pan Seared Scallops with Sesame Sauce

1 egg 4 ounces noodles, or pasta

1 tablespoon plain yogurt 1/4 cup reduced-sodium soy sauce
Pinch of stevia sweetener* (optional) 3 cloves garlic, minced
1/4 teaspoon vanilla 1 tablespoon rice vinegar
2 tablespoons flax meal (ground flax seeds) 1 teaspoon sugar
1/3 apple, cut into 1/4-inch pieces 2 teaspoons sesame oil
Sprinkle of cinnamon 1 teaspoon cornstarch
1/4 teaspoon crushed red pepper flakes
Beat egg with yogurt, stevia, and vanilla until fluffy. Add in flax 1 tablespoon olive oil
meal, apple or fruit, and desired spices; stir until mixed. Let sit for 6 large sea scallops
2-3 minutes while you preheat a nonstick skillet with a bit of 1/4 cup scallions, chopped
coconut oil or cooking spray.
Pour batter into bottom of small skillet and cook a few minutes on Soak noodles in hot water for 10 minutes, until tender. Strain and
each side, until nicely browned. Serve spread with natural peanut set aside. While the noodles are soaking, in a small bowl, whisk
butter or some yogurt and fruit! together soy sauce, garlic, vinegar, sugar, sesame oil, cornstarch,
and red pepper flakes. Set aside.
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.

*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
 Breakfast Lunch
Spinach & Bacon Omelet Cole Slaw

1 or 2 eggs 1/2 medium head of green cabbage, finely chopped

2 slices cooked turkey bacon, crumbled 1/3 cup white vinegar
1 cup baby spinach 1/2 small green pepper, chopped
Cooking spray 3 tablespoons oil
1 slice whole-grain toast 1 tablespoon sugar
1 teaspoon butter 1 tablespoon pimentos (optional)
1 teaspoon instant minced onion
Whisk together eggs, bacon and spinach. Spray skillet with oil; cook 1 teaspoon salt
egg mixture and serve. 1/2 teaspoon celery seed
1/2 teaspoon dry mustard
Vanilla Spice French Toast with Apple 1/4 teaspoon pepper

1 egg Mix, cover, refrigerate three hours. Drain before serving.

1 teaspoon vanilla extract
Dash of cinnamon Italian Chopped Salad
Dash of nutmeg
2 pieces whole-grain bread 4 teaspoons red wine vinegar
1/2 medium apple, sliced 1/4 teaspoon salt
1/8 teaspoon pepper
Whisk eggs, vanilla, and spices together. Dip bread into egg 3 tablespoons extra-virgin olive oil
mixture. Spray skillet with oil and saute bread on each side 2 cups finely chopped romaine lettuce (from 1/2 head)
until brown (about 3 minutes). Top with apple slices. 2 cups finely chopped radicchio (from 1/2 large head)
1/2 cup drained canned white beans, rinse and pat dry
Three-Cup Quick Start 8 oil-packed sun-dried tomatos, drain and chop

1 cup rolled oats Whisk the vinegar, salt, and pepper in a large bowl to blend.
1 cup water, or milk Gradually whisk in the oil to blend. Add the lettuce, radicchio, beans,
1 cup blueberries and sun-dried tomatoes. Toss to coat. Serve.

Cook oats as directed on package. Add blueberries and serve.

5 18
 Lunch
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 the
second can of beans and pulse until beans are incorporated but
still 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.
7 16
Dinner
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.
 Lunch
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.
9 14
Dinner
Broccoli with Basil Mushrooms
11 ounces broccoli florets
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.
 Lunch Lunch
Rice Salad Avocado and Black Bean Salad
1/2 cup sliced almonds 1/2 cup freshly chopped cilantro leaves
4 cups low-sodium chicken stock 1/4 cup extra-virgin olive oil
1/2 teaspoon salt 2 tablespoons freshly squeezed lime juice
2 tablespoons extra-virgin olive oil 2 or 3 dashes hot sauce (recommended: Tabasco)
2 cups brown basmati rice, rinsed 4 cups chopped romaine lettuce
1 medium orange, zested 2 avocados, peeled and diced
1 lemon, zested 2 cups fresh or frozen corn, thawed and drained
1 cup thinly sliced green onions 2 (15-ounce) cans black beans, rinsed and drained
1 cup chopped cherry tomatoes
For Vinaigrette: 3/4 cup (3 ounces) grated pepper jack cheese
1/2 cup extra-virgin olive oil
1/4 cup fresh orange juice In a small bowl, whisk together the cilantro, oil, lime juice and hot
3 tablespoons fresh lemon juice (about 1 lemon) sauce. In a large serving bowl, add the lettuce, avocado, corn, beans,
2 tablespoons soy sauce tomatoes, and cheese. Add the dressing and toss well. Salt and pep-
1 tablespoon honey per, to taste. Serve.
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.
11 12
 The Dangerous
PROCESSED FOODS
World of
Fat, Salt, Sugar
Foods 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.

Caffeine
Caffeine 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 Steinman

Four 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.

www.marketmakeovers.org
A Better Way to Eat!
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...

Mixed seeds, strips

Unsweetened applesauce of red pepper, sliced
with a slice of toasted mushrooms
wholegrain bread
Apple slices with
HEALTHY SNACKS

Carrot Sticks, peanut butter

Multigrain crackers
Cherry Tomatoes or
topped with cheese
Green Beans servied
and sliced green grapes
with Guacamole

1 2 3 4 5

6 7 8 9 10

Natural yogurt with

pumpkin, sesame, A bowl of natural
sunflower seeds, and a yogurt with a cup of Cottage cheese
pinch of cinnamon unsweetened granola with pineapple
A handful of nuts, Air-popped
carrot sticks and slices popcorn with
of cucumber herbs

REMEMBER: They will sell what we buy!

Tell your local food provider you want the real choice of real food.

www.marketmakeovers.org
Growing an Edible Garden...
...saves you
money on buying ...allows you
produce! to eat fresher,
is educational! healthier,
You can learn tastier
...can help you lose weight!
yourself and teach produce!
You burn as many calories
during 45 minutes of your children where
gardening as 30 minutes of food comes from.
aerobics

...reduces stress! ...allows you to

Working in a experiment!
garden can be ...gives you You can choose from
peaceful and confidence! hundreds of varieties
relaxing you know where your of fruits, vegetables
food came from and and herbs.
what is in it

www.marketmakeovers.org
Hidden Sugar!
1 sugar cube = 1 teaspoon sugar
1 sugar cube = 4.2 grams sugar

SNACKS 10.75 16.5

DRINKS
3.5 6
27.5

11.75
4.75
11.75
13.75

6.75 27
28

8.5
19.5
4.5 7.5
31
4.75 4.75
13.5
18.5
6
OTHER

3
12
1

1 7.25
6.75 6.5

1.5
16.5
1.5

www.marketmakeovers.org
 t’s Time to get
HEAL HY
Guess 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.

www.marketmakeovers.org
Cartoons for Fun
 Cartoons
Just for Fun
p.91 These cartoons can be used to liven up a flier or given out just for fun

The Getcha Hooked Gang

p.92 - Video Snapshots
p.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.

A-92
The Getcha Hooked Gang
Starring

Fat
Salt
Sugar
GETCHA HOOKED GANG SONG
Lyrics by Katherine Green

We’ll be waitin’ after school for you don’t forget

We’ll help keep you chunky and a little in debt
Fat, salt, sugar—alone we’re a drain but when
You eat us together we will own your brain.

‘Cause we’re the “getcha hooked” gang

Chemistry’s our thang, yeah,
We turn your body to sludge
We 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-- but
I’ll leave you sicker, yeah, and thicker in the thigh.

‘Cause we’re the “getcha hooked” gang

Baby, that’s our thang!
We’re the ‘getcha hooked” gang
Gonna break ya down one bite at a time.

We’ve got nothin’ of value we can offer you

Just pounds to drag around so you’re always blue.
We’re made up of chemicals and pesticides
Fill up, suckers, for a cancer surprise!

‘Cause we’re the “getcha hooked” gang

Baby, that’s our thang,
We’re the ‘getcha hooked” gang
Gonna break ya down one bite at a time.
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.

APPENDIX B
B-1
  

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  

  

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.  

  2  
  
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.    

  3  
  
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:  
 

  4  
  
 
 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!

  5  
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  

  6  
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!  

  8  
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.  

  9  
  
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  

  12  
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.  
 
 
 

  13  
  
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.  

  14  
  
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.  
 

  15  
  
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.”  

  16  
  
 
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.”  

  17  
  
 
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”  

  18  
  
 
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?  

  19  
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  

  20  
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?  

  21  
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.

  22  
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  

  23  
 o Powerpoint  slide  or  posters  featuring  the  following  images:  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 

  24  
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.  

  25  
  
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.”  
 

  26  
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  

  27  
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.  
 

  28  
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.  

  29  
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.  
 
 

  30  
• 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?

  31  
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  

  32  
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!  

  33  
  
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:  
 
 
 

  34  
• 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.  
 

  35  
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.    

  36  
  
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?  
 

  37  
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).  

  38  
  
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  

  39  
• 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.  

  40  
  
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.  

  41  
  
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.    

  42  
  
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.    

  43  
  
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.  
 
 
 
 
 
 
 

  44  
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.  
 
 
 

  45