Power of the Protest:

A Social Studies Unit by Emily Fillingham

Where globalization means, as it so often does, that the rich and powerful now have new means to further enrich and empower themselves at the cost of the poorer and weaker, we have a responsibility to protest in the name of universal freedom. Nelson Mandela

PART #1 Unit Title: Power of the Protest Subject/Topic Areas: World History, Current Events Time Frame: 1517 Present (Starting with the Protestant Reformation) Key words: power, social protest, social justice, authority, revolution Designed by: Emily Fillingham For 9th grade at the Philadelphia High School for Girls PART #1A Rationale In the School District of Philadelphia instructional unit timeline for World History, students are required to learn World History chronologically. However, this unit on Social Protest is thematic and deals with various social protests that happened in world history in the past five hundred years. Normally, I would be skeptical in teaching World History chronologically to my students because I have observed that students do not understand the concept of change over time. However, I am hoping to use this unit as an experiment to see if students understand the concept of change over time by studying one theme throughout World History: social protest. One of the Big Ideas stated in the School District of Philadelphias instructional unit for the World History course is: The National Council for Social Studies states that in order for students to understand the historical development of structures of power, authority, and governance, students must evaluate the relationships between governance and leadership while exploring questions such as: What is power? What forms does it take? Who holds it? How is it gained, used, legitimized and justified? Throughout this unit, students will study different social protests in World History by understanding the intersection of power, authority, and social change. Students will understand how power can be used in a variety of ways: including but not limited to political leaders and leaders of social movements. They will explore how the power of authority and how peoples resistance, violent and nonviolent, can lead to change over time. More importantly, this unit will address what many units in the School Districts World History instructional unit fails to do: relate social protest to the present day. Many of the social protests discussed throughout this unit will lay the foundation for modern human relations and how revolutions continue to persist today (most recently, the Arab Spring for example). By connecting the history of social protest to the present, students will be able to gain a better perspective on the world, but importantly, I hope that students will gain the knowledge and agency to effect change in the world we live in today.

Brief Summary The first lesson of this unit addresses Social Protest 101: What is social protest? What is a social issue? What is social justice? How does social protest affect change? The introductory part of this unit will gives students a sneak peek for the final project: It will allow each student to meet with Mayor Nutter about an issue affecting Philadelphia, and how would they address that issue to the Mayor. Additionally, in light of the most recent elementary school shooting in Connecticut and the continuing gun violence in Philadelphia, this unit will address gun violence as a social issue that students can protest about. After Social Protest 101, the unit begins with the Protestant Reformation in the 16th century with Martin Luther. These lessons will allow students to examine Martin Luther as a revolutionary thinker, and how writing a document like 95 Theses was a form of social protest at the time and how this document still affects the world we live in today. Following the Protestant Reformation, unit moves forward to the 20th century to discuss South African Apartheid. Students will assess whether or not literature can be a form of protest as they read South African poetry written around the time of the events surrounding the Sharpeville massacre. Students will watch raw footage of a documentary made for American television about South African Apartheid and analyze how this perception of Apartheid affects how people create social change. After discussing South African Apartheid, the unit moves into the 21st century to discuss the events surrounding the Arab Spring. Students will compare and contrast social protest with revolution, and assess whether or not the Arab Spring was a revolution. They will divide up into various groups to study the history of protest individual countries involved in the Arab Spring. They will make short presentations to the class. Finally, students will take what theyve learning from the previous lessons and make their own social protest of their choosing in groups of four based on their interest in a social issue. PART #2 Enduring Understandings History presents students with the dilemmas, choices, and beliefs of people in the past. It connects students with the wider world as they develop their own identities and sense of place. Social protests come in multiple forms: individual or mass, as well as through literature, film, music, speech, or politics. Students will understand that people around the world experience injustices. Students will develop empathy for people whose experiences differ from their own. Students will understand how and why people take action to address injustice.

PART #2 A Essential questions for the unit Overarching How does social protest affect social injustice? Topical What is social injustice and how do people address social injustice? Was Martin Luther a revolutionary thinker? How can literature and film be a form of protest? When and how does a social protest become a revolution? How can I affect social change?

Part #2B Students will know Conflict Social Change Authority Power Social Justice Social Protest Identity Protest Values Perspectives Context (Time and Place) Race Relations Religious Tolerance Religious Intolerance Martin Luther 95 Theses Sharpeville Massacre Race in South Africa Apartheid Arab Spring Revolution Students will be able to Interpret a variety of primary sources (film, photographs, poetry, etc.) to determine different forms of social protest and how they affect change. Research and analyze through online sources how different countries in the Middle East contributed to the Arab Spring. Create their own social protest about a social issue that they care about.

Part #3 Instructional strategies to develop essential skills and content/concepts: Do-Now Reflections Think-Pair-Share Reflections TABA Chart Poetry analysis Film analysis Image analysis: Photographs and Paintings Computer research Make Your Own Social Protest PowerPoint Presentations with Lecture and Activity Materials/equipment Computer cart Social Protest Intro PowerPoint Graphic Organizer for Social Protest Intro PowerPoint Do We Have the Courage to Stop This? by Nicholas Kristof (New York Times, December 15, 2012) Two Video clips from newsworks.org: o Donnie Andrews fight against Philadelphia gun violence: https://www.youtube.com/watch?v=m0AEpa8fWnk o What motivates gun violence in our communities? https://www.youtube.com/watch?v=4i5I6XcA0_c Martin Luther PowerPoint Graphic Organizer for Martin Luther PowerPoint 95 Theses Rap Lyrics & Video: o http://www.youtube.com/watch?v=dt5AJr0wls0 The Effects of the Protestant Reformation Packet (including Matrix) Protestant Reformation Reading & Homework #1 Primary Sources Activity (SOAPS)Two copies (do not make double-sided) for each student Primary Sources and Terms (Make copies for each group, about 8) Part II: Apartheid and Its Opposition Reading & Study Guide from Choices Curriculum SOAPS Film Worksheet Raw footage on South African Apartheid from the Film Archives, 1957: https://www.youtube.com/watch?v=MOA66AOG52M 1950s Protest Poetry Packet from Choices Curriculum Arab Spring Protest by Country Presentation Questions The Arab Spring: A Year Of Revolution NPR article from December 17, 2011:

http://www.npr.org/2011/12/17/143897126/the-arab-spring-a-year-of-revolution Arab Spring Protest by Country TABA Chart Old magazines Scissors Markers Posterboard Index cards, one for each student Final Project for Social Protest Description

Part #4 Assessment Evidence Performance Tasks The final project culminating this unit will ask students to use the content and skills they have learned about social protest and make their own social protest. Key Criteria for performance task. For the final projects, students will be graded on: o Presenting the content: What are the current events and commentaries surrounding the social issue students wish to protest about? o Presenting the protest: How will students present the protest? How will they convince me that their social issue needs to be changed? Other evidence of learning: Daily reflections through independent writing and/or Think-Pair-Share (Do-Now or Exit Ticket activities in the beginning or the end of class) Homework for all lessons Graphic organizers for each PowerPoint Presentation Discussion Background of unit prior to and following this Power of the Protest unit: Before students begin this unit, students will have just finished a unit on the European Middle Ages. As mentioned in the Unit Rationale, this World History is in chronological order, which is why the unit begins with the Protestant Reformation. Afterwards, we will begin a unit on the Renaissance (and the Protestant Reformation fits right in).

Lesson 1: Introduction to Social Protest 9th Grade, World History, 50 Minutes

Objectives (Students will be able to): Discuss a social issue going on in their own community in Philadelphia. Reflect on social change and power about an issue that they care deeply about and would like to change. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 1 & 2: What is social injustice and how do people address social injustice? Materials Do We Have the Courage to Stop This? by Nicholas Kristof (New York Times, December 15, 2012) Two Video clips from newsworks.org: o Donnie Andrews fight against Philadelphia gun violence: https://www.youtube.com/watch?v=m0AEpa8fWnk o What motivates gun violence in our communities? https://www.youtube.com/watch?v=4i5I6XcA0_c Homework Assigned prior to lesson: Read the article and take notes: Do We Have the Courage to Stop This? by Nicholas Kristof (New York Times, December 15, 2012), an op-ed about the recent elementary school shooting in Connecticut. *In their notes, students should look up vocabulary they do not know and write definitions in their notes. Students will not get full credit if they do not do this. Assigned after lesson: Write a reflection on the following question (minimum 1 paragraph, 4-6 sentences): o What kind of meaningful action do you think the United States should take to prevent future mass shootings? Why? Use the article as evidence for your answer.

Learning Activities in Order of Sequence I. Bell Ringer: Do-Now [15 minutes]

I. As students enter the room, students will spend 5-10 minutes reflecting on the following prompt on a separate piece of paper: If you had a meeting with Mayor Michael Nutter about an issue that affects your community in Philadelphia that you would like to change, what would you tell him? In this reflection, indicate what specific issue youd like to address with Mayor Nutter and how you propose to change it. i. Some students may not be aware of current issues affecting Philadelphia, so it will be helpful to list out some suggested items for them to discuss: Gun violence Education reform Littering and Pollution Racism ii. Remind students that you will not collect the Do-Now but we will build on this reflection throughout this unit, so they should remember to keep their Do-Nows in a safe place and bring them to World History class every day. II. As the teacher, you will be circling the room during this silent Do-Now ensuring that students are not only reflecting on this prompt, but take a look at a few DoNows to make sure students are writing about a specific issue and how they would propose to change that issue. II. Discussion about the Do-Now [15 minutes]: I. Once students are finished with their reflections, the teacher will ask students to come back together to talk about what they wrote. The teacher will ask 2-3 students to share what they wrote on their reflections. After each student shares, make sure that it is clear that the class knows: i. Why that student wrote about that particular issue. ii. How the student proposed to Mayor Nutter as to how to change that issue. II. After the first two students share, the students will make connections and similarities between what students have shared in their reflections with the class. Depending on what thoughts and reflections students share, it is vital that the class discusses the following (if students do not bring up the following points of conversation, the teacher should): i. Similarities in types of issues and ways of addressing issues ii. Observations about power of authority, especially in regards how the student explained the issue to Mayor Nutter.

III. Transition: [Teacher talk]: Thank you for sharing your thoughts about issues that concern you in Philadelphia. These issues are called social injustices. In this unit, we will discuss some of the social injustices in the history of the World and how people sought out to change those issues. First, we will start with an issue that affects the Philadelphia community: gun violence. III. Activity 1: Gun control in Philadelphia [20 minutes] I. Project on board the following statistics for students: i. http://phillypolice.com/about/crime-statistics/ ii. These statistics show the Year-End totals for homicide victims in Philadelphia and compares homicide data from the same day last year (so stats change from day-to-day on the website). iii. After reading the statistics together, ask students: What do these statistics mean about gun violence? What do these statistics mean about gun control? What do these statistics mean about Philadelphia? II. Show the following video clips in order. i. What motivates gun violence in our communities? from newsworks.org This 3 minute clip talks about gun violence motivation within the Philadelphia community ii. Donnie Andrews fight against gun violence in Philadelphia from newsworks.org Example of social protest: This two-minute clip focuses on one Philadelphia resident who protests against gun violence in Philadelphia. iii. After youve shown these video clips, ask the audience the following questions about the video clips: 1. How do you feel after watching those video clips? Or, what do you think about after watching those video clips? 2. What is Donnie Andrews protesting about? 3. Why is Donnie protesting? 4. How is Donnie protesting? 5. At the end, mention to students what happened in Newton, Connecticut late last year with the gun shooting at an elementary school. Ask them: a. What they thought about the article (Do We Have the Courage to Stop This?) and what they wrote about in their reflections for homework?

b. What if this happened in Philadelphia? Or at Girls High? c. How would you react? What would you do if you lived in this community?

Do We Have the Courage to Stop This? - NYTimes.com

http://www.nytimes.com/2012/12/16/opinion/sunday/kristof-do-we...

December 15, 2012

Do We Have the Courage to Stop This?

By NICHOLAS D. KRISTOF

IN the harrowing aftermath of the school shooting in Connecticut, one thought wells in my mind: Why cant we regulate guns as seriously as we do cars? The fundamental reason kids are dying in massacres like this one is not that we have lunatics or criminals all countries have them but that we suffer from a political failure to regulate guns. Children ages 5 to 14 in America are 13 times as likely to be murdered with guns as children in other industrialized countries, according to David Hemenway, a public health specialist at Harvard who has written an excellent book on gun violence. So lets treat firearms rationally as the center of a public health crisis that claims one life every 20 minutes. The United States realistically isnt going to ban guns, but we can take steps to reduce the carnage. American schoolchildren are protected by building codes that govern stairways and windows. School buses must meet safety standards, and the bus drivers have to pass tests. Cafeteria food is regulated for safety. The only things we seem lax about are the things most likely to kill. The Occupational Safety and Health Administration has five pages of regulations about ladders, while federal authorities shrug at serious curbs on firearms. Ladders kill around 300 Americans a year, and guns 30,000. We even regulate toy guns, by requiring orange tips but lawmakers dont have the gumption to stand up to National Rifle Association extremists and regulate real guns as carefully as we do toys. What do we make of the contrast between heroic teachers who stand up to a gunman and craven, feckless politicians who wont stand up to the N.R.A.? As one of my Facebook followers wrote after I posted about the shooting, It is more difficult to adopt a pet than it is to buy a gun. Look, I grew up on an Oregon farm where guns were a part of life; and my dad gave me a .22 rifle for my 12th birthday. I understand: shooting is fun! But so is driving, and we accept that we must wear seat belts, use headlights at night, and fill out forms to buy a car. Why cant we be equally adult about regulating guns?

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Do We Have the Courage to Stop This? - NYTimes.com

http://www.nytimes.com/2012/12/16/opinion/sunday/kristof-do-we...

And dont say that it wont make a difference because crazies will always be able to get a gun. Were not going to eliminate gun deaths, any more than we have eliminated auto accidents. But if we could reduce gun deaths by one-third, that would be 10,000 lives saved annually. Likewise, dont bother with the argument that if more people carried guns, they would deter shooters or interrupt them. Mass shooters typically kill themselves or are promptly caught, so its hard to see what deterrence would be added by having more people pack heat. There have been few if any cases in the United States in which an ordinary citizen with a gun stopped a mass shooting. The tragedy isnt one school shooting, its the unceasing toll across our country. More Americans die in gun homicides and suicides in six months than have died in the last 25 years in every terrorist attack and the wars in Afghanistan and Iraq combined. So what can we do? A starting point would be to limit gun purchases to one a month, to curb gun traffickers. Likewise, we should restrict the sale of high-capacity magazines so that a shooter cant kill as many people without reloading. We should impose a universal background check for gun buyers, even with private sales. Lets make serial numbers more difficult to erase, and back California in its effort to require that new handguns imprint a microstamp on each shell so that it can be traced back to a particular gun. Weve endured too many of these tragedies in the past few years, President Obama noted in a tearful statement on television. Hes right, but the solution isnt just to mourn the victims its to change our policies. Lets see leadership on this issue, not just moving speeches. Other countries offer a road map. In Australia in 1996, a mass killing of 35 people galvanized the nations conservative prime minister to ban certain rapid-fire long guns. The national firearms agreement, as it was known, led to the buyback of 650,000 guns and to tighter rules for licensing and safe storage of those remaining in public hands. The law did not end gun ownership in Australia. It reduced the number of firearms in private hands by one-fifth, and they were the kinds most likely to be used in mass shootings. In the 18 years before the law, Australia suffered 13 mass shootings but not one in the 14 years after the law took full effect. The murder rate with firearms has dropped by more than 40 percent, according to data compiled by the Harvard Injury Control Research Center, and the suicide rate with firearms has dropped by more than half. Or we can look north to Canada. It now requires a 28-day waiting period to buy a handgun,

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Do We Have the Courage to Stop This? - NYTimes.com

http://www.nytimes.com/2012/12/16/opinion/sunday/kristof-do-we...

and it imposes a clever safeguard: gun buyers should have the support of two people vouching for them. For that matter, we can look for inspiration at our own history on auto safety. As with guns, some auto deaths are caused by people who break laws or behave irresponsibly. But we dont shrug and say, Cars dont kill people, drunks do. Instead, we have required seat belts, air bags, child seats and crash safety standards. We have introduced limited licenses for young drivers and tried to curb the use of mobile phones while driving. All this has reduced Americas traffic fatality rate per mile driven by nearly 90 percent since the 1950s. Some of you are alive today because of those auto safety regulations. And if we dont treat guns in the same serious way, some of you and some of your children will die because of our failure.
I invite you to comment on this column on my blog, On the Ground. Please also join me on Facebook and Google+, watch my YouTube videos and follow me on Twitter.

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Lesson 2: Introduction to Social Protest Continued 9th Grade, World History, 50 Minutes
Objectives (Students will be able to): Define social protest, social justice, and social change. Visually analyze and discuss various images from social protests throughout time (in PowerPoint presentation). Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 1 & 2: What is social injustice and how do people address social injustice? Materials Graphic organizer for Intro to Social Protest PowerPoint Social Protest Powerpoint Protestant Reformation Reading & Homework #1 Homework Assigned prior to lesson: Write a reflection on the following question (minimum 1 paragraph, 4-6 sentences): o What kind of meaningful action do you think the United States should take to prevent future mass shootings? Why? Use the article as evidence for your answer. Assigned after lesson: Read and answer questions for Sections 2 & 4 of Protestant Reformation Reading Learning Activities in Order of Sequence I. Bell ringer: Do-Now [15 minutes] 1. As students enter the room, students will spend 5-10 minutes reflecting on the following prompt on a separate piece of paper: Yesterday you had a meeting with Mayor Nutter about an issue in Philadelphia that youre concerned about. That meeting did not go well because Nutter told you that he does not have the money nor the time to change this issue. Note that other Philadelphia citizens are very concerned about this issue just as much as you are. Therefore, propose an idea to change the issue without going through people of power who work for the government like Mayor Nutter. How will you change the issue without the support of important people in Philadelphia, like Nutter?

2. As the teacher, you will be circling the room during this silent Do-Now ensuring that students are not only reflecting on this prompt, but take a look at a few DoNows to make sure students are responding to the prompt and how they would propose to change that issue given Mayor Nutters response. II. Discussion about the Do-Now [15 minutes]: i. Once students are finished with their reflections, the teacher will ask students to come back together to talk about what they wrote. The teacher will ask 2-3 students to share (preferably following up with at least one student who shared the day prior) as to what they wrote on their reflections. 2. After the first two or three students share, the students will make connections and similarities between what students have shared in their reflections with the class. Depending on what thoughts and reflections students share, it is vital that the class discusses the following (if students do not bring up the following points of conversation, the teacher should): i. Why is it important to get the support of people like Mayor Nutter when youre trying to change a social issue? ii. As a follow up the previous question, how does power play into social change? 3. Transition: [Teacher talk]: Thank you for sharing more of your thoughts about social issues that concern you in Philadelphia. Today were going to learn more about social protest by giving you various definitions that you need to know in order to talk about social protest. Well also look at some images from social protest so you get a sense of what social protest looks like. III. Activity 1: Powerpoint presentation of Social Protest Introduction [18 minutes]: 1. Make sure each student has a copy of the graphic organizer: this sheet will guide students in their notetaking. Questions are in order as they appear in the slideshow presentation. IV. Closure 1. Remind students of their homework, and ask if they have any questions about what we talked about in class or anything else related to the class.

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Social Protest: An Introduc8on

Ms. Fillingham World History

What is social protest?

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What is social protest?

What is a protest?
A protest a statement or ac8on expressing disapproval of or objec8on to something. Have you ever protested something in your life?

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What is a social protest?

A social protest is a statement or ac8on expressing disapproval of or objec8on to par8cular events, policies or situa8ons that aect social issues.

How do social protest and social change relate to each other?

Social change refers to an altera8on in the social order of society. Social protest is a statement or ac8on that ghts for social change.

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Social Protest: Individual vs. Mass Demonstra8ons

Social protests can take many dierent forms, from
Individual demonstra5on: Thch Qung c burning himself in Saigon (Ho Chi Minh City), Vietnam Mass demonstra5on: Million Man March in Washington, DC

What is a social issue?

A social issue is a controversial issue that relates to people's personal lives and interac8ons. Social issues are dis8nguished economic issues. Some issues have both social and economic aspects, such as immigra8on.

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Examples of social issues

Abor8on Censorship Human rights Childrens rights Womens rights LGBT rights Youth rights Gun rights Ageism

Child labor
Discrimina8on Racism Ableism (Disability) Drug laws Pros8tu8on Poverty Human tracking Environmental Issues Wars

Overpopula8on

What does social jus8ce have to do with social protest?

Social jus5ce is means the distribu8on of advantages and disadvantages within a society. Social protest is a protest that where the end goal is to achieve social jus5ce.

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Social Protest: Protestant Reforma8on

(16th century)

Social Protest: South African Apartheid

1948-1994

You strike a woman, you strike a rock

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Social Protest: Arab Spring December 2010 - Present

Ques8ons?

Name: ____________________________________ Graphic Organizer: Introduction to Social Protest Directions: Fill out the answers to the questions. You do not need to write full sentences. Also include any important notes in the right hand column.
Slides, in Sequence Slide 2: Image 1 of Gun Violence, People holding a poster (What is social protest?) Questions 1. Who are the subject(s) of the photo? Notes

2. What do you think they believe about the issue of gun control?

3. How do you think the people in the photo feel?

Slide 3: Image 2 of Gun Violence, people lying down (What is social protest?)

4. Who are the subject(s) of the photo?

5. Why are the subjects lying down?

6. What do you think they believe about the issue of gun control?

7. How do you think the people in the photo feel?

Slides 4-10

8. Write down the definitions of: a. Protest:

b. Social protest:

c. Social change:

d. Social issue (ALSO list 2-3 examples of a social issue):

e. Social justice:

Name: ___________________________________

Protestant Reformation:
From teachtci.com
Section 2 - The Weakening of the Catholic Church By the Late Middle Ages, two major problems were weakening the Roman Catholic Church. The first was worldliness and corruption within the Church. The second was political conflict between the pope and European monarchs. Worldliness and Corruption Within the Church During the Middle Ages, the Catholic Church united the Christians of western Europe in a single faith. But the Church was a political and economic institution as well as a religious one. By the 1300s, many Catholics felt that the Church had become far too worldly and corrupt. Too often, Church officials failed to live up to their role as spiritual leaders. For example, priests, monks, and nuns made vows, or solemn promises, not to marry or have children. Yet many broke these vows. Others seemed to ignore Christian values. Church leaders often behaved like royalty instead of God's servants. For example, the popes, and many cardinals and bishops, were extremely wealthy and powerful. People were also troubled by the way many Church officials raised money to support the church. One method was the practice of selling indulgences. An indulgence is a release from punishment for sins. During the Middle Ages, the Church granted indulgences in return for gifts to the Church and good works. People who received indulgences did not have to perform good deeds to make up for their sins. Over time, popes and bishops began selling indulgences as a way of raising money. This practice made it seem that people could buy forgiveness for their sins. Many Catholics were deeply disturbed by the abuse of indulgences. The Church also sold offices, or leadership positions. This practice is called simony. Instead of being chosen based on their merit and accomplishments, buyers simply paid for their jobs. Buying an office was worthwhile because it could be a source of income. Often, people acquired multiple offices in different places without actually going there to perform their duties. People questioned other practices as well. Some clergy charged pilgrims to see holy objects, such as the relics of saints. In addition, all Catholics paid taxes to the Church. Many people resented having to pay taxes to Rome as well as to their own governments. Political Conflicts with European Rulers In the Middle Ages, the pope became a powerful political figure, as well as a religious leader. The Church also accumulated vast wealth. Its political and economic power presented a problem for monarchs, because the Church claimed that its clergy were independent of political rulers control. As monarchs tried to increase their own power, they often came into conflict with the pope. They quarreled with the pope over Church property and the right to make appointments to Church offices. Popes also became involved in other political conflicts. These disputes added to the questioning of the popes authority. At times, the conflicts damaged the Churchs reputation. One dramatic crisis unfolded in France in 1301. When King Philip IV tried to tax the French clergy, the pope threatened to force him out of the Church. In response, soldiers hired by the king kidnapped the pope. The pope was soon released, but he died a few weeks later. The quarrel with the king ended under Pope Clement V. In 1309, Clement moved his headquarters from Rome to the French city of Avignon. He appointed 24 new cardinals during his reign, 22 of whom were French. The next six popes also lived in Avignon and named still more French cardinals. Many Europeans believed that Frances kings now controlled the papacy, or the office of the pope. As a result, they lost respect for the pope as the supreme head of the Church. An even worse crisis developed after Pope Gregory XI moved the papacy back to Rome in 1377. In 1378, Gregory died, and an Italian was elected pope. The new pope refused to move back to Avignon. A group of cardinals, most of them French, left Rome and elected a rival pope. The Church now had two popes, one in Rome and one in Avignon. Later, a Church council elected a third pope. Each pope claimed to be the real head of the Church.

This division in the Church is called the Great Schism. For nearly 40 years, the various lines of popes denounced each other as impostors. Catholics were divided and confused. The Great Schism lessened peoples respect for the papacy and sparked calls for reform. Section 4 - Martin Luther Breaks Away from the Church In the early 1500s in Germany, then part of the Holy Roman Empire, a priest named Martin Luther became involved in a serious dispute with Church authorities. Condemned by the Catholic Church, Luther began the first Protestant church, which started the Reformation. Luthers Early Life Luther was born in Germany in 1483 and was raised as a devout Catholic. Luthers father wanted him to become a lawyer. As a young man, however, Luther was badly frightened when he was caught in a violent thunderstorm. As lightning flashed around him, he vowed that if he survived he would become a monk. Luther kept his promise and joined an order of monks. Later, he became a priest. He studied the Bible thoroughly and earned a reputation as a scholar and teacher. Luther Pushes for Change in the Catholic Church The Church stressed that keeping the sacraments and living a good life were the keys to salvation. Luthers studies of the Bible led him to a different answer. No one, he believed, could earn salvation. Instead, salvation was a gift from God that people received in faith. People, he said, were saved by their faith, not by doing good works. Luthers views brought him into conflict with the Church over indulgences. In 1517, Pope Leo X needed money to finish building St. Peters Basilica, the grand cathedral in Rome. He sent preachers around Europe to sell indulgences. Buyers were promised pardons of all of their sins and those of friends and family. Luther was outraged. He felt that the Church was selling false salvation to uneducated people. Luther posted a list of arguments, called theses, against indulgences and Church abuses on a church door in the town of Wittenberg. He also sent the list, called the Ninety-Five Theses, to Church leaders. Luthers theses caused considerable controversy. Many people were excited by his ideas, while the Church condemned them. Gradually, he was drawn into more serious disagreements with Church authorities. In response to critics, Luther published pamphlets that explained his thinking. He argued that the Biblenot the pope or Church leaderswas the ultimate source of religious authority. The only true sacraments, he said, were baptism and the Eucharist. The Churchs other five sacraments had no basis in the Bible. Moreover, Luther said that all Christians were priests, and, therefore, all should study the Bible for themselves. In the eyes of Church leaders, Luther was attacking fundamental truths of the Catholic religion. In January 1521, Pope Leo X excommunicated him. To be excommunicated means to no longer be allowed membership in a church. In April 1521, Luther was brought before the Diet, an assembly of state leaders, in the German city of Worms. At the risk of his life, he refused to take back his teachings. The Holy Roman emperor, Charles V, declared Luther a heretic and forbid the printing or selling of his writings. For a time Luther went into hiding. But the movement he had started continued to spread. Luther Starts His Own Church Many Germans saw Luther as a hero. As his popularity grew, he continued to develop his ideas. Soon he was openly organizing a new Christian denomination known as Lutheranism. The new church emphasized study of the Bible. Luther translated the Bible into German. He also wrote a baptism service, a mass, and new hymns (sacred songs) in German. Having rejected the Churchs hierarchy, Luther looked to German princes to support his church. When a peasants revolt broke out in 1524, the rebels expected Luther to support their demands for social and economic change. Instead, Luther denounced the peasants and sided with the rulers. He needed the help of Germanys rulers to keep his new church growing. By the time the uprising was crushed, tens of thousands of peasants had been brutally killed. Many peasants, therefore, rejected Lutheranism.

Several princes, however, supported Luther, and Lutheranism continued to grow. Over the next 30 years, Lutherans and Catholics were often at war in Germany. These religious wars ended in 1555 with the Peace of Augsburg. According to this treaty, each prince within the Holy Roman Empire could determine the religion of his subjects. The Peace of Augsburg was a major victory for Protestantism. Christian unity was at an end, and not only in Germany. As you will learn next, by this time a number of other Protestant churches had sprung up in northern Europe.

Homework: Directions: On a separate piece of paper answer all of the questions in complete sentences. Questions 1-3 should include at least TWO sentences PER question. 1. Section 2: Name three factors, besides selling indulgences, that contributed to the weakening of the Catholic Church. 2. Section 4: Why did Martin Luther write the Ninety-Five Theses and post them on the door of a church in Wittenberg? 3. Section 4: What happened when Luther was brought before the Diet of Worms? 4. Section 4: Create a Venn diagram on a separate piece of paper that looks similar to the one below. Use this diagram to compare and contrast Luthers beliefs with those of the Catholic Church. Comparisons should be listed where the two circles intersect. List at least two contrasts (two for Luthers beliefs and two for the Catholic Church) and two comparisons.

LUTHERS BELIEFS

CATHOLIC CHURCH

Lesson 3: Protestant Reformation 9th Grade, World History, 50 Minutes

Objectives (Students will be able to): Define revolutionary thinker. Assess whether or not Martin Luther was a revolutionary thinker. Describe why Luther wrote the 95 Theses document and what this document is about. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 3 & 4: Was Martin Luther a revolutionary thinker? Materials 95 Theses Rap Lyrics & Video: o http://www.youtube.com/watch?v=dt5AJr0wls0 Graphic Organizer for Martin Luther PowerPoint The Effects of the Protestant Reformation Packet (including Matrix) Homework Assigned prior to lesson: Read and answer questions for Sections 2 & 4 of Protestant Reformation Reading Assigned after lesson: Read and answer questions for The Effects of the Protestant Reformation packet (this is a long HW assignment, but students will have two days to complete this) Learning Activities in Order of Sequence I. Bell ringer Do-Now [10 minutes]: Ask students to reflect on the following question: 1. What is a revolutionary thinker (define)? Is there any one that you know of today who you would call a revolutionary thinker (it can be a peer, friend, family member, or someone mentioned in the news media, politics, etc.)? Why would you call that person a revolutionary thinker? i. Teacher should be walking around the classroom to ensure that students are defining revolutionary thinker and answering the prompt. 2. After five minutes of writing their reflections, gather students to come back together for a class discussion.The teacher will ask 2-3 students to share what they

wrote on their reflections. After each student shares, make sure that it is clear that the class has: i. A definition of a revolutionary thinker (teacher can guide students with this by dividing up the phrase and defining first revolution and thinker). ii. Clear examples (from students sharing their reflections) of how those people represent revolutionary figures. Each example should be different in scope, so if you get similar responses from those 3 individuals, teacher should call on more students so that class will understand that revolutionary thinkers can be different in scope though usually want one thing: radical change. 3. Transition to [Teacher Talk]: Martin Luther, the leader of the Protestant Reformation, was a revolutionary leader. We will now learn about his protest by first watching and listening to a rap video about 95 Theses, a document written to socially protest the Catholic Church in 1517. II. Do-Now: Watch 95 Theses Rap Video [10 minutes] 1. Play rap video of 95 Theses for students. Because the clip is so short, you could play it twice. Rap video is available at this site: http://www.youtube.com/watch?v=dt5AJr0wls0 2. Hand out rap lyrics to students. 3. After playing the video, ask students to take turns reading the lyrics out loud, making sure they are deciphering each verse. III. Powerpoint presentation of Martin Luther & the Protestant Reformation [30 minutes]: 1. Make sure each student has a copy of the graphic organizer: this sheet will guide students in their notetaking. Questions are in order as they appear in the slideshow presentation.

Name: _______________________________ 95 Theses Rap Lyrics from: http://www.youtube.com/watch?v=dt5AJr0wls0 If you havin Church problems then dont blame God, son I got ninety-five theses but the Pope aint one. VERSE 1 Listen up, all my people, its a story for the telling bout the sin and injustice and corruption I been smelling: I met that homie Tetzel, then I started rebelling Once I seen the fat Indulgences that he been selling. Now the Cathlics of the world straight up disgracin me Just because I waved my finger at the papacy. My people got riled up over this Reformation Thats when Leo threatened me with Excommunication. I warned yall that Rome best agree to the terms. If not, then you can eat my Diet of Worms! You think you done something spectacular? I wrote the Bible in the vernacular! A heretic! [What?] Someone throw me a bone. You forgot salvation comes through faith alone. Im on a mission from God. You think I do this for fun? I got ninety-five theses but the Pope aint one. Save me! CHORUS Ninety-five theses but the Pope aint one. If you havin Church problems then dont blame God, son I got ninety-five theses but the Pope aint one. VERSE 2 One Five One Seventhats when it first went down. Then the real test was when it started spreading around. Sixty days to recant what I said? Father, please! Youve had, what? Goin on fifteen centuries? Oh snap, hes messin with the holy communion. But I aint never dissed your precious hypostatic union! One place at one time. Well, thank you Zwingli. Yeah, way to disregard that whole Im God thingy! Getting all up in my rosaryyou little punk. Your momma shoulda told you not to mess with no monk. What you bumpin me for? Suddenly you sore. Keep that up, youll have yourself another Peasant War. You blame common folk for the smack they talkin

You aint even taught them proper Christian doctrine. With my hat, my Bible, and my sexy little nun, I got ninety-five theses but the Pope aint one. Save me! CHORUS VERSE 3 When I wrote the ninety-five, haters straight up assailed em. Now they only care whether or not I nailed em or mailed em. They got psychoanalytic. Now everyones a critic, And getting on my case just because Im anti-Semitic. Ive come back from obscurity to teach yall a lesson, Cuz someone here still aint read their Augsburg Confession. I said Catholicism brings a life of excess, And we all remember what went down with Philip of Hesse! But you forgot about me and my demonstration? Like you can just create your own denomination? We dont like this part, so well just add a little twist. Now we Anglican, Amish, and even Calvinist. I gave you the power, you gone and abused it. I gave you Gods truth, you just confused it. Dont you never underestimate the s*** that I done I got 95 theses but the Pope aint one. Save me! CHORUS Shout out to Johann Gutenberg... I see you baby.

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Mar.n Luther: The Protestant Reforma.on

Ms. Fillingham

Mar.n Luther
1483-1546

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Who was Martin Luther?

Born in Germany in 1483. ADer surviving a violent storm, he vowed to become a monk. Lived in the city of WiMenberg. Died in 1546.

Compare & Contrast: Protest and Reform

Protest
To express strong objec.on

Reform
To improve by correc.ng errors

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Problems in the Church

Corrup.on Poli.cal Conicts

Corrup.on
The Church raised money through prac.ces like simony and selling indulgences.

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Advantages of Buying Indulgences Go Directly to Heaven!

Do not go to Hell! Do not go to Purgatory! Get through Purgatory faster! Do not pass Go!

Poli.cal Conict
KINGS AND QUEENS POPES

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Papal Schism

Rome

Avignon

In 1301, the king tried to tax the French clergy. The pope threatened to excommunicate the king and so was arrested. He was later released. The next pope, Clement V, moved the headquarters of the Church from Rome to Avignon in southern France. Many people felt that the French kings controlled the Church.

Three Popes!
The next six popes lived in Avignon. Pope Gregory then moved the papacy back to Rome in 1377. When Gregory died, the French cardinals did not like the new pope in Rome, so they elected a dierent pope in Avignon. Later, a Church council elected a third pope.

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Calls for Reform

John Wyclie (1330-1384) Ques.oned the authority of the pope

Jan Hus (1370-1415) Cri.cized the vast wealth of the Church

Desiderius Erasmus (1469-1536) AMacked corrup.on in the Church

Luther Looks for Reforms

Luther cri.cized Church prac.ces, like selling indulgences. He wanted to begin a discussion within the Church about the true path to salva.on. He nailed his Ninety-Five Theses, or arguments, to the door of WiMenberg cathedral for all to see.

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Protestant Teaching: Jus.ca.on by Faith Alone

The Bible is the only source of truth. People can read and understand the Bible themselves. Salva.on comes only through faith in Christ.

Luthers Bible

Excommunica.on

Pope Leo X demanded that Luther recant 41 of his Ninety- Five Theses. Luther was brought before the Diet of Worms. In January 1521, Luther was excommunicated from the Church.

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The Prin.ng Press

Luthers ideas spread quickly with the help of the prin.ng press. Luthers supporters distributed copies of his speeches and essays far and wide. Millions of people sided with Luther against the Roman Catholic Church.

A New Church
Luther soon had many followers. His supporters began to organize a new Chris.an denomina.on. Several German princes supported Luther. Lutherans and Catholics fought each other. The rst wars ended with the Treaty of Augsburg, but gh.ng in Europe over religion con.nued to the mid- seventeenth century.
Saint Bartholomews Day massacre

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Lutheranism
Luthers followers disagreed with many of the teachings of the Catholic Church. They rejected the authority of Church councils and the pope. Reading the Bible was the only way to learn how to lead a good life.
Luther translated the Bible into German

The Reforma.on spread to other countries.

France and Switzerland: John Calvin preached the idea of predes.na.on and that some people had been chosen by God for salva.on. England: King Henry VIII refused to recognize the Roman Catholic Church and started a new church, the Church of England.

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Was Luther a revolu.onary thinker?

Ques.ons?

20

10

Name: ____________________________________ Graphic Organizer: Martin Luther & the Protestant Reformation Directions: Fill out the answers to the questions. You do not need to write full sentences. Also include any important notes in the right hand column.
Slides, in Sequence Slide 4: Compare Protest and Reform. Questions 1. What is the definition of protest? Notes

2. What is the definition of reform?

3. Name one similarity and one difference between protest and reform.

Slides 6 & 7: 4. What were indulgences? Corruption and Advantages of Buying Indulgences 5. If a teacher or a higher power offered you indulgences, would you take them? Why?

Slides 9-12: Papal Schism

6. What was the Papal Schism?

Slides 9-12 CONTD: Papal Schism

7. What does the Papal Schism have to do with Luthers protest against the Catholic Church? Explain and give evidence for your answer.

Slide 15: The Printing Press

8. How did the printing press contribute to the Luthers Protestant Reformation?

Slide 18: The Reformation Spread to Other Countries

9. Where did the Protestant Reformation spread to (what countries) and how did they spread?

Slide 19

10. Was Martin Luther a revolutionary thinker? Why or why not? Use evidence from the presentation and the notes above to support your answer. Write at least one paragraph (4=6 sentences) and be specific.

Name: ___________________________________

The Effects of the Protestant Reformation:

From teachtci.com
Section 1 - Introduction
In this chapter, you will learn more about the movement called the Reformation and the Protestant churches that emerged in the 1500s. You will also explore the impact of the Reformation on the Catholic Church and on the history of Europe. As Protestantism spread, it branched out in several directions. By the start of the 1600s, there were already many different Christian churches in Europe. Each Protestant denomination had its own beliefs and practices. But all Protestants had much in common. They shared a belief in the authority of the Bible, individual conscience, and the importance of faith. They were also united in their desire to reform Christianity. The growth of Protestantism helped to encourage reform within the Catholic Church, as well. This Catholic reform movement is called the Counter-Reformation. Church leaders worked to correct abuses. They clarified and defended Catholic teachings. They condemned what they saw as Protestant errors. They also tried to win back areas of Europe that had been lost to the Catholic Church. The many divisions among Christians led to a series of wars and persecutions. People suffered because of their beliefs. Catholics fought Protestants, and Protestants fought one another. These struggles involved political, economic, and cultural differences, as well as deep religious beliefs. The Reformation brought much conflict to Europe, but it also created many new forms of the Christian faith. Three new branches of Christianity that developed early in the period were Lutheranism, Calvinism, and Anglicanism.

Section 2 - Lutheranism
The first major Protestant sect was Lutheranism. Lutheranism began in Germany after Martin Luther was excommunicated by the Catholic Church in 1521. Luther was a Catholic priest and scholar. He taught scripture and theology (the study of religion) at the University of Wittenberg. As he studied the Bible, Luther became troubled. He could not find a basis in the Bible for many Church teachings and practices. He was also upset about corruption in the Church, especially the sale of indulgences. Luther tried to work out his differences with the Church. But after his views were condemned, he started the separate movement that became Lutheranism. Beliefs About Sin and Salvation Luther and his followers disagreed with the Catholic Church about sin and salvation. Catholics believed that people earned salvation by following the teachings and practices of the Church. Taking part in the sacraments was essential. For example, the sacrament of baptism wiped away original sin. In Christian belief, this was the sinful condition passed on to all people by Adam, the first man created by God. Once they were baptized, people needed to pray, take the sacraments, follow rules laid down by the Church, and perform good works. Lutherans did not believe that people could do anything to earn their salvation. Salvation, they said, was Gods gift, which people received in faith. People would be justified, or saved, if they sincerely believed in Jesus Christ, were sorry for their sins, and accepted the words of the Bible as truth. Luther called this justification by faith. Those who have faith perform good works and avoid sin because God commands them to, not in order to earn salvation. Ultimate Source of Authority Lutherans rejected traditional sources of religious authority, such as Church councils and the pope. They believed that the Bible was the only true source of religious guidance. Reading the Bible was the only way to

learn how to lead a good life and gain faith in God. Lutherans published the Bible in several languages so that people could read it for themselves. Rituals and Worship Lutheran services combined Catholic practices with new Lutheran ones. Lutherans met in church buildings that had originally been Catholic. Like Catholics, they used an altar, candles, and a crucifix, which represented the crucifixion of Jesus. Lutheran services resembled the Catholic mass in several ways. The services included Holy Communion, the Christian ritual of sharing bread and wine to commemorate the last meal Jesus shared with his disciples before his death. Lutheran services also included Bible readings and a sermon, in which clergy explained the days lesson from the Bible. Like Catholics, Lutherans sang hymns. Luther wrote hymns for his followers. He used German words and often set hymns to popular tunes so everyone could learn them more easily. Other parts of Lutheran worship were different from Catholic practice. Prayers were written and spoken in German, not in Latin, so that everyone could take part. Instead of having seven sacraments, Lutherans had just two: baptism and Communion. Luther believed that they were the only sacraments clearly named in the Bible. Community Life Luther gave his followers certain rules for how to live. Over time, he preached less about the Bible. He began to place greater importance on discipline and strong families. He said that fathers should teach their children religion by having them pray before meals and before bed. Unless they [pray], he said, they should be given neither food nor drink. He also thought that women should get married and give birth to as many children as possible. He believed that these rules would help to strengthen Lutheran communities. Unlike Catholic priests, Lutheran ministers, or members of the clergy, were free to marry. Luther himself married a former nun.

Section 3 - Calvinism
Calvinism was founded by John Calvin, a French humanist who did his most influential work in Geneva, Switzerland. In 1541, Calvin took over the leadership of the reform movement in Geneva. Beliefs About Sin and Salvation Calvinists agreed with Lutherans that people depended entirely on God to be saved. No one deserved salvation, and no one could force God to grant it by doing good works. Instead, God chose certain people, the elect, to be saved and to enjoy eternal life. Religious faith and salvation were Gods gifts to the elect. Everyone else was doomed to spend eternity in hell. Calvin maintained that God knew from the beginning of time who would be saved and who would be condemned. This idea is called predestination. There was nothing people could do to change their destiny. Everything, Calvin said, is under Gods control. Calvinists believed that the elect could be known by their actions. They believed that the world was full of opportunities to sin. But only people who were destined not to be saved would sin. Good behavior showed that a person was an elect destined for heaven. The reason for good behavior was to honor God, not to buy ones salvation. Calvinists had many strict rules defining good behavior. For example, singing, dancing, playing cards, and wearing fancy clothing were all forbidden. Many people followed these rules to show that they were saved. Ultimate Source of Authority Like Lutherans, Calvinists thought that the Bible was the only true source of religious guidance. Part of the task of church leaders was to interpret the Bible and make laws from it. Calvinists believed that all of life should be lived according to Gods law. Consequently, in a Calvinist state, religious rules also became laws for the government. Anyone who sinned was also committing a crime. A lawbreaker was punished first by Calvinist clergy and then by the local court system. Sins such as blasphemy (showing disrespect to God) were punished as serious crimes. Rituals and Worship Calvinist churchgoers attended services up to five times a week. Services included sermons that lasted for hours. The sermons explained how to live according to the Bible.

Calvinist church buildings showed Calvins belief in simplicity. Churches were paneled in plain wood. People sat on long wooden benches. There were no paintings, statues, or stained glass windows. The minister preached from a pulpit in the middle of the room. Men sat on one side, and women and children sat on the other side. Children had to be ready to answer questions from the minister at a moments notice. Failure to answer correctly would bring them shame or even punishment. Like Lutherans, Calvinists used only the two sacraments they found in the Bible: baptism and Communion. Calvinists were not allowed to sing any words except those in the Bible. At services, they sang verses from the Bible set to popular tunes. Some Bible songs had new melodies written for them. Community Life Calvinists believed that each community should be a theocracy, or a state governed by God through religious leaders. Calvinists had a duty to try to establish communities in which church and state were united. Calvinist communities had strict laws based on the Bible. Parents could name babies only certain names from the Bible. Guests at local inns were not allowed to swear, dance, play cards, or insult anyone at the inn. Innkeepers had to report anyone who broke these rules. The same rules applied to people in their homes. Church leaders could inspect homes yearly to see whether families were living by the strict Calvinist laws. Offenders were punished severely. Some were even banished.

Section 4 - Anglicanism
Anglicanism was founded in 1534 by King Henry VIII in England. Henry was not a religious reformer like Martin Luther or John Calvin. Instead, he broke away from the Catholic Church for political and personal reasons. Politically, Henry did not want to share either his power or his kingdoms wealth with the Church. Personally, he wanted to get a divorce so that he could marry another woman, Anne Boleyn. He wanted a male heir, and he and his first wife, Katherine of Aragon, failed to have a male child. When the pope refused to grant permission for a divorce, Henry took matters into his own hands. He compelled Parliament, Englands lawmaking body, to declare him the head of the English church. So began the Church of England, or Anglican Church, with the monarch at its head. Under Henry, the Church of England still greatly resembled the Catholic Church. Over time, however, it blended elements of Catholicism and Protestantism. Beliefs About Sin and Salvation Anglican beliefs had much in common with the beliefs of the Catholic Church. Like Catholics, Anglicans believed that baptism washed away original sin. Anglicans, however, were also influenced by Protestant ideas. Unlike Catholics, they accepted Luthers idea of justification by faith. To go to heaven, people needed only to believe in God, regret their sins, and receive Gods mercy. Later, Anglicans believed that people should have privacy in how they practiced religion. It was up to individuals to figure out how to live by their religious beliefs. Ultimate Source of Authority Anglicans based their beliefs on the Bible. However, the English monarch, as head of the Church, was the main interpreter of the Bibles meaning. The highest-ranking bishop in England, the Archbishop of Canterbury, helped the monarch with this task. Local clergy and churchgoers could interpret Church teachings in their own ways, as long as they were loyal to the monarch. Rituals and Worship Anglican services were similar to both Roman Catholic and Lutheran services. Two versions of the Anglican Church service developed. The High Church service was much like the Catholic mass, and very formal. The Low Church service was similar to the Lutheran service. Anglican services were held in former Catholic Church buildings. Most of the paintings, statues, and other decorations were removed. The inside of each church was painted white, and the Ten Commandments were painted on a plain white wall. Churchgoers sang simple hymns with English words and easy melodies. Like other Protestant groups, Anglicans used only two sacraments: baptism and Communion. English slowly replaced Latin in Anglican services. Under Henrys son, King Edward VI, an official prayer book, the Book of Common Prayer, was published. It provided English-language prayers for services and morning and evening prayers. It also expressed the basic

ideas of Anglican doctrine. In the early 1600s, King James I had a committee of scholars prepare a new English translation of the Bible, known as the Authorized Version, or the King James Version. Community Life Anglican communities were not all alike. High Church communities, however, were made up mostly of wealthy people. Low Church communities were usually made up of middle-class and working-class people. Henry VIIIs daughter, Queen Elizabeth I, said that no one should be forced to believe or practice a particular kind of Anglicanism. People could choose how to worship as long as they obeyed the laws of England and were loyal to the monarch. Heresy ceased to be a crime. However, citizens had to take care not to attack the monarch or the Anglican Churchs place as the official Church of England.

Section 5 - The Counter-Reformation

As Protestantism spread, the Catholic Church responded with a program of serious reform. It clarified its teachings, corrected abuses, and tried to win people back to Catholicism. This movement is known as the Counter-Reformation. The Council of Trent A major feature of the Counter-Reformation was the Council of Trent. The council was a meeting of Catholic leaders that began in Trent, Italy, in 1545. Pope Paul III summoned the council to combat corruption in the Church and to fight Protestantism. The council continued its work in more than 20 sessions over the next 18 years. In response to Protestant ideas, the council gave a more precise statement of Catholic teachings. It rejected predestination, declaring that individuals do have a role to play in deciding the fate of their souls. The council agreed with Protestants that faith was important and that salvation was Gods gift. But it rejected justification by faith alone. The council insisted that faith, good works, and the sacraments were all necessary for salvation. It reaffirmed the Catholic belief in seven sacraments. The council acknowledged the importance of the Bible. It insisted, however, on the Churchs authority to interpret the Bible. It said that the Latin Bible was the only official scripture. The council also took action to make needed changes in the Church. It required better education and training of its clergy. It called for priests and bishops to spend more time preaching. It corrected many of the abuses involving money and Church offices. It also established rules for services so that they would be more consistent from church to church. The Council of Trent went a long way toward achieving the goals of Pope Paul III. The councils work brought a higher standard of morality to the Churchs clergy and leadership. Its statements of Catholic belief and practices helped to unify the Church. The reformed Church was now better able to compete with Protestantism for the loyalties of Christians. Catholic Reformers and Missionaries The spirit of reform brought new life to the Catholic Church and its followers. Many individuals and groups helped to reform the Church and spread its message. For example, Teresa of Avila, a nun, started a new religious order in Spain and helped reform the lives of priests and nuns. Her example and writings inspired many Catholics to return to the values taught by Jesus. Other new orders were formed to preach, to educate people, and to perform such services as feeding the poor. The most important of these orders was the Society of Jesus, also known as the Jesuits. The Jesuits were founded by Ignatius of Loyola, a Spanish nobleman. As a young soldier, Ignatius had his leg shattered by a cannonball. While he was recovering, he read about the lives of saints. He vowed to become a soldier for Jesus. After years of study, Ignatius started the order that became the Society of Jesus, or the Jesuits. The Jesuits were dedicated teachers and missionaries. They founded schools and colleges, and they brought many Europeans back to the Church. They worked to spread Catholicism in Africa, Asia, and the Americas. They became the largest order in the Church and actively supported the pope. Fighting the Spread of Protestantism The Catholic Church also fought the spread of Protestantism by condemning beliefs that it considered to be errors and by dealing harshly with those it labeled as heretics. It looked to Catholic rulers to support its efforts and to win back lands lost to Protestantism.

To deal with heresies during the Middle Ages, the Church had established the Inquisition. This body was made up of clergy called inquisitors who sought out and tried heretics. Inquisitors could order various punishments, including fines and imprisonment. Sometimes, they turned to civil rulers to put heretics to death. King Ferdinand and Queen Isabella used the Spanish Inquisition to persecute Jews. With the start of the Reformation, the Spanish Inquisition also fought the spread of Protestantism. In Rome, the pope established a new Inquisition. The Roman Inquisition also sought out and condemned people whose views were considered dangerous.

Homework: Directions: On a separate piece of paper answer all of the questions in complete sentences. Each question should have AT LEAST one complete sentence. 1. Sections 2-4: Fill out the matrix attached. Record at least two key ideas about each topic. Then, use a highlighter or marker to highlight details that are similar for each denomination in the matrix, using the same color. 2. Section 5: What was the Council of Trent? What did the Council do? 3. Section 5: What was the Society of Jesus? 4. Section 5: How did the Society of Jesus help strengthen the Catholic Church? 5. Section 5: What else did the Catholic Church do to stop the spread of Protestantism?

Name: ________________________________________

Ms. Fillingham, World History

The Spread and Impact of the Protestant Reformation Directions: Based on readings Sections 2 through 4, for each denomination of Christianity, record at least two key ideas about each topic. Then, use a highlighter or marker to highlight details that are similar for each denomination in the matrix, using the same color. Lutheranism Origins of the Denomination Calvinism Anglicanism

Beliefs about Sin and Salvation

Beliefs About the Ultimate Source of Authority

Lutheranism Rituals and Worship

Calvinism

Anglicanism

Community Life

Other notes below:

Lesson 4: Protestant Reformation Continued 9th Grade, World History, 50 Minutes

Objectives (Students will be able to): Define revolutionary thinker. Assess whether or not Martin Luther was a revolutionary thinker. Describe why Luther wrote the 95 Theses document and what this document is about. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 3 & 4: Was Martin Luther a revolutionary thinker? Materials Primary Sources Activity (SOAPS)Two copies (do not make double-sided) for each student Primary Sources and Terms (Make copies for each group, about 8) Homework Assigned prior to lesson: Read and answer questions for The Effects of the Protestant Reformation packet (this is a long HW assignment, but students will have two days to complete this) Assigned after this lesson: Students will still have time to work on last nights homework (see above). Learning Activities in Order of Sequence I. Bell ringer Do-Now [10 minutes]: 1. Ask students to read the following prompt: Your schools principal has just enacted a policy regarding dress code violations that you believe unfairly targets certain students. You would like to voice your opinion, but are concerned that doing so might label you a troublemaker. Which of the following courses of action should you take? A. Ask for an appointment with the principal and explain your concerns about the policy face to face. B. Create a pamphlet that outlines your arguments against the new policy and pass it out to students at lunchtime. C. Stand on the sidewalk outside the school and, as students leave school for the day, protest loudly against the new policy. D. Ask your parents if you can transfer to another school where you know the

dress code policy is fairer. E. Stay quiet and wait to see if other students are also upset before you start speaking out against the policy. Now, in a few sentences, explain why you chose that particular course of action.

2. Teacher should be walking around the classroom to ensure that students should be answering the prompt and explaining why they chose the answer in the above situation. II. Activity 1 [35 minutes]: Primary Sources Activity 1. Students will divide up into 8 groups (teacher will assign ahead of time). Each student will get two copies of the Primary Sources Activity SOAPS sheet, and each group will get one packet of the Primary Sources and Terms. 2. Teacher will walk around the classroom and guide students. Teacher will make sure students are on task but also understanding the primary sources. Teacher can see if students are comprehending by asking them specific questions and looking at their SOAPS worksheet. Additionally, it may help to give students a few pointers on reading the primary sources: i. Read document out loud together once. ii. Read document through again, but paragraph by paragraph. In each paragraph, analyze the primary source sentence by sentence. Paraphrase what each paragraph means. III. Exit ticket [5 min]: Students will answer on a separate piece of paper before they leave class: Was Luther a revolutionary thinker and why? Use evidence from the PowerPoint presentation, rap video, and the primary sources to support your answer. 1. Teacher will walk around the classroom while students are writing their responses. Teacher will make sure students are flipping through class notes and papers to use for their reflections.

Name: _______________________________________

Martin Luther & the Protestant Reformation Primary Sources Activity SOAPS
Name of document: ____________________________________________________ Source: Who wrote it? Where is it from?

Occasion: Letter, diary, speech, etc.

Audience: Whom is it meant for?

Purpose: Why was it written?

Summary: Write a three-sentence summary of the document in your own words. Use the back of this paper to write your summary.

Martin Luther and the Protestant Reformation Primary Source #1

Martin Luther: Excerpts from a Letter to the Archbishop of Mainz, 1517. To the Most Reverend Father in Christ and Most Illustrious Lord, Albrecht of Magdeburg and Mainz. The grace of God be with you in all its fullness and power! Spare me, Most Reverend Father in Christ and Most Illustrious Prince, that I, the dregs of humanity, have so much boldness that I have dared to think of a letter to the height of your Sublimity. The Lord Jesus is my witness that, conscious of my smallness and baseness, I have long deferred what I am now shameless enough to do, moved thereto most of all by the duty of fidelity which I acknowledge that I owe to your most Reverend Fatherhood in Christ. Meanwhile, therefore, may your Highness deign to cast an eye upon one speck of dust, and for the sake of your pontifical clemency to heed my prayer. Papal indulgences for the building of St Peters are circulating under your most distinguished name, and as regards them, I do not bring accusation against the outcries of the preachers, which I have not heard, so much as I grieve over the wholly false impressions which the people have conceived from them; to wit, the unhappy souls believe that if they have purchased letters of indulgence they are sure of their salvation; again, that so soon as they cast their contributions into the money-box, souls fly out of purgatory; furthermore, that these graces [i.e., the graces conferred in the indulgences] are so great that there is no sin too great to be absolved, even, as they saythough the thing is impossibleif one had violated the Mother of God; again, that a man is free, through these indulgences, from all penalty and guilt. Works of piety and love are infinitely better than indulgences, and yet these are not preached with such ceremony or zeal; nay, for the sake of preaching the indulgences they are kept quiet, though it is the first and the sole duty of all bishops that the people should learn the Gospel and the love of Christ, for Christ never taught that indulgences should be preached. How great then is the horror, how great the peril of a bishop, if he permits the Gospel to be kept quiet, and nothing but the noise of indulgences to be spread among his people! These faithful offices of my insignificance I beg that your Most Illustrious Grace may deign to accept in the spirit of a Prince and a Bishop, i.e., with the greatest clemency, as I offer them out of a faithful heart, altogether devoted to you, Most Reverend Father, since I too am a part of your flock. May the Lord Jesus have your Most Reverend Fatherhood eternally in His keeping. Amen. From Wittenberg on the Vigil of All Saints, MDXVII.
Source: Letter to Archbishop of Manz, 1517, Internet Modern History Sourcebook, Paul Halsall, ed., http://www.fordham.edu/halsall/mod/modsbook1.html.

Terms for Primary Source #1:

Sublimity: Awe-inspiring Pontifical: Having to do with the pope Indulgence: A pardon for sin sold by the Church Piety Sincere devotion to God and to religious obligations Deign: Deem worthy

Martin Luther and the Protestant Reformation Primary Source #2

Excerpt of Pope Leo Xs Bull, issued on June 15, 1520. Arise, O Lord, and judge your own cause. Remember your reproaches to those who are filled with foolishness all through the day. Listen to our prayers, for foxes have arisen seeking to destroy the vineyard whose winepress you alone have trod For we can scarcely express, from distress and grief of mind, what has reached our ears for some time by the report of reliable men and general rumor; alas, we have even seen with our eyes and read the many diverse errors. Some of these have already been condemned by councils and the constitutions of our predecessors, and expressly contain even the heresy of the Greeks and Bohemians. Other errors are either heretical, false, scandalous, or offensive to pious ears, as seductive of simple minds, originating with false exponents of the faith who in their proud curiosity yearn for the worlds glory, and contrary to the Apostles teaching, wish to be wiser than they should be. With the advice and consent of these our venerable brothers, with mature deliberation on each and every one of the above theses, and by the authority of almighty God, the blessed Apostles Peter and Paul, and our own authority, we condemn, reprobate, and reject completely each of these theses or errors as either heretical, scandalous, false, offensive to pious ears or seductive of simple minds, and against Catholic truth. By listing them, we decree and declare that all the faithful of both sexes must regard them as condemned, reprobated, and rejected We restrain all in the virtue of holy obedience and under the penalty of an automatic major excommunication Moreover, because the preceding errors and many others are contained in the books or writings of Martin Luther, we likewise condemn, reprobate, and reject completely the books and all the writings and sermons of the said Martin, whether in Latin or any other language, containing the said errors or any one of them; and we wish them to be regarded as utterly condemned, reprobated, and rejected. We forbid each and every one of the faithful of either sex, in virtue of holy obedience and under the above penalties to be incurred automatically, to read, assert, preach, praise, print, publish, or defend them. They will incur these penalties if they presume to uphold them in any way, personally or through another or others, directly or indirectly, tacitly or explicitly, publicly or occultly. Therefore let Martin himself and all those adhering to him, and those who shelter and support him, through the merciful heart of our God and the sprinkling of the blood of our Lord Jesus Christ by which and through whom the redemption of the human race and the upbuilding of holy mother Church was accomplished, know that from our heart we exhort and beseech that he cease to disturb the peace, unity, and truth of the Church for which the Savior prayed so earnestly to the Father. Let him abstain from his pernicious errors that he may come back to us. If they really will

obey, and certify to us by legal documents that they have obeyed, they will find in us the affection of a fathers love, the opening of the font of the effects of paternal charity, and opening of the font of mercy and clemency. We enjoin, however, on Martin that in the meantime he cease from all preaching or the office of preacher.
Source: Pope Leo X: Exsurge Domine , 15 June, 1520, Internet Modern History Sourcebook, Paul Halsall, ed., http://www.fordham.edu/halsall/mod/modsbook1.html.

Terms for Primary Source #2:

Bull: Official document issued by the pope Heretical: Contrary to Church teachings Reprobate: Strongly disapprove Excommunication: Expulsion from the Church Occultly: In secret Pernicious: Wicked Clemency: Mercy

Lesson 5: South African Apartheid 9th Grade, World History, 50 Minutes

Objectives (Students will be able to): Analyze poetry through contextual clues. Describe poetry as one form for social protest. Describe the events that happened at the Sharpeville Massacre. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 5 & 6: How can literature and film be a form of protest? Materials Part II: Apartheid and Its Opposition Reading & Study Guide from Choices Curriculum 1950s Protest Poetry Packet from Choices Curriculum Homework Assigned prior to lesson: Read and answer questions for The Effects of the Protestant Reformation packet (this is a long HW assignment, but students will have two days to complete this) Assigned after this lesson: Read and fill out study guide Part II: Apartheid and Its Opposition (students will have two nights to complete this assignment) Learning Activities in Order of Sequence I. Bell ringer Do-NowThink-Pair-Share [15 minutes]: In pairs, students will address the question: 1. Can politics influence writers? Can you think of U.S. literature that addresses political themes? 2. Teacher will walk around the classroom to make sure students are discussing the question. If students seem to be off task, remind them that each pair will share with the class what they found. 3. After students have adequately talked about the question, pairs will share out what they talked about in a discussion. Follow up questions should be asked by other students (and if not, the teacher should ask): i. Why do you think politics can/cannot influence writers? Give evidence. ii. What are some similarities and differences in examples that you gave? What are they the same? Why are they different?

iii. Can literature be a form of social protest? Why or why not? II. Activity 1: Poetry as Protest [35 minutes] 1. Students will get into groups of 8 (teacher should assign the groups beforehand). 2. Each group will be assigned one poem from the 1950s Protest Poetry packet. With their group members, ask students to answer questions on the first page of the packet together after reading through the poem i. Teacher will walk around the classroom to make sure students are on task and also answer any questions they have. Teacher should encourage students to read the poem out loud a few times. 3. After groups are finished, class will wrap-up this exercise with a discussion. i. Teacher will ask students to recall events at Sharpeville to mark a turning point in South African literature: 1. What happened? 2. What might that massacre have changed the way people wrote about their situation?

Lesson 6: South African Apartheid 9th Grade, World History, 50 Minutes

Objectives (Students will be able to): Assess whether what kind of film can be used as social protest. Describe race in South Africa during Apartheid and race in the U.S. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 5 & 6: How can literature and film be a form of protest? Materials SOAPS Film Worksheet Raw footage on South African Apartheid from the Film Archives, 1957: https://www.youtube.com/watch?v=MOA66AOG52M Homework Assigned prior to AND after this lesson: Read and fill out study guide Part II: Apartheid and Its Opposition (students will have two nights to complete this assignment) Learning Activities in Order of Sequence I. Bell ringer/Main Activity [35 minutes]: Students will watch raw footage from 1957 documentary for American TV about South African Apartheid (about 35 minutes) and fill out SOAPS worksheet. Teacher will encourage students to also write notes about words, phrases, and sentences that they hear and think are interesting. II. Discussion about film [15 minutes]: Teacher will go over questions students answered on the SOAPS worksheet. Teacher will also ask students: a. What did you think of the film? b. As mentioned in one interview in the film, how do you compare South African Apartheid with the Civil Rights Movement in the U.S.? c. How is race described in this film? d. Who does the reporter interviewing, or, what kind of people does he interview? Do you think this is an accurate reflection of South African Apartheid in 1957, when this film was filmed? e. How does this film help you understand more about South African Apartheid? f. Do you think this film is a form of protest? Why or why not? Use evidence from your notes about this film in your answer.

Name: _______________________________________

Raw footage of South African Apartheid, 1957 Film SOAPS

Source: Who wrote it? Where is it from?

Occasion: Letter, diary, speech, etc.

Audience: Whom is it meant for?

Purpose: Why was it written?

Summary: Write a three-sentence summary

of the document in your own words. Use the back of this paper to write your summary.

Lessons 7: Arab Spring, Country Research 9th Grade, World History, 50 Minutes
Objectives (Students will be able to): Define revolution. Compare and contrast social contrast with revolution. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 7 & 8: When and how does a social protest become a revolution? Materials Arab Spring Protest by Country Presentation Questions The Arab Spring: A Year Of Revolution NPR article from December 17, 2011: http://www.npr.org/2011/12/17/143897126/the-arab-spring-a-year-of-revolution Computer cart Homework Assigned prior to this lesson: Read and fill out study guide Part II: Apartheid and Its Opposition (students will have two nights to complete this assignment) Assigned after this lesson: Students will read the NPR, The Arab Spring: A Year of Revolution Learning Activities in Order of Sequence I. Bell ringer: Do-Now (15 min) Ask students to reflect on the following questions: 1. What is a revolution? What are some different ways that people use the term revolution? How does revolution compare and contrast with social protest? i. Teacher should be walking around the classroom to ensure that students are answering the prompt and see if students have questions. 2. After students have had time to reflect, bring the class together to develop a definition of revolution. Some questions may guide this development: i. Including the ones weve already studied in class, what are some examples of revolutions from history? ii. What characteristics do these revolutions share? How are they different? iii. What different stages do revolutions go through?

iv. How can we assess whether a revolution is successful? II. Activity 1: Arab Spring Country Research [35 minutes] 1. Teacher will inform students that they will be researching the recent Middle East and North Africa protest movements and analyzing whether they should be considered revolutions. 2. Teacher will divide the class into groups and distribute "The Arab Spring by Country Presentations" question sheet. i. Teacher will assign each group a country: Tunisia, Egypt, Libya, Syria, and Yemen, Bahrain, Saudi Arabia, and Algeria. ii. Each group will be responsible for giving a 2-3 minute presentation to the class about the effects of recent protests in their assigned country (details are outlined on the question sheet). iii. Each group will use computers for research. iv. As students plan their presentations and do research, teacher will walk around to help students find reesources online that may be helpful to use (Al-Jazeera, BBC, New York Times, etc.) and answer questions as they plan their presentation.

The Arab Spring: A Year Of Revolution by NPR Staff December 17, 2011 From: http://www.npr.org/2011/12/17/143897126/the-arab-spring-a-year-of-revolution A year ago, 26-year-old Mohamed Bouazizi was getting ready to sell fruits and vegetables in the rural town of Sidi Bouzid, Tunisia. Bouazizi was the breadwinner for his widowed mother and six siblings, but he didn't have a permit to sell the goods. When the police asked Bouazizi to hand over his wooden cart, he refused and a policewoman allegedly slapped him. Angered after being publicly humiliated, Bouazizi marched in front of a government building and set himself on fire. His act of desperation resonated immediately with others in the town. Protests began that day in Sidi Bouzid, captured by cellphone cameras and shared on the Internet. Within days, protests started popping up across the country, calling upon President Zine El Abidine Ben Ali and his regime to step down. About a month later, he fled. The momentum in Tunisia set off uprisings across the Middle East that became known as the Arab Spring. A year after the young Tunisian became a martyr, where does the Arab world stand on demands for democracy? Mixed Success In Egypt Along with Tunisia, Egypt has been viewed as a victory. Esraa Abdel Fattah, an Egyptian democracy activist known as "Facebook Girl" for her social media savvy, fought for a new Egypt. She was also an organizer for the major protest in Tahrir Square on Jan. 25. When President Honsi Mubarak stepped down, it was thought that Egypt had completed its revolution. But now, as Egypt starts its first round of "free and fair elections," Fattah tells weekends on All Things Considered host Guy Raz that she isn't so sure the work is over. "Always I am optimistic for the future of Egypt, but now I have some worry," she says. "I think maybe the result of the revolution will take longer than I expected." Fattah says Egypt is already having major setbacks during this period of transition. And despite Mubarak stepping down, she says, the country is still in the "Mubarak regime" and life is not better than it was a year ago. Egypt's Next Steps

Fattah is among those who say the real transition in Egypt will happen when a civilian leader is elected. The recent elections, however, put the Muslim Brotherhood ahead, which perhaps is not exactly what secular activists had in mind. Shadi Hamid, director of research for the Brookings Institute in Doha, says he doesn't see ascendants of Islamist groups as a pitfall for the Middle East. "None of this should be surprising," he tells Raz. "Islamists are popular, they're well organized. It was inevitable that they were going to win and dominate in these elections." He says the Arab world is a religiously conservative place and people generally want to see Islam playing an important role in public life. "They're a reality on the ground and the people have voted them in," he says. "America has to learn to live with political Islam." Hamid says the U.S. should engage with the Islamist groups to understand them and learn how to work together. The sense in the region, he says, is that the Obama administration has been "on the wrong side of history." Waiting until the last moments to take action and show support for the aspirations of the people is troubling, he says. "I think in times of historical ferment like these you need strong, bold [and] decisive leadership," he says. In the year since the beginning of the Arab Spring, leaders have been ousted in Egypt, Tunisia, Libya and Yemen. At the start, it would have been hard to imagine how much the movement would spread throughout the region, Hamid says, but it certainly can't be said that it came out of nowhere. The revolution had been building up for decades in Egypt, he says. "I think there was a loss of faith in working within the system, and that's when people began to think more and more about civil disobedience, mass protests [and] going out in to the streets," he says. "When your political process fails you, there's really only one option left." A Continuing Battle If storming the streets is the only plan the activists had, then they were at a disadvantage from day one, says Raghida Dergham, a columnist and senior diplomatic correspondent for Al-Hayat, one of the leading daily pan-Arab newspapers. Dergham believes the youth activists where hijacked by longer established Islamist groups. "When the youths went to Tahrir Square and other places they wanted a modernist future," Dergham says. "Suddenly they were encroached upon by the very well-organized and wellexperienced Islamist parties ... and they won the day."

Dergham says people should not prematurely celebrate what is being called "moderate Islam." As long as there is no separation between religion and the state, she says, there will be a huge price to be paid by much of the population in the Arab region particularly women. The bottom line, she says, is that the men in power will have the authority to interpret the laws set in sharia, or Islamic law. "They have the right, in that case, to say what the laws are," she says. "If there [were] any guarantees that there will be a civil constitution that would rule any country where Islamists win the day in elections ... no problem. But I'm afraid that we do not have any such guarantees." In a recent column, Dergham wrote that the "Arab Awakening will end in the Slumber of Dark Ages" if Arab women fail to take the initiative. She says they should stand up to the Islamists now for the rights of women in the new Arab world. "These women fought with these young men to bring the change," she says. "They should not be sidelined." Watching the Arab Spring during the past year, Dergham says, she often feels like she's on a seesaw. One moment she is exhilarated and proud of what has taken place and other times she'll find herself questioning what has been done. " I am really not clear yet, but I still want to bet on the good day that will be coming after the turbulent times that we are witnessing now," she says. The Arab Spring Timeline by Country Tunisia: Government overthrown on Jan. 14, 2011. President Zine el Abidine Ben Ali flees into exhile. Elections for a Consituent Assembly held on Oct. 23, 2011. Egypt: Government overthrown on Feb. 11, 2011. President Hosni Mubarak steps down, faces charges of killing unarmed protesters. Elections held on Nov. 28, 2011. Protests continue in Tahrir Square. Libya: Anti-government protests begin on Feb. 15, 2011, leading to civil war between opposition forces and Moammar Gadhafi loyalists. Tripoli was captured and the government overthrown on Aug. 23. Gadhafi was killed by transition forces on Oct. 20. Syria: Protests for political reforms have been ongoing since Jan. 26, 2011 with continuing clashes between the Syrian army and protesters. On one day in July, 136 people were killed when Syrian army tanks stormed several cities. Yemen: Ongoing protests since Feb. 3, 2011. President Ali Abdullah Saleh is injured in an attack on June 4. On Nov. 23, he signs a power-transfer agreement ending his 33-year reign. Other nations: Protests and uprisings related to the Arab Spring also took place in other countries as well, including: Algeria, Iraq, Jordan, Kuwait, Morocco and Oman.

Name: ___________________________________

The Arab Spring: Country Presentations

Directions: With your group members, create a 2-3 minute presentation about the protests, violence, and/or political change that has occurred in your assigned country in 2011. Use sources assigned by Ms. Fillingham and the questions below to help you prepare. Assigned Country: _____________________________________ 1. History of the protests a. When did the protests begin? b. What were/are people protesting? c. How did the government respond? d. What has been the result? 2. Today a. What is happening now? b. Who is in charge of your government? c. Will there be elections? If so, when? d. What key challenges does the country face today? 3. The International Community a. Have international organizations (for example: The Arab League, the UN, or NATO) or other countries been involved in events in your country? If so, how? b. What has been the position of the United States on the events in your country? 4. How would you characterize what has happened in your country? Would you call it a revolution? Why or why not?

Lesson 8: Arab Spring, Research 9th Grade, World History, 50 Minutes

Objectives (Students will be able to): Define revolution. Compare and contrast social contrast with revolution. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 7-9: When and how does a social protest become a revolution? Materials Computer cart Homework Assigned prior to this lesson: Work on Arab Country presentations. Assigned after this lesson: Work on Arab Country presentations.

Learning Activities in Order of Sequence I. Bell ringer: Do-Now (10 min) Ask students to reflect on the following questions: 1. How has the research youve done so far on your assigned country similar to and different from the Protestant Reformation and the South African Apartheid protests? Explain by using evidence from the research youve done so far. i. Teacher should be walking around the classroom to ensure that students are answering the prompt and see if students have questions. 2. After students have had time to reflect, bring the class together and ask them to consider these reflections as they get together with their groups to continue to do more research on their country during the Arab Spring.

Lesson 9: Arab Spring, Country Presentations 9th Grade, World History, 50 Minutes
Objectives (Students will be able to): Define revolution. Compare and contrast social contrast with revolution. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 7-9: When and how does a social protest become a revolution? Materials Arab Spring Protest by Country TABA Chart Homework Assigned prior to this lesson: Work on Arab Country presentations. Assigned after this lesson: No homework. Learning Activities in Order of Sequence 1. Bell ringer: Think-Pair-Share (10 min) Before students start with their country presentations, ask students to address the following prompt (which is the essential question for the Arab Spring lessons) with a partner: a. When and how does a social protest become a revolution? Give examples from what you know and researched about the Arab Spring. 2. Activity: Arab Spring Country Presentations (40 minutes) a. While each group presents about their researched country, each student will fill out the TABA chart by taking notes on the history of the protest and what is happening now in each country involved in the Arab Spring.

Name: ___________________________________

The Arab Spring: Protest by Country

Country Egypt History of the Protest Whats happening now?

Tunisia

Libya

Syria

Yemen

Bahrain

Saudi Arabia

Algeria

Lessons 10 & 11: Making Your Own Social Protest, Research 9th Grade, World History, 50 Minutes Each
Objectives (Students will be able to): Make their own (non-violent) social protest through a pamphlet, social media, blog, or another way of protest through their choosing. Review what they have learned from this unit and share their new knowledge of social protest. Demonstrate their understanding of social protest and social issues important to them. Engage in meaningful reflection about how social protest can affect change. Essential Questions Essential Question of the unit: How does social protest affect social injustice? Essential Question for Lessons 10 & 11: How can I affect social change? Materials Computer cart Old magazines Scissors Markers Posterboard Index cards, one for each student Final Project for Social Protest Description Homework Assigned prior to this lesson: No homework. Assigned after lessons 10 & 11: Work on Make Your Own Social Protest project. Learning Activities in Order of Sequence I. Bell ringer: Picking a Social Issue to Protest About [10 min]: As students enter the classroom, students will grab a computer from the computer cart. Each student must have a computer to complete this task. a. Once all students have a computer, the teacher will let them know of a research project theyll be doing for the next two days: making their own social protest. First, they need to pick a social issue that they want to change in the U.S.

(Students will be in groups of four based on their social issue interest, however depending on the class the teacher may not want to reveal that until after students have picked their social issue for social protest). i. If a student already knows what social issue theyd like to protest about, have them write it down on the index card as #1. Then proceed to next step (all students need to list 3 social issues theyd like to protest about in order of preference). ii. If students dont know or only have one social issue theyd like to protest, ask students to go to the following website: http://www.multcolib.org/homework/sochc.html 1. This website has an extensive list of social issues that helps high school students research by explaining why that issue is important, what resources the student should use when researching this issue, and what is the current status of that issue today. 2. After students spend 5 minutes on this site, they should write down their interests in social issues in order of preference from 1 (first choice) to 3 (third choice). iii. Teacher will collect index cards, and assign students in groups of four based on interest in a social issue. II. Activity: Making Your Own Social Protest (time: rest of Lesson 10 and all of Lesson 11) a. Students will research and make their own social protest as outlined on the project description. b. Teacher will walk around the classroom and assist students with help and any other questions that they may have.

Name: ________________________________________________ Final Project: Make Your Own Social Protest Directions: In your group of four, each of you will work together to create a social protest about a social issue you deeply care about. Pick one format (as described below) and use what you know about the protests you learned about to help you with this project. Refer to class notes and homework. While I will not grade you on your artistic talent, remember to be as creative as possible to not only show me that you know what a social protest is, but how a social protest can affect change. Social issue: ___________________________________________________________________ MULTIMEDIA PRESENTATION Research the current status of your social issuepay attention to any new legislation and commentary in news sources online. Collect content about this issue and how you propose to directly change this issue through a multimedia presentation, such as a slide show. Deliver a speech about the issue to go along with your multimedia presentation. ORIGINAL BLOG Create a blog to express your views on your social issue. Go to www.wordpress.com or www.blogspot.com to get started with your own free blog. Write an entry to introduce your blog. Then research the current status of your social issuepay attention to any new legislation and commentary in news sources online. Collect content about this issue and write about it. What is the current status of this issue? How do you propose to directly change this issue? Post links to photos and videos to accompany your blog entries. Invite your friends and family to read your blog. A blog allows readers to comment on what theyve read, which can allow a dialogue to take place about the topic. PAMPHLET Create a pamphlet that will catch a readers attention to want to change the social issue you are protesting about. Research the current status of your social issuepay attention to any new legislation and commentary in news sources online. Collect content about this issue and write about it. What is the current status of this issue? How do you propose to directly change this issue? Present your pamphlet that includes the important parts of your social issue and how you propose to change it. Distribute your pamphlet to your peers in the class, friends, and family members. STUDENT CHOICE Think back to all of the social protests youve learned about in this unit. Ask yourself the following questions:

What did I learn about social protest during these activities? How can I affect social change in my own community?

Choose your own format for sharing what you have learned about social protest and social justice. You may combine some of the project ideas above or come up with something entirely new. Draft a proposal for your project and submit it for approval to Ms. Fillingham. Your project must display what you have learned about social protest and social justice in this unit.

Social issues | Multnomah County Library

https://multcolib.org/homework-center/social-issues

Social issues
This web page has been created to meet the needs of Multnomah County middle and high school students researching current social issues from multiple perspectives. General social issues Abortion Affirmative action AIDS Alcohol and drinking Animal rights Binge drinking Capital punishment Censorship Child labor Children's rights Civil rights Creation science vs. evolution Drugs and drug abuse Drunk driving Environmental protection Euthanasia and assisted suicide Famine Flag burning Gangs Gender issues Genetic engineering Global warming Government vs. religion Gun control Homelessness Homosexuality Human rights Immigration Legalization of marijuana National debate topic Nuclear proliferation Organ and body donation Pledge of allegiance Poverty Prayer in schools

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Social issues | Multnomah County Library

https://multcolib.org/homework-center/social-issues

Racial profiling Same sex marriage Sweatshops Terrorism Tobacco Violence Violence in schools Welfare World population

General social issues

Opposing Viewpoints Resource Center Provides 40,000 documents supporting 39 main topic areas including the national debate topic. Must have a Multnomah County Library card to use this service from outside of the Library. CQ Researcher Provides in-depth research on current events and controversial topics. Reports are known for their balanced approach, providing both sides of an issues. You'll also find chronologies, next steps and bibliographies for further research. Reports date back to 1991. Must have a Multnomah County Library card to use this service from outside of the Library. ACLU The American Civil Liberties Union. Best Information on the Net From O'Keefe Library at St. Ambrose University. Ethics Updates From the Values Institute at the University of San Diego. FindLaw Find legislation and court decisions online. Oyez Oyez Oyez Northwestern University's US Supreme Court Multimedia Database. First Amendment Handbook From the Reports Committee for a Free Press.

Abortion
Abortion megasites Pro-choice Pro-life Supreme court decisions

Abortion megasites

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Alan Guttmacher Institute: Abortion This website provides abortion and reproduction statistics. Abortion: All Sides of the Issue From the Ontario Consultants on Religious Tolerance. Pro and con information about abortion. Basic facts about pregnancy, religious and ethical aspects, public opinion, abortion methods, laws and more. Who Decides? A State-by-State Review of Abortion and Reproductive Rights This website presents each states position, and various politicians positions, like the governor. Most of these documents are in PDF format.

Pro-choice
NARAL Press Releases & Statements The National Abortion and Reproductive Rights Action League website presents information about and advocacy for reproductive rights. NARAL Fact & Issue Briefs National Abortion and Reproductive Rights Action League factsheets are designed to give you a quick look at the status of a reproductive health issue. NARAL The latest news from the National Abortion and Reproductive Rights Action League. NOW and Abortion Rights/ Reproductive Issues NOW's stand on and history supporting abortion rights. Planned Parenthood: Abortion Information from Planned Parenthood regarding laws, fact sheets, information on how to prevent abortion, how abortions are performed, and more. Religious Coalition for Reproductive Choice The Religious Coalition for Reproductive Choice, founded in 1973, is forty national Christian, Jewish, and other religious organizations that support a woman's right to choose. Includes many essays and publications on such topics as late term abortions, an overview of religious support for choice, and biblical perspectives.

Pro-life
Humanae Vitae (On The Regulation of Birth) Encyclical Letter of His Holiness Pope Paul VI. National Campaign to End Partial-Birth Abortions Hear testimony and discussions against partial-birth abortions. National Right to Life National organization promoting the right to life. Includes information on partial-birth abortions, abortion alternatives, press releases, and medical facts regarding abortion. Ohio Right to Life: Abortion The Ohio Right to Life organization provides issues, laws and actions, books, statistics and more.

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On the Value and Inviolability of Human Life Encyclical letter addressed by the Supreme Pontiff, John Paul II.

Supreme court decisions on abortion

World's Abortion Laws Choice in the Courts Planned Parenthood of Southeastern Pennsylvania et al vs. Casey, Governor of Pennsylvania, et al. (Case Number 505 U.S. 833 (1992) ROE v. WADE, 410 U.S. 113 (1973) ROE v. WADE, 410 U.S. 113 (1973) Stenberg v. Carhart Webster vs. Reproductive Health Services

Affirmative action
Megasites Support Opposition Legislation

Affirmative action megasites

The Origins of Affirmative Action From NOW. The History of Affirmative Action Policies From In Motion magazine.

Affirmative action support

In Defense of Affirmative Action Articles supporting affirmative action.

Affirmative action opposition

Ten Myths About Affirmative Action The following essay appeared in an issue of the Journal of Social Issues entitled "The Affirmative action Debate: What's Fair in Policy and Programs?" (Winter 1996; Volume 52, Issue 4, pp. 25-31). Proposition 209: Prohibition Against Discrimination or Preferential Treatment by State and Other Public Entities Official Title and Summary prepared by the Attorney General.

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Affirmative action legislation

Hopwood vs. State of Texas Reversing affirmative action decision. PDF document. University of California Regent v. Bakke, 438 U.S. 265 Johnson v. Board of Regents Smith v. University of Washington Taxman v. Board of Education of the Town of Piscataway

AIDS
AIDS megasites AIDS legislation

AIDS megasites
AIDS.ORG Answers to frequently asked questions and facts about AIDS, youth and HIV and more. Johns Hopkins AIDS Service Resources from Johns Hopkins University. Includes publications, education, resources, prevention and more. Multnomah County Library Homework Center Diseases & Viruses: AIDS AIDS/HIV information and facts.

AIDS legislation
The Body: Legal Issues Read the ACLU civil rights statement, US Department of Justice statement, and more. AIDS Policy and Activism Activists action alerts and more legislative issues.

Alcohol and drinking

Alcohol and drinking megasites 21: The drinking age Drinking age needs to be changed Alcohol and drinking legislation See also Drunk driving

Alcohol and drinking megasites

Minimum Drinking and Purchasing Age Laws The International Center for Alcohol Policies presents an overview of the drinking age issue, from what the

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debate is to international approaches to the topic. International Center for Alcohol Policies The International Center for Alcohol Policies presents various reports related to alcohol, including alcohol and your health, policies on alcohol and pregnancy, binge drinking and more. Legal Drinking Age This website identifies the problem, provides a possible solution and also presents drinking age statistics from around the world. National Institute on Alcohol Abuse and Alcoholism Publications, frequently asked questions, and more.

21: The drinking age

Fact Sheet: Minimum Drinking Age Laws The National Traffic and Highway Administration presents this PDF document explaining the 1984 National Minimum Drinking Age Act. The Minimum Legal Drinking Age: Facts and Fallacies The American Medical Association presents a brief history and research findings regarding the National Minimum Drinking Age Act.

Drinking age needs to be changed

Why the Drinking Age Should be Lowered This research paper from Professor Ruth C. Engs at Indiana University cites why the national drinking age should be lowered.

Alcohol and drinking legislation

Drinking Age Limits The International Center for Alcohol Policies identifies drinking and purchasing ages from countries around the world. National Minimum Drinking Age Act of 1984 An essay with sources that looks at the drinking age.

Animal rights
Animal rights megasites Animals in research Legislation

Animal rights megasites

Animal Concerns Community

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This website provides in depth information regarding animal welfare, treatment and health. International Society for Animal rights This organization works to end animal injustices and to expose the suffering and exploitation of animals. The Moral Status of Animals A website that provides an overview of the different animal rights perspectives in general. The website also breaks down information by animal. People for the Ethical Treatment of Animals Check out the library for information or go to the kids section for animal rights information.

Animals in research
Office of Laboratory Animal Welfare Facts, policies and laws surrounding lab animal welfare. RDS: Understanding Animal Research in Medicine This organization helps people understand the medical importance for the use of animals in research.

Animal rights legislation

Animal Legal and Historical Legislation Repository for any and all national and international animal rights legal materials. Search for US laws and cases as well as world law and cases. The Animal Welfare Act: Historical Perspectives and Future Directions From the Animal Welfare Information Center from the Department of Agriculture. Legislation, Regulations, Policies, and Guidelines From the Animal Welfare Information Center from the Department of Agriculture.

Binge drinking
Binge drinking statistics and data Drinking legislation/laws

Binge drinking statistics and data

Binge Drinking Among Underage Persons This website provides 2000 data regarding binge drinking by persons under the age of 21 in the United States. Binge Drinking 101 From PBS' The NewsHour highlights the binge drinking issue. Binge Drinking and the College Student: What's Five Drinks? From the Harvard School of Public Health this website presents the article online. This website requires Acrobat Reader. For a complete list of binge drinking articles from this school, see this page Binge Drinking in Adolescents and College Students

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From the Department of Health and Human Services, this website presents information and reference resources about binge drinking. College Binge Drinking About.com provides a number of articles about binge drinking. More Canadian Students Drink But American Students Drink More From the Harvard School of Public Health, this website provides a comparative study between Canadian and US college student drinking. Teen Tipplers: America's Underage Drinking Epidemic From the National Center on Addiction and Substance Abuse, this website presents their study findings for underage drinking and includes information about binge drinking. This website requires Acrobat Reader. Trends in College Binge drinking From the Journal of American College Health, this website presents the findings of four alcohol surveys from 1993-2001. This website requires Acrobat Reader.

Drinking legislation/laws
First Offender: Fines and Penalties This website identifies each states' legal blood alcohol concentration, suspension laws, and first offense fines.

Capital punishment
Capital punishment megasites Support Oppose Legislation

Capital punishment megasites

Capial Punishment Statistics This website from the Bureau of Justice Statistics presents recent statistics on executions throughout the states as well as demographic statistics of those on death row throughout the country. Angel on Death Row From PBS and Frontline, this website presents pro and con views about the death penalty, interviews with death row inmates, a chronology of capital punishment from the 17th century to the present. Death Penalty Information: High School Curriculum This website presents information about pro and con capital punishment, the stages of a capital case, history of the death penalty and methods of execution. The website also provides state by state data and provides a state comparison chart, and it also presents courtroom cases and lets students learn if they would be selected for a jury on this topic. Capital punishment: The Death Penalty The Ontario Consultants on Religious Tolerance present reasons for and against the death penalty as well as it's relation to North America.

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The Death Penalty Read the history and an overview of capital punishment and a state-by-state look at the issue, methods of execution, and death penalty statistics. Death Penalty Information Center Information about the death penalty by state, race, costs, and more. Librarian's Guide to the Best Information on the Net: The Death Penalty From O'Keefe Library, St. Ambrose University.

Capital punishment support

John Stuart Mill "Speech In Favor of Capital punishment" Speech John Stewart Mill presented before Parliament on April 21, 1868 in opposition to a bill banning capital punishment.

Capital punishment opposition

Amnesty International: Against the Death Penalty Current information about the death penalty as well as the organization's stand. Death Penalty Abolition News Amnesty International provides uptodate current events surrounding the subject. The Death Penalty "The American Civil Liberties Union joins a diverse group of religious, civil liberties and human rights organizations in calling for a new nationwide moratorium on the death penalty."

Capital punishment legislation

Death Penalty Facts by State Click on each state on the map of from the table of contents from below the map to access detailed information about each state's death penalty statistics and legislation. Death Penalty Law Materials Federal, state and other materials. "Congress and state legislatures may prescribe capital punishment for certain heinous crimes. It has been held that the death penalty is not a per se violation of the eighth amendment's bar on cruel and unusual punishment."

Censorship
Support Oppose Legislation

Censorship support

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Enough is Enough "A campaign, launched in November of 1992, embraces a vision to restore an environment in which citizens are free to raise their children and conduct our lives without the intrusion of illegal sexual material or sexual predators." Family Friendly Libraries "A national grassroots network of concerned citizens, librarians and library trustees that believe in: More common sense access policies to protect children from exposure to age-inappropriate materials without parental consent." "Does not encourage removal of collection material."

Censorship opposition
ACLU Online Free Speech From the American Civil Liberties Union, this website promotes the right to free speech. Multnomah County Library Homework Center: Banned Books Week The library's website on censorship and banned books for Banned Books Week. National Coalition Against Censorship This website provides uptodate information about censorship around the country. Banned Books On-line "A special exhibit of books that have been the objects of censorship or censorship attempts." Frequently Challenged Books From the American Library Association, this website lists the most frequently challenged books and authors for the past year and why these books were challenged. Electronic Frontier Foundation Organization promoting freedom in the electronic frontier. Electronic Privacy Information Center (EPIC) Search this Washington DC interest group website for the latest free speech challenges, censorship legislation and more. Internet Censorship "EPIC is a public interest research center in Washington, D.C. It was established in 1994 to focus public attention on emerging civil liberties issues and to protect privacy, the First Amendment, and constitutional values." Why Johnny Can't Read: Censorship in American Libraries Article about books that have been censored in school libraries, as well as more subtle forms of censorship, by award-winning novelist Suzanne Fisher Staples.

Censorship legislation
Full Text of CIPA Children's Internet Protection Act full text. CyberSpace Law

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From the FindLaw site, this page presents information about filtering, freedom of expression, censorship and more. First Amendment Project "A nonprofit, public interest law firm established in 1991 to protect, defend, and further the rights to participate in and know about government activities and speak freely about public issues."

Child labor
Child labor megasites Child labor legislation See also Sweatshops

Child labor megasites

Youth & Labor From the U.S. Department of Labor, this website presents the federal guidelines for young people to work. The website includes child labor statistics. By the Sweat and Toil of Children From the U.S. Department of Labor, this website presents its report on international child labor and the US' commitment to eliminate it. Child Labour This UNICEF website contains official documents, links to other sites about child labor and children's rights. Child labor in America 1908-1912 This website presents the history of child labor during the early twentieth century and includes photographs. Child Labor Resource Guide "Whom to contact at your State Department of Labor for information concerning your state child labor law." Global March Against Child Labour Find information out about the march, the latest child labor information, and about the lives of child laborers and more. Child Labor Coalition This website from the National Consumers League presents government, international, and other advocacy group information regarding child labor. Stolen Dreams From the Gallery of the Harvard School for Public Health. Photographs of children working various jobs in the United States, Mexico, Thailand, Nepal, Bangladesh, Turkey, Morocco, Indonesia, and India.

Child labor legislation

The Apparel Industry and Codes of Conduct

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This website from the US Department of Labor presents an overview of child labor issues, and suggested codes of conduct to be implemented. Forced and Indentured Child labor Prevention Act S.373 Bill introduced to Congress in 1999 regarding child labor and US imports.

Children's rights
Children's rights megasites Children's rights legislation

Children's rights megasites

Child Welfare League of America "America's oldest and largest organization devoted entirely to the well-being of America's vulnerable children and their families." Children's Defense Fund The organization exists to "provide a strong and effective voice for all the children of America, who cannot vote, lobby, or speak for themselves. We pay particular attention to the needs of poor and minority children and those with disabilities." Children Now " A nonpartisan, independent voice for children, working to translate the nation's commitment to children and families into action." Children's rights Council "A nonprofit organization based in Washington, DC that works to assure children meaningful and continuing contact with both their parents and extended family regardless of the parents' marital status." The Future of Children By The Center for the Future of Children, this online publication is meant to "disseminate timely information on major issues related to children's well-being, with special emphasis on providing objective analysis and evaluation, translating existing knowledge into effective programs and policies, and promoting constructive institutional change." National Center for Children in Poverty Mission: "Identify and promote strategies that reduce the incidence of young child poverty in the United States and that improve the life chances of the millions of children under age six who are growing up poor." UNICEF: United Nations Children's Fund Includes children's rights, publications, statistics, news and more.

Children's rights legislation

The American Bar Association Center for Children and the Law Annual reports, publications, factbook, and more.

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Creation science vs. evolution

Creation science Evolution Theory of Evolution vs. Creation Science The Ontario Consultants on Religious Tolerance present various beliefs, proved and disproved theories, links, and references about creation science and evolution. The Talk.Origins Archive This usenet newsgroup archive explores the creation and evolution theory.

Creation science
Creation Science Jason Browning, Dr. Gerald Lenner, and Mark Rajock, engineers and professionals with graduate degrees, largely in computer science, provide numerous links and debates against evolution. Institute for Creation Research Center supporting the Biblical creation.

Evolution
BBC Darwin A "site compiled by the BBC for their Evolution Weekend: March 27-29th, 1998. This website contains a range of materials directly related to the various television programmes shown on BBC TWO over that weekend, in addition to a large amount of original online content" such as the "Extinction Files" which discusses why species die out. Biology and Evolutionary Theory What is evolution? Origin of species? Darwinism?Find out here. Read Darwin's The Origin of Species online. In Defense of Evolution An article supporting the theory of evolution and negating creationist theory.

Drugs and drug abuse

Drugs megasites Support Oppose Drug legislation

Drugs megasites
Multnomah County Library Homework Center: Drugs Information and statistics about various drugs from heroin to tobacco.

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Drug Abuse Trends The Office of National Drug Control Policy presents statistics on trends in drug-related crimes and looks at drug use trends by individual drug.

Drug support
Multnomah County Library Homework Center: Social Issues: Legalization of marijuana Collection of online resources supporting the legalization of marijuana.

Drug opposition
DEA: Drug Enforcement Administration Check out drug statistics and facts and more here. National Institute on Drug Abuse Information on drugs abused and more. Office of National Drug Control Policy Find news, policies, media campaign information, drug facts and statistics, prevention and education, state and local profiles, and more. State Drug Profiles Read about each state's drug profile here. Some city profiles are also available.

Drug legislation
Drug Law Timeline This website provides a timeline of the various US laws significant in the history of US drug legislation. Say It Straight: The Medical Myths of Marijuana This DEA publication presents medical and scientific evidence, political, social and cultural issues around this subject.

Drunk driving
See also Alcohol and Drinking Drinking & Driving Statistics and other information about drinking and driving. Impaired Driving From the National Highway Traffic Safety Administration. See how many car crashes were related to alcohol in your state at this site. Also provided, the legal blood alcohol content for each state, number of alcoholrelated deaths and the percentage of deaths related to alcohol for each state. Alcohol Alert: Drinking and Driving From the National Institute on Alcohol Abuse and Alcoholism. MADD: Mothers Against Drunk driving

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Includes current news and information about drunk driving as well as detailed drunk driving statistics for youth and deaths. Check out the "Under 21" page for more information about alcohol-related information for teenage boys and girls. MADD: Under 21 A movement of MADD, this website "features eight new anti-drinking programs for and by youth under the 21 legal drinking age." MADD Stats & Resources From MADD, this website presents statistics, laws and drunk driving research as well as underage drinking research. SADD Online: Students Against Destructive Decisions Find daily updated bulletins and "interaction between SADD Members and Administrators, Educators, and SADD Partners."

Environmental protection
Environmental protection megasites Support Legislation

Environmental protection megasites

Environmental Ethics From the University of San Diego. Includes government and legal resources, articles, National Public Radio transcripts, websites and more. The Environmental Justice Information Page This website provides a definition of environmental justice, current topics, various reports on related issues and more.

Environmental protection support

Environmental Defense Fund Practical action and reports of ways to conserve and to support the environment. League of Conservation Voters Keeps up with congressional activities, campaigns, and pro-conservation issues. Protecting our Environment Campaigns and environmental resources. Endangered species protection, clean water and air, recycling, pollutants, and toxic substances. OSPIRG Oregon State Public Interest Group's concern for the environment. Sierra Club "The Sierra Club is a nonprofit member-supported,public interest organization that promotes conservation of

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the natural environment by influencing public policy decisions--legislative, administrative, legal, and electoral."

Environmental protection legislation

EPA: Laws and Regulations The EPA presents current legislation before Congress as well as public law passed by congress. Center for International Environmental Law A great resource for environmental law as it relates to countries around the world. Arranged by topics such as "law and communities" where you can read about community-based environment management efforts in various countries, "biodiversity and wildlife," and "trade and environment," where you can read about trade agreements such as NAFTA and their environmental impact. Legislative Watch The Bulletin on Environmental Legislation.

Euthanasia and assisted suicide

Megasites Support Oppose Legislation

Euthanasia megasites
Ethics Updates: Euthanasia and End-of-Life Decisions Court decisions, legislation, documents, statistical information, books, articles and videos on the subject. A large website by Professor Lawrence M. Hinman at the University of San Diego. Euthanasia and Physician Assisted Suicide: All Sides The Ontario Consultants on Religious Tolerance present ethical questions, public opinion polls, church statements and the current legal status regarding assisted suicide. The Kevorkian Verdict: The Life and Legacy of the Suicide Doctor Frontline program reviews Kevorkian's life, the law, the opinions surrounding euthanasia, and more.

Euthanasia support
Compassion and Choices This organization "provides information, counseling and support to patients who are facing prolonged and intractable suffering at the end-of-life. COMPASSION offers information and emotional support for all end-of-life options, including intensive pain management, comfort or hospice care, and humane, effective aid-in-dying for those who are in the final stages of illness and whose suffering has become intolerable." Euthanasia World Directory Includes a listing of right-to-die societies throughout the U.S. and the world, a newsletter, a detailed Q&A, and a glossary of "end-of-life" terms.

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Euthanasia opposition
International Anti-Euthanasia Task Force Includes a euthanasia FAQ, an FAQ regarding advance directives, several essays on artificial feeding, an essay on the words used in the assisted suicide debate, and more.

Euthanasia legislation
Death with Dignity Legislative Watch Death with Dignity National Center provides the text and a history of the law. U.S. Supreme Court Rules on Physician Assisted Suicide Cases From the University of Buffalo's Center for Clinical Ethics and Humanities in Health Care, this website lists transcripts and summaries of court cases regarding assisted suicide. Oregon and Washington State initiatives and controversial laws included.

Famine
Famine megasites Famine legislation

Famine megasites
Child Hunger in America Statistics of hungry children in the US. Mercy Corps International "A nonprofit, voluntary agency that exists to assist the world's suffering, impoverished, and oppressed through emergency relief, self-help projects, and development education." Second Harvest Food Bank Network Second Harvest, the nation's largest charitable hunger relief organization. Find your local program or look for volunteer opportunities. Students Helping Street Kids International "A public benefit, nonprofit organization incorporated in the state of Oregon in 1997 to provide a servicelearning opportunity to U.S. students and others."

Famine legislation
Bread for the World "Bread for the World is a nationwide Christian movement that seeks justice for the world's hungry people by lobbying our nation's decision makers."

Flag burning
Flag burning support

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Flag burning opposition

Flag burning support

Flag Desecration Amendment Returns This website from the ACLU presents information about the proposed amendment to outlaw flag burning.

Flag burning opposition

Citizens' Flag Alliance This organization wishes to protect the flag from physical desecration.

Gangs
Gang megasites Legislation

Gang megasites
Gang Research The website seeks to dispel stereotypes and present research, original documents, and helpful links. In the Spotlight: Gangs Resources This website includes each year's National Youth Gang Survey and includes a summary of gang trends and a historic look at gangs. The Coroner's Report A commercial website produced by a gang researcher and educator. Contains a useful overview of gang history and dynamics. Juvenile Justice Facts & Figures: Publications - Gangs Information and statistics about gangs available in HTML or view with Acrobat Reader plug-in. National Gang Center Statistics, analysis, legislation, gang program strategies and more.

Gang legislation
Gang-Related Legislation Gang-related legislation organized by subject and by state.

Gender issues
Gender issues megasites Women's suffrage

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Gender issues megasites

National Organization for Women Key women's issues, legislative updates, links to related sites. MenWeb: M.E.N. Magazine Interviews, articles, issues.

Genetic engineering
Genetic engineering megasites Support Oppose

Genetic engineering megasites

Human Cloning: Religious and Ethical Aspects From the Ontario Consultants on Religious Tolerance, this website provides various aspects and historic information regarding human and embryo cloning. The First Human Cloned Embryo Scientific American online presents its feature article on the subject.

Genetic engineering support

National Bioethics Advisory Committee Site of the agency created by a Presidential Executive Order. Includes publications regarding the science of cloning, religious perspectives, ethical considerations, legal and policy considerations, and commission recommendations. Most of the publications require Adobe Acrobat Reader to read them. You may download it free of charge from www.adobe.com. Human Cloning Foundation This website is in support of human cloning.

Genetic engineering opposition

American Bioethics Advisory Commission Established by the American Life League, this website offers position papers and statements regarding cloning and genetics and discusses the President's bioethics policies. Council for Responsible Genetics The charge of this organization is to provide the public, researchers, legislators, etc. comprehensive information regarding the social implications of biotechnology. Read position papers regarding various aspects of this issue, check out their analysis of related legislation and issues such as the "gay gene" and genetic privacy. Human Genome Project Office of Biological and Environmental Research provides this site.

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Global warming
Support Oppose Legislation

Global warming evidence

Climate Change Learn about climate changes and its effects on the world. Climate Change Kids Site Explains what climate change is and what you can do to help. Includes movies, games and more. Global warming kids page Global Warming Information Page Articles, essays, activities and tips for sharing global warming information with kids, a global warming "myths vs. facts" article and much more. Global Warming Information Center From the National Center for Public Policy Research.The conservative perspective on this issue. Includes various articles, press releases and bulletins.

Global warming criticism

Global Warming Hype Articles, essays, activities and information supporting that global warming isn't a concern.

Global warming legislation

Air Pollution Prevention and Control Air pollution laws as they appear in the U.S. Code.

Government vs. religion

The First Amendment to the United States Constitution Government vs. religion in The United States The Ontario Consultants on Religious Tolerance present a summary of and links to the Religious Freedom Restoration Act and a list of court cases regarding religion and government involvement. Religious Liberty This website from the ACLU provides information about church and state entanglement as well as other social issues regarding religion in the US.

Gun control
Gun control megasites

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Support Oppose Legislation

Gun control megasites

Gun Laws, Gun control & Gun Rights From the University of Pittsburgh School of Law, this website addresses the viewpoints of gun control and gun rights. Guns/Gun control A collection of links offering many perspectives in regard to this issue. Gun control History of gun control in the US.

Gun control support

Violence Policy Center This center "approaches firearms violence from a public health perspective and explores policy alternatives to commonly accepted views on gun violence." Information on firearm violence as relates to women, youth and the elderly. Federal and state policy issues. Violence Policy Center Statistics and publications on firearms, legislation, literature database, international gun violence prevention and more. Gunfree This advocacy organization fights for gun control. Brady Campaign to Prevent Gun Violence These organizations were formed to promote the creation of "sensible gun laws." website includes media and action alerts, federal and state gun laws, tips for protecting yourself and your family, and more. Student Pledge Against Gun Violence Sign the pledge online or get your school involved. Information, press releases, frequently asked questions, activities and curriculum, resources and contact people, and more about the Student Pledge can be found here. This website was created to support the annual Day of National Concern about Young People and Gun Violence.

Gun control opposition

L.A.R.G.O.: Lawful and Responsible Gun Owners A gun ownership advocacy group seeking to show that the "vast majority of citizens who own firearms are good, decent people from all walks of life." Read articles on the meaning of the Second Amendment, the intentions of the founding fathers, and the effects of gun control. Includes related links. The National Rifle Association of America News regarding gun issues, legislative alerts, gun safety information and more.

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Gun control legislation

Brady Handgun Protection Act Full text of the Act. Gun control Legislation Federal legislation summaries. The Second Amendment to the United States Constitution Text of the Second Amendment to the United States Constitution.

Homelessness
Homelessness megasites Legislation

Homelessness megasites
Profile of Homelessness This website provides information to better understand homeless issues. Homeless Women's Network "Dedicated to empowering women & youth to overcome the limitations of homelessness and poverty." National Coalition for the Homeless Facts, myths, directory of national and local organizations involved in homelessness. The website also includes facts and statistics about the homeless. Portland Habitat for Humanity This website provides the history of the organization, current Portland projects, volunteer opportunities and information on how to apply for home ownership through the organization. Real Change: Seattle's Homeless Newspaper Read this online newspaper.

Homelessness legislation
National Law Center for the Homeless Legal rights and laws regarding homeless people.

Homosexuality
See also Same-sex marriages Support Oppose Legislation

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Homosexuality support
ACLU: Lesbian and Gay Rights Information about anti-gay initiatives, anti-gay violence, civil rights laws, job discrimination and much more. National Gay and Lesbian Task Force Activist group on various gay and lesbian issues. Homosexuality and Bisexuality The Ontario Consultants on Religious Tolerance present professional, Christian, and other viewpoints on homosexuality. Human Rights Campaign The largest national lesbian and gay political organization. Read political news and background on the issues. Queer Resources Directory A huge database of information and links regarding gay, lesbian, bisexual and transgender issues.

Homosexuality opposition
Family Research Council The views of a nonprofit organization, the mission of which is to "reaffirm and promote... the traditional family unit and the Judeo-Christian value system..." Provides answers to FAQs about the homosexual agenda, aids funding, and the redefinition of marriage. Christian Resources about Homosexuality and AIDS Links, articles, testimonies and more. NARTH: National Association of Research and Therapy of Homosexuality A psychological organization that seeks to conduct research on and provide therapy for homosexuality, which its members consider a psychological disorder.

Homosexuality legislation
LGBTI Rights in the World map Famous Case Archive A list of legal cases regarding homosexuality. From this website you can also access a list of statewide gay rights laws.U.S. Supreme Court ruling on same-sex sexual harrassment.

Human rights
Human rights megasites Legislation

Human rights megasites

Amnesty International

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Read Amnesty's annual reports which discuss human rights conditions by country and region, check out current news and links to related sites. Human Rights by Country Read Amnesty International's reports of human rights in other countries. Fourth World Atlas Project From the Center for World Indigenous Studies, this website is indexed by ethnicity. Human Rights Watch Read detailed information about human rights conditions by country and region. Very up-to-date. United Nations Human Rights Web site Read fact sheets, press releases, reports, resolutions, and legislation produced by the United Nations. Women's Human Rights Resources "This list of international women's human rights websites is compiled by lawyers and librarians, and is meant to assist those interested in the legal aspects of women's human rights." Organized into various issues such as education, rights of girls, violence against women and so on.

Human rights legislation

A Summary of United Nations Agreements on Human Rights Includes the text of the Universal Declaration of Human Rights, the Geneva Conventions, the Convention Against Genocide, and more.

Immigration
Immigration megasites Support Oppose Legislation

Immigration megasites
Multnomah County Library Homework Center: Immigration History of Ellis Island, Angel Island, immigration during the early 20th century, the history of the Statue of Liberty, and immigration today.

Immigration support
American Immigration Lawyers Association Be sure to check out the "5 Immigration Myths Explained." Immigrants' Rights: ACLU Find out what's happening in Congress regarding immigration, read about recent legal battles and current news related to the issue, and check out the ACLU's resources concerning immigration.

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Immigration opposition
FAIR: Federation for American Immigration Reform Read a website about an organization of citizens who believe "that our nation's immigration policies must be reformed to serve the national interest." The website provides a history of immigration, a collection of opinion pieces, articles, polls, etc. addressing various issues related to immigration, legislation, and immigration issues by state.

Immigration legislation
Text of the 1882 Chinese Exclusion Act This is the US Congressional act that excluded Chinese from immigrating to the US. This act was repealed in the 1940s.

Legalization of marijuana
Marijuana megasites Support Oppose Legislation

Marijuana megasites
Multnomah County Library Homework Center: Marijuana Sites that provide facts about marijuana, statistics of use, and long-term effects of marijuana use. Busted: America's War on Marijuana Frontline presents a program on marijuana, laws, and more.

Marijuana support
Marijuana Policy Project From the Washington DC advocacy organization, this website provides legislative updates via e-mail, news releases regarding medicinal marijuana arrests, marijuana prohibition facts flyer, and the project's National Marijuana Control and Regulation Strategy. NORML: Working to Reform Marijuana Laws "NORML is a nonprofit, public-interest lobby that for more than 30 years has provided a voice for those Americans who oppose marijuana prohibition. We represent the interests of the tens of millions of Americans who smoke marijuana responsibly and believe the recreational and medicinal use of marijuana should no longer be a crime." Oregon NORML The Oregon chapter of NORML. Includes current information in regard to pending Oregon marijuana legislation, and includes a history of Oregon reform efforts. Check out "Consider.." to find information about Portland, Multnomah County, and Oregon marijuana use.

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Marijuana opposition
Drug Free America Foundation Opposes legalization of marijuana, particularly in Florida, where this organization is based. National Families in Action "National Families in Action is a national drug education, prevention, and policy center based in Atlanta, Georgia. The organization was founded in 1977. Its primary goal is to help families and communities prevent drug abuse." Office of National Drug Control Policy From the White House, this organization "establishes policies, priorities, and objectives for the Nation's drug control program, the goals of which are to reduce illicit drug use, manufacturing, and trafficking; drug-related crime and violence; and drug-related health consequences." Includes drug facts, prevention and enforcement, National Drug Control Policy and more. Searchable site! Parents. The Anti-Drug Q & A discusses various beliefs and facts about marijuana. "Source for marijuana prevention publications, information, and other tools."

Marijuana legislation
Controlled Substances Act The entire act online. State By State List of Marijuana Laws From NORML activist organization, this website presents each state's marijuana laws.

National debate topic

National Forensic League: Speech & Debate Honor Society Current Topics Discover this year's selected policy debate topic and other debatable topics.

Nuclear proliferation
Nuclear Issues in India and Pakistan Chronologies of nuclear testing in India and Pakistan, maps, photos, international reaction to Indian/Pakistani tests, and more. Loose Nukes From Frontline on PBS, this website provides the nuclear status of nations and discusses nuclear smuggling. Nuclear Control Institute The organization, located in Washington DC, "is an independent research and advocacy center specializing in problems of nuclear proliferation. Non-partisan and nonprofit, we monitor nuclear activities worldwide and pursue strategies to halt the spread and reverse the growth of nuclear arms." The U.S. Nuclear Weapons Cost Study Project An effort to catalogue the costs of the nuclear weapons program to U.S. taxpayers.

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Organ and body donation

Organ Donation Includes frequently asked questions, myths, and other information about organ donation. Transweb A great resource, this website includes current news, issues and answers, FAQs, stories from people who have been through the process, and even a Transplant/Donation quiz to test your knowledge of the issues. United Network for Organ Sharing A good resource for current statistics and news. Also provides a glossary, FAQs and a discussion of the myths surrounding transplantation.

Pledge of Allegiance
Pledge of Allegiance megasites Remove "under God" Legislation

Pledge of Allegiance megasites

The Pledge of Allegiance Religious Tolerance discusses the controversy around the Pledge of Allegiance.

Remove "under God"

Restore Our Pledge of Allegiance This organization supports the original, 1942 Congress approved pledge.

Pledge of Allegiance legislation

First Amendment's Establishment Clause Clause of the US Constitution's First Amendment regarding religious establishment. West Virginia State Board of Education vs. Barnette, 319 U.S. 624 (1943) Santa Fe Independent School District vs. Doe (2000)

Poverty
Institute for Research on Poverty Produced by a national research center in Wisconsin, this website offers an FAQ list regarding poverty and its causes, downloadable publications, and links to poverty-related sites. National Center for Children in Poverty The mission of this organization is to share information about poverty as it affects children in the United States. Read the facts on child poverty, get state and local information and learn about the effects of welfare

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reform on young children. U.S. Census Bureau Get the official statistics on poverty.

Prayer in schools
Prayer in schools megasites Oppose Legislation

Prayer in schools megasites

Finding Common Ground A guide to religious liberty in public schools. A first amendment guide to religion in public education. Prayer in Public Schools- both compulsory and voluntary From The Ontario Consultants for Religious Tolerance, this website presents things to consider, The Bible's perception of school prayer, and legal aspects and a chronology of school prayer since 1894.

Prayer in schools opposition

The Case Against School Prayer The text of a brochure produced by the Freedom from Religion Foundation.

Prayer in schools legislation

ENGEL v. VITALE, 370 U.S. 421 (1962) 1962 Supreme Court case on freedom of religion.

Racial profiling
Racial Equality The ACLU's special section on the subject. Racial Profiling Data Collection Center at Northeastern University: Legislation Click on a state to learn about legislation related to racial profiling. Introduction: Racial Profiling Collection This website from Adversity.net (for victims of reverse discrimination) provides a collection of news articles and other reports support that racial profiling does not discriminate.

Racial profiling legislation

Traffic Stops Study Act of 1999 Text of the Senate bill providing for the collection of data on traffic stops.

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Same-sex marriages
Same-sex marriages megasites Pro Same-sex marriages Against same-sex marriages Same-sex marriage legislation/actions and primary documents

Same-sex marriage megasites

Same-Sex Marriages, Civil Unions & Domestic Partnerships From Religious Tolerance, this website provides a basic overview and history of the issues, public opinions, current status throughout the US, Canada, North America, secular and religious aspects and more.

Pro
Basic Rights Oregon Advocacy group working to end discrimination based on sexual orientation and gender identity in Oregon. Log Cabin Republicans Loyal Republicans who support gay marriage and are anti-amendment. Watch the commercial they produced regarding anti-amendment efforts. Domestic Partnership, Civil Unions, Marriage From the ACLU press releases and legislative actions. Equal Marriage for Same-Sex Couples Canada advocacy group in favor of same-sex marriages. Get Busy, Get Equal ACLU website supporting equal rights for same-sex marriages. Issue Report: Same-Sex Marriage National Organization for Women presents key points of the issue, NOW's efforts and more. Love Makes a Family Oregon state advocacy group supporting same-sex marriage. Marriage Equality What are the legal benefits to marriage? Find out here. This website also addresses what the opposition says against same-sex marriage and more. National Freedom to Marry Coalition Advocacy group moving to win legal marriage state by state. Religious Coalition for the Freedom to Marry This organization supports civil unions between same-sex couples. Several clergy have stopped signing state marriage certificates all together until same-sex civil unions are legal. Read more about this here. Religious Support for Equal Rights From the Interfaith Working Group. "Our mission is to inform the public of the diversity of religious opinion on social issues where it is not widely recognized by providing a voice and a forum for religious organizations,

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congregations and clergy who support equal rights for gay, lesbian, bisexual and transgender people; reproductive freedom; and the separation of church and state."

Against
Defense of Marriage Coalition Advocacy group against same-sex marriage. Alliance for Marriage This advocacy group promotes marriage and address fatherless families in the US. Also provides details about the group's position supporting the proposed Federal Marriage Amendment (H.J. Res. 56) to the US Constitution. Alliance Defense Fund Advocacy group supporting traditional marriage. Considerations Regarding Proposals to Give Legal Recognition to Unions Between Homosexual Persons Pope John Paul II provides the official Vatican position on same-sex unions. Stand for Marriage The Center for Reclaiming America advocacy group presents their opinions on same-sex unions.

Legislation and primary documents

Legislation/Actions Primary documents

Legislation
National legislative actions and information The U.S. Constitution Oregon legislation/actions Washington legislation/actions California legislation Massachusetts legislation/actions

National legislative actions and information

Federal Marriage Amendment Find out how your state's senators voted on the July 14, 2004 Senate vote on the Federal Marriage Act. Defense of Marriage Act The act in its entirety as well as a summary. Domestic Partnerships: AB 205 California House Bill AB 205, includes details of its life in the House and its passage. Lawrence and Garner vs. Texas Supreme Court decision that overturned sodomy laws. For a summary of the case, visit here. Many feel this

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decision is a precursor to legalizing same-sex marriages. Zablocki vs. Redhail US Supreme Court reasoned that marriage was "Marriage is one of the `basic civil rights of man,' fundamental to our very existence and survival." Loving v. Virginia The 1967 US Supreme Court decision which found that the Viriginia statute that prevented marriages between persons solely on the basis of racial classifications violated both the Equal Protection and Due Process Clauses of the US Constitution's 14th Amendment. This case overturned such laws, which were still in effect in 1967 in 16 states. State by State Comparison on Same-Sex Marriages This CBS illustrates where each state's laws stand on the issue or same-sex marriage. State-by-State Review each state's recent or current legal actions regarding same-sex unions.

The U.S. Constitution

Federal Marriage Amendment: H.J. Res. 56 Proposed amendment to the US Constitution to define marriage in section 1 as "Marriage in the United States shall consist only of the union of a man and a woman. Neither this Constitution or the constitution of any State, nor state or federal law, shall be construed to require that marital status or the legal incidents thereof be conferred upon unmarried couples or groups." This website provides information about the status of this proposed amendment as well. Amendments to the US Constitution: Article V of the US Constitution The National Archives provides a transcript of the US Constitution. Scroll down to Article V. Section 1 of the 14th Amendment of the US Constitution "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws." Section 1, Article 4, US Constitution "Full Faith and Credit shall be given in each State to the public Acts, Records, and judicial Proceedings of every other State. And the Congress may by general Laws prescribe the Manner in which such Acts, Records and Proceedings shall be proved, and the Effect thereof."

Oregon legislation/actions
Initiative 150 Oregon's Office of the Secretary of the State states that the proposed Oregon Constitutional Amendment recognizing marriage only as between a man and a woman has met the minimum number of signatures to become a ballot measure on the November 2004 ballot.

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Draft Ballot for an Oregon Constitutional Amendment Oregon's Office of the Secretary of the State received this draft ballot &, title from the Oregon Attorney General on March 10, 2004. Initiative petition #150 is proposed for the November 2, 2004 election and was submitted to the Secretary of the State on March 2, 2004. Oregon Constitution, Article I, Section 20 "Equality of privileges and immunities of citizens. No law shall be passed granting to any citizen or class of citizens privileges, or immunities, which, upon the same terms, shall not equally belong to all citizens." Tanner v. Oregon Health Sciences University The full text of the 1998 Oregon Court of Appeals decision that states discrimination by sexual orientation for benefits violates ORS 659.028 "It is not an unlawful employment practice for an employer, employment agency or labor organization to observe the terms of a * * * bona fide employee benefit plan, such as a retirement, pension or insurance plan, which is not a subterfuge to evade the purposes of this chapter." It also found that it also violates the Oregon Constitution Article 1 Section 20, "No law shall be passed granting to any citizen or class of citizens privileges or immunities, which, upon the same terms, shall not equally belong to all citizens." Oregon Revised Statutes, Chapter 106 Marriage Karen Minnis, Oregon Speaker of the House of Representatives, refers to this statute (106.150) when calling for the state Attorney General and Governor Kulongoski to enforce state law that refers to marriage being between "husband and wife."

Washington legislation/actions
Washington State Lawsuit Lawsuit submitted to the Superior Court of Washington for King County states that Washington statutes and case law is in violation of the Washington State Constitution's equality and due process articles (Article 1 Section 3, Article 1 Section 7, Article 1 Section 12 and Article 31 Section 1).

California legislation/actions
Thomasson v. Newsom Complaint filed against San Francisco Mayor Newsom and his letter directing San Francisco to issue marriage licenses to same-sex couples. City of San Francisco Counter-Complaint to Thomasson vs. Newsom Counter-complaint, response to complaint filed against San Francisco Mayor Newsom and his letter directing San Francisco to issue marriage licenses to same-sex couples. California's Family Code 300-310 Full text of California's Family Code.

Massachusetts legislation/actions
How Legislators Voted on the Final Language of the Gay Marriage Amendment The Boston Globe article that states that final language used and adopted by the state legislature to amend

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the Massachusetts Constitution. Goodridge vs. Department of Public Health The Massachusetts Supreme Judicial Court ruling against a state ban on same-sex marriage.

Primary documents
National Oregon Washington California

National
Transcript of Bush Statement CNN provides a transcript of George W. Bush's announcement to support a US Constitution amendment defining marriage as between a man and a woman.

Oregon
Oregon Attorney General's Opinion on Same-Sex Marriage Oregon's Attorney General, Hardy Myers, presents his opinion on March 12, 2004 in which he refers the issue to the Oregon Supreme Court. Oregon Legislative Counsel's Opinion on Same-Sex Marriage The 9-page, March 8, 2004 letter from Oregon's Legislative Counsel to Senator Kate Brown clarifying his legal opinion on same-sex marriage. Oregon Attorney General's Statement Regarding Same-Sex Marriages The Oregon Attorney General presents the questions the governor has asked him to answer regarding the legalities of Multnomah County's issuance of marriage licenses to same-sex couples. Speaker Minnis Calls Upon Governor, Attorney General to Uphold Oregon Law and Defend Marriage Official call by Oregon Speaker of the House, Republican Karen Minnis for the state to uphold the law and defend marriage as between a man and a woman.

Washington
Washington State Constitution Full text of the Washington State Constitution.

California
San Francisco Mayor Letter re: Same-Sex Licenses FindLaw provides a copy of Mayor Gavin Newsom's letter requesting that the clerk's office provide marriage licenses to anyone, regardless of gender or sexual orientation.

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Sweatshops
Child labor American sweatshops and child labor Ending Sweatshops Why are there sweatshops? How can they be stopped? How can you buy products free of sweatshop and child labor? Find out here.

Terrorism
Terrorism megasites Policy and legislation

Terrorism megasites
Backgrounder: Terrorism What exactly is terrorism? A definition and description are on this website from the Federal Emergency Management Agency. The Terrorism Research Center "The Terrorism Research Center is dedicated to informing the public of the phenomena of terrorism and information warfare. This website features essays and thought pieces on current issues, as well as links to other terrorism documents, research and resources." Target on America This website looks at terrorism attacks on Americans from 1979 to 1988 and looks at the rise of Islamic terrorism from the mid-1960s to today. National Commission on Terrorism: Countering the Changing Threat of International Terrorism This report evaluates America's laws, policies and practices for punishing and preventing terrorism directed at US citizens and focuses on addressing our policies and procedures' "problem areas and recommended changes." Terrorism

Policy and legislation

Terrorism Law and Policy From the University of Pittsburgh's School of Law, this website addresses counterterrorism policy, laws, issue with civil liberties, and bioterrorism. US State Department: Counterterrorism Office This website from the US State Department presents the US' counterterrorism policy, recent press releases from the President and the office, and additional information.

Tobacco

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Tobacco megasites Oppose Legislation

Tobacco megasites
Multnomah County Library Homework Center: Drugs Information about individual drugs and their effects. Inside the Tobacco Deal Online report from the Frontline PBS program.

Tobacco opposition
The Truth This national campaign against tobacco use provides information about tobacco, how to get involved, and more. Action on Smoking and Health "A National Legal-Action Antismoking Organization Entirely Supported by Tax-Deductible Contributions." Americans for Nonsmokers' Rights Legislation, educational programs, advocacy and more. Smoke in the Eye Frontline program presents the story behind the breaking tobacco industry documents and more.

Tobacco legislation
Smoke-Free Ordinances Smoke-free regulations, ordinances, and policies. Proposition 188 Documents From the library at the University of California San Francisco.

Violence
Family Violence Prevention Fund A large website with statistics, personal stories and even a quiz. Includes links to related sites. Kid Safety on the Internet Questions and answers to help kids protect themselves and handle emergencies. S.A.F.E.: Stop Abuse for Everyone This website concentrates on domestic violence against straight men, gay men, and lesbian women. Includes news stories, personal accounts, essays, studies, and much more. Warning Signs From the American Psychological Association, this website presents reasons for violence, recognizing the

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warning signs in others, dealing with anger, what are some risk factors, and controlling risk of violent behavior against others or oneself.

Violence in schools
The Center for the Prevention of School Violence Though the focus of much of the information available here is North Carolina, there are many resources that will be useful to schools across the country. Early Warning, Timely Response: A Guide to Safe Schools This is the document produced by the Department of Education and Department of Justice in 1998 in response to the President's request for "a guide to help school personnel, parents, community members and others identify early indicators of troubling and potentially dangerous student behavior." National School Safety Center Created by Presidential Directive in 1984, this organization exists to "meet the growing need for additional training and preparation in the area of school crime and violence prevention." Includes the School Associated Violent Deaths Report, a Report on Violence and Discipline Problems in U.S. Public Schools produced by the National Center for Education Statistics, a variety of studies related to school violence, a checklist for characteristics of violent youth, and lists of organizations addressing this issue. Ribbon of Promise: End School Violence Begun in Springfield, Oregon, this website promotes a campaign against school violence, provides a strategy, participation information, and more. Student Pledge Against Gun Violence Sign the pledge online or get your school involved. Information, press releases, frequently asked questions, activities and curriculum, resources and contact people, and more about the Student Pledge can be found here. This website was created to support the annual Day of National Concern about Young People and Gun Violence. Threat Assessment: Predicting and Preventing School Violence A fact sheet from the National Association of School Psychologists Youth Crime Watch of America "A nonprofit organization that assists youth in actively reducing crime and drug use in their schools and communities....Youth Crime Watch programs are credited with the significant decline of drug use and crime in America since the early 1980's."

Welfare
Welfare megasites Legislation

Welfare megasites
Welfare Information Network "A clearinghouse for information, policy analysis and technical assistance on welfare reform."

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Welfare Reform: Ongoing Implementation and Debate This website analyzes poverty and welfare, tracks welfare reform, and provides commentary on the reform. Also included, speeches and reports on welfare, policies and more.

Welfare legislation
Personal Responsibility and Work Opportunity Reconciliation Act of 1996 Full content of the act including a link to the bill's summary and status. You can also view this document using Acrobat Reader plug-in. Welfare Law Center Lots of information on welfare in the courts. Especially noteworthy is the publication "Welfare Myths--Fact or Fiction?"

World population
Multnomah County Library Homework Center: World Facts and Statistics Many sites about population and world facts and statistics. The Population Connection An organization "working to slow population growth and achieve a sustainable balance between the Earth's people and its resources." Check out the ZPG Reporter for related articles, read legislative updates and the FAQ.

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