The Power of Youth: Movements Past & Present Overview Young people often feel disengaged from the political process and powerless to bring about change. However, history shows us that successful movements have often had youth at the forefront, leading the charge for social justice. In this lesson, students will examine historical and current examples of various movements and protests driven by youth, in the hope that young people will begin to develop political identities themselves. As noted by Jean Anyon (2005), “Middle and high school teachers, in particular, can make a powerful contribution to movement-building by engaging students in civic activism. Both the civil rights movement and successful youth efforts to reduce the voting age from 21 to 18 (legalized in 1971) demonstrate that activism by young people can make a huge impact on American society” (p. 188). Grade 10 North Carolina Essential Standards for American History: The Founding Principles, Civics & Economics • FP.C&G.3.8 - Evaluate the rights of individuals in terms of how well those rights have been upheld by democratic government in the United States. • FP.C&G.4.3 - Analyze the roles of citizens of North Carolina and the United States in terms of responsibilities, participation, civic life and criteria for membership or admission (e.g., voting, jury duty, lobbying, interacting successfully with government agencies, organizing and working in civic groups, volunteering, petitioning, picketing, running for political office, residency, etc.) Essential Questions • In what ways have youth been instrumental in social movements throughout history? • Why do young people often underestimate their power? • Why is it important for youth to be aware of what is happening in the world and to make it known when they disagree with something, or feel their rights are being violated? Materials • One sign reading “AGREE” and one sign reading “DISAGREE” • Images: “Young Boy Protesting Segregation” and “Children’s Crusade,” attached • MLK and Malcolm X Quotes, attached • “Students Walk Out in 2nd Day Of Immigration Rights Protest,” article attached • “Iran: YOUTH-led Protests Attaining Critical Mass,” article attached • “Student Activism Results in Twenty-sixth Amendment to the United States Constitution,” article attached • Lyrics to Sam Cooke’s, “A Change is Gonna Come,” attached Duration 45-60 minutes Instructions The Power of Youth 1. As a warm-up, tell students that you are going to ask them to physically represent their opinions regarding a few statements. Explain that you are going to project (via Power Point or overhead transparencies) and/or read some statements (listed below) and you would like them to respond to the statements by walking to the side of the room labeled with the word that best represents their opinion. (Teachers should
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ThePowerofYouth:MovementsPast&Present
OverviewYoungpeopleoftenfeeldisengagedfromthepoliticalprocessandpowerlesstobringaboutchange.However,historyshowsusthatsuccessfulmovementshaveoftenhadyouthattheforefront,leadingthechargeforsocialjustice.Inthislesson,studentswillexaminehistoricalandcurrentexamplesofvariousmovementsandprotestsdrivenbyyouth,inthehopethatyoungpeoplewillbegintodeveloppoliticalidentitiesthemselves.AsnotedbyJeanAnyon(2005),“Middleandhighschoolteachers,inparticular,canmakeapowerfulcontributiontomovement-buildingbyengagingstudentsincivicactivism.Boththecivilrightsmovementandsuccessfulyoutheffortstoreducethevotingagefrom21to18(legalizedin1971)demonstratethatactivismbyyoungpeoplecanmakeahugeimpactonAmericansociety”(p.188).Grade10NorthCarolinaEssentialStandardsforAmericanHistory:TheFoundingPrinciples,Civics&Economics• FP.C&G.3.8-Evaluatetherightsofindividualsintermsofhowwellthoserightshavebeenupheldby
democraticgovernmentintheUnitedStates.• FP.C&G.4.3-AnalyzetherolesofcitizensofNorthCarolinaandtheUnitedStatesintermsof
responsibilities,participation,civiclifeandcriteriaformembershiporadmission(e.g.,voting,juryduty,lobbying,interactingsuccessfullywithgovernmentagencies,organizingandworkingincivicgroups,volunteering,petitioning,picketing,runningforpoliticaloffice,residency,etc.)
EssentialQuestions• Inwhatwayshaveyouthbeeninstrumentalinsocialmovementsthroughouthistory?• Whydoyoungpeopleoftenunderestimatetheirpower?• Whyisitimportantforyouthtobeawareofwhatishappeningintheworldandtomakeitknownwhen
theydisagreewithsomething,orfeeltheirrightsarebeingviolated?Materials• Onesignreading“AGREE”andonesignreading“DISAGREE”• Images:“YoungBoyProtestingSegregation”and“Children’sCrusade,”attached• MLKandMalcolmXQuotes,attached• “StudentsWalkOutin2ndDayOfImmigrationRightsProtest,”articleattached• “Iran:YOUTH-ledProtestsAttainingCriticalMass,”articleattached• “StudentActivismResultsinTwenty-sixthAmendmenttotheUnitedStatesConstitution,”articleattached• LyricstoSamCooke’s,“AChangeisGonnaCome,”attached
Duration45-60minutesInstructions
ThePowerofYouth1. Asawarm-up,tellstudentsthatyouaregoingtoaskthemtophysicallyrepresenttheiropinionsregarding
afewstatements.Explainthatyouaregoingtoproject(viaPowerPointoroverheadtransparencies)and/orreadsomestatements(listedbelow)andyouwouldlikethemtorespondtothestatementsbywalkingtothesideoftheroomlabeledwiththewordthatbestrepresentstheiropinion.(Teachersshould
postlargesignsreading“agree”and“disagree”oneithersideoftheroompriortoclass).Tellstudentstomovetoeithersideoftheroomsilentlyandcarefullyasyouprojecteachstatementfortheirresponse.Encouragestudentstofollowtheirownopinionsratherthanchoosingsidesbasedonwheretheirfriendsmove.Samplestatementstoprojectinclude:• Adults,suchasparentsandteachers,oftendon’tlistentoteenagers.• Youngpeoplehavethepowertochangetheircommunitiesforthebetter.• Mostteenagersdon’tcareaboutpoliticalandsocialissues.• TherearemanywaysIcanparticipateindemocracyandthepoliticalprocess,eventhoughI’mnotold
enoughtovote.• Schoolofficialsshouldconsultstudentsonthedecisionstheymake.• Federal,state,andlocalgovernmentofficialsshouldconsultpeopleourageonthedecisionsthey
make.• Thevotingageshouldberaised–mosteighteenyearoldsdon’tknowenoughtobeabletovote.• ThereareissuesinmyschoolorcommunitythatIthinkneedimproved.Asstudentsmoveabouttheroom,teachersshouldmakenotesregardingwhatthemajorityopinionseemstobeforeachstatement,whenthegroupisevenlysplit,etc.,sothatthiscanbediscussedfurther.
2. Aftergoingthroughthestatementsthankstudentsfortheirparticipationandinstructthemtoreturntotheirseats.Furtherdiscusstheirresponsesandopinions;forexample:• Almostallofyoufeltthatadultsdon’tlistentoyoungpeople.Whydoyoufeelthisway?What
evidencecanyounotetobackthisup?Whyshouldadultslistentoyoungpeople?• Forthoseofyouwhofeltthatteenagersactuallydocareaboutpoliticalandsocialissues,whatmakes
youthinkthis?Whatevidencecanyounote?• Avastmajorityofyouagreedthatschoolofficialsshouldconsultpeopleyourageonthedecisions
beingmade.Whyshouldthey?• Forthoseofyouwhosaidthereareimprovementsyou’dliketoseeinyourschoolorcommunity,what
aresomeofthoseimprovementsyoufeelareneeded?Haveyoueverofficiallysharedyouropinionwithdecisionmakersand/ortriedtogetthesechangesimplemented?Whyorwhynot?
3. Toculminatethislineofthinking,askstudentsiftheycanthinkofanyspecificexamplesthroughouthistorywhenyoungpeoplehavemadeadifferenceoraffectedchange.
TheChildren’sCrusade
4. Projecttheattachedimageofayoungboyprotestingsegregation,andaskstudentstocommentonwhattheysee.Promptthemtoconsiderwhentheybelievethephotowastaken,whereittookplace,andwhatwashappeningbefore,during,andafterthepicturedmoment.Askstudentstosharewhattheyalreadyknowregardingsegregation.
5. Projecttheattachedimageofthe“Children’sCrusade,”againencouragingstudentstosharetheirobservations.Ifneeded,specificallypromptstudentstocommentontheageofthosepictured.Again,facilitatestudentinferencesregardingwhenandwherethephotowastaken,aswellasideasofwhatwashappeningbefore,during,andafterthisphotowastaken.Afterdiscussing,explainthatthisphotoisofsomeofthe900+studentswhowereheldbythepoliceinBirmingham,Alabamain1963.Thestudentswerearrestedforprotestingsegregation!Givestudentssomebackgroundinformationonwhatbecamereferredtoasthe“Children’sCrusade”:• Duringsegregation,adultprotestersfacedlifealteringconsequences,suchaslosingtheirjobs,for
participating.WiththecivilrightsmovementinBirminghamrunningoutofadultswhocouldtakethisriskin1963,organizersnotedthatchildrenhadlesstolose.Thus,onMay2,1963,hundredsofstudents,someasyoungas6-years-old,skippedschooltocarrysignsandsingfreedomsongsprotestingsegregation.Bytheendoftheday,over900youthhadbeensenttoBirminghamjailsdue
totheirpeacefulprotesting,andthejailsoverflowed,unabletoholdsuchnumbers.Withthreatsofsuspensionandexpulsionfromtheirprincipals,andtheknowledgetheywouldbethrownbackintojail,thechildrenstillreturnedtotheprotestlinestheverynextday.Policetriedtodissuadetheyoungprotestorsbysprayingthemwithfirehosesandreleasingattackdogs.Whenpicturesoftheseyoungprotestorsbeingattackedmadefrontpagesacrossthenation,societycouldnolongerignorewhatwastakingplaceinBirmingham.Duelargelytoyouthparticipation,onMay10,1963thedesegregationofmanyofBirmingham’spublicfacilitiesbegan.(TheChildren’sMarch,2005)
• “BobMosesargued:‘Wecan’tcountonadults.Veryfewwho“havethetime”andareeconomicallyindependentofthewhitemanarewillingtojointhestruggle,andarenotafraidofthetremendouspressuretheywillface.Thisleavestheyoungpeopletobetheorganizers,theagentsofsocialandpoliticalchange…[I]tisasignofhopethatwehavebeenabletofindyoungpeopletoshouldertheresponsibilityforcarryingoutthevotingdrive.Theyaretheseedsofchange’”(Anyon,2005,p.139).
6. Projectthetwoattachedquotes,onemadebyDr.MartinLutherKing,Jr.totheparentsoftheyoung,
jailedprotestors;theothermadebyMalcolmXinresponsetothejailingofthechildreninBirmingham:• “Don’tworryaboutyourchildren;theyaregoingtobealright.Don’tholdthembackiftheywanttogo
tojail,fortheyarenotonlydoingajobforthemselves,butforallofAmericaandforallofmankind.”~Dr.MartinLutherKing,Jr.
• “Realmendon’tputtheirchildrenonthefiringline.”~MalcolmX7. Discussthequotesasaclass:
• HowdoMLKandMalcolmX’sviewsdifferregardingyouthinvolvementinthecivilrightsmovement?• WhatdoesMLKmeanwhenhesaysthatthechildrenweredoingajobforthemselvesand“allof
mankind?”Doyouagreewithhim?Whyorwhynot?• WhatpointisMalcolmXtryingtomake?Doyouagreeordisagreeandwhy?• Doyouthinkyouwouldhavejoinedthe“children’scrusade”wereyoulivinginBirminghamin1963?
Whyorwhynot?• WhatimpactdidtheseyouthhaveonJimCrowlawsandsegregation?(Areourschoolslegally
separatedtoday?DoJimCrowlawsstillexistonthelawbooksofstates?Discusswithstudentshowwhilewestillhaveworktodointermsofracerelations,thevictoriesofthecivilrightsmovementforhuge.)
8. Askstudentstoimaginewhatitwouldbeliketodayhaditnotbeenforthecivilrightsmovement.Focusstudentsonunderstandingthat:“Acrucialprocessinthedevelopmentofthecivilrightsmovementwastheactiveparticipationofyouth…throughoutthe20thcentury,sit-ins,boycotts,and‘freedomrides’wereplannedandcarriedoutprimarilybystudentsandotheryouth.Highschoolgirlsandboysoftentookpart–andsometimesplayedleadershiprolesin–civilrightsactivityinSoutherncitiesandfarmlands”(Anyon,2005,p.139).
9. Teacherswhohavetimeandwouldliketofurtherexplorethecivilrightsmovementasayouthledmovementcanusethefollowing:• OptionalActivity1:Showthemovie“TheChildren’sMarch”(orexcerpts),producedbyTeaching
Toleranceandavailablefreetoteachersathttp://www.tolerance.org/teach/resources/childrens_march.jsp.Theteacher’seditionis40minuteslongand“tellsthestoryofhowtheyoungpeopleofBirmingham,Ala.,bravedfirehosesandpolicedogsin1963andbroughtsegregationtoitsknees.Theirheroismcomplementsdiscussionsabouttheabilityoftoday'syoungpeopletobecatalystsforpositivesocialchange.”Teacherswithtimemayalsowanttoconsiderusingsomeoftheactivitiesintheaccompanyingcurriculumguide.
• OptionalActivity2:Watch“EyesonthePrize:NoEasyWalk”onBirminghamandtheChildren’sCrusade.Havestudentsaddressthefollowingquestionsinsmallgroupsorasaclass:
o Whywasthedecisiontouseyouthinthecampaign?Whatisyouropinionofthisdecision?o Whywereparentsdiscouragedfrompostingbailfortheirchildren?o WhatdoyouthinkKingmeantwhenhestatedthatthedemonstrationsallowedchildrento
develop“asenseoftheirownstakeinfreedomandjustice”?o Whatdoyouimagineyouwouldhavedonewereyoulivingduringthistime?Whatwereyoung
peopleriskingbyparticipatinginthedemonstrations?Doyouthinkyoustillwouldhaveparticipated?
o Whatsacrificeswouldyoubewillingtomaketodayforacauseyoucareabout?
TheSeedsofChange10. RemindstudentsoftheopinionstheyexpressedinStep1regardingthestatementthatyouthhavethe
powertochangetheircommunities.Explainthatthecivilrightsmovementisjustoneofthemanyexampleswhereyoungpeopletheiragehavemadeahugedifferenceintheworld.“StudentmovementsintheU.S.,France,Italy,Mexico,andSpaininthe1960s,andinTiananmenSquarein1989Chinaattesttotheimportanceofyouthleadershipinthestruggleforsocialjustice.Indeed,itisdoubtfulthatsocialmovementswoulddevelopatallwithoutcentralparticipationoftheyoung”(Anyon,2005,p.140).Thefactis,youthcan,have,andoftendomakeasubstantialdifferencewhentheycommitthemselvestoacause.
11. Toexplorethisconceptfurther,breakstudentsupintogroupsofthreeandprovideeachgroupwithoneofthethreeattachedarticles,eachofwhichdetailswhenagroupofyouthhaveadvocatedforchange.(Teachersshouldattempttohaveanequalnumberofgroupsreadeachofthethreearticles.Ifpossible,teachersshouldprinteacharticleonadifferentcolorofpaper–thiswillmakethetransitiontothesecondgroupeasier.Teachersshouldalsofeelfreetousealternativearticlesastheyseefit.)Tellstudentsthattheyshouldreadthearticlethentogetherdiscuss:• Whatissueorconflictisdescribedthatyouthtackled?Whatoutcomesweretheyoungpeople
involvedhopingfor?• Whydoyouthinkyoungpeoplewereactivatedtoaddressthisissue?• Whatstrategiesdidtheyouthdescribedusetoadvocateforchange?• Werethey(ordoyouthinktheywillbe)successful?Why?• Imaginethatthisissuewasbeingprotestedtoday.Whatadvicewouldyougivetheyoungpeople
involvedtohelpthembesuccessful?
Letstudentsknowthatinthesecondpartofthisactivity,theywillbesharingasummaryofthearticletheyreadaswellastheirgroup’sconversationwithanewgroup.Itisthusimportantthateachgroupmembercontributeandtakenotesonthequestions.
12. Onceallgroupshavecompletedtheirreadinganddiscussion,askthestudentsto“jigsaw”intonewgroups
ofthree.Eachnewgroupshouldcontainonepersonrepresentingeacharticle.(Ifthethreearticleswerecopiedondifferentcolorsofpaper,eachnewgroupwillhaveatleastonepersonwitheachcolorofpaper.)Oncestudentsaresettledintheirnewgroups,haveeachmembertake3-4minutestosummarizetheirarticleandtheirgroupsanswerstothediscussionquestions.
13. Aftereachstudentinthenewgroupingshasdiscussedtheirarticlewiththeirnewgroupmembers,further
discuss:• Whyareyouthsoimportanttosocialmovementsandbriningaboutchangeinvariouscommunities?• Whydoyouthinkpeopleyourageoftenunderestimateyourpower?• Whyisitimportantforeachofyoutobeawareofwhatishappeninginourcommunityand
throughouttheworld,andtomakeitknownwhenyoudisagreewithsomethingorfeelyourrights,orsomeoneelse’srights,arebeingviolated?
• Whatarethevariouswaysthatyoucanmakeyourvoicebeheardandadvocateforchange?Considerallofthewayswehavediscussedinclass,thatyouhavereadabout,thatyouhavewitnessed,etc.(Asstudentsnotethese,writethemonchartpaper.)
14. Oncestudentshaveexhaustedalltheirthoughtsonwaystoadvocateforchange,tellthemyouwanttofocusononeparticulartypeofactivism,whichismusic.Whilestudentsmayhavemorereadilyofferedexamplessuchasprotests,petitions,boycotts,etc.,musicandartcanalsobeeffectivewaystoconveyamessageofdissent.Toexplorethisconcept,projectthelyricsforSamCooke’s“AChangeisGonnaCome”whileplayingthesong.Afterwards,discuss:• Whatdoyouthinkthissongisabout?Provideoneexamplefromthelyricsthatsupportsyouranswer.• Whendoyouthinkthissongwaswritten?Whatevidencedoyouhavethatsupportsyouranswer?• WhatwasSamCookeprotesting?(i.e.,treatmentofAfricanAmericansintheUnitedStatesbeforeand
duringtheCivilRightsmovement.)• Canyouthinkofothersongexampleswhensomethingisbeingprotested?Explain.• Whatimpactcanasonghaveonchange?
15. Additionalinformationtosharewithstudentsregardingthesong:GreatlymovedbytheemotioninBobDylan's1963protestsong"Blowin'intheWind"anditsmessageofchange,Cookesatdowntowritethetuneafterspeakingtosomesit-indemonstratorsinDurham,NorthCarolina,followingoneofhisconcerts.ItwasadeparturefromthemoremainstreamballadsanddancetunesCookehadbuilthisreputationon,suchas"Twistin'theNightAway"and"YouSendMe".ThesongwasinspiredbytheaccidentaldrowningofCooke's18-month-oldsoninJune1963andthedisturbing-the-peacearrestofthesingerandhisbandinOctoberof1963fortryingtocheckintoa"whitesonly"motelinShreveport,Louisiana,withthelatterformingthebasisforthesong'smovingthirdverse.(Vena,2009)
16. Asaculminatingactivity,tellstudentsthattheyaregoingtocomposeasongthataddressesanaspectof
societythattheywouldliketooffercommentaryonorseechanged.Eitherindividuallyorinpartners,studentsshouldworktogethertocreateasongwithatleast16originallinesthatwillconveytheiropinionorevokeemotionregardingatopictheycareabout.Lyricsmaybebasedupongeneralthemes(i.e.socialjustice,war,violence,etc.)orbespecific(i.e.gangviolence,accesstohighereducation,etc.)Encouragestudentstobecreativeintheirlyricsandmelody.Teachersshoulddeterminewhattypesofsongcompositionareallowed(i.e.whetherstudentsshouldworkinaparticularrhythmschemeortryandrhymetheirlyrics;whetherstudentscanusethetuneofanexistingsongtoputtheiroriginallyricsto;willstudentsberesponsibleforperformingtheirsongs;etc.)
ResourcesAnyon,Jean.(2005).Radicalpossibilities:Publicpolicy,urbaneducation,andanewsocialmovement.NewYork,NY:Routledge.
YoungBoyProtestingSegregationSource:http://sphtc.org/timeline/1960-4.jpg
TheChildren’sCrusade
Source:http://www.stanford.edu/group/King/liberation_curriculum/childrenscrusade/lesson2.htm
Quotes
“Don’tworryaboutyourchildren;theyaregoingtobealright.Don’tholdthembackiftheywanttogotojail,fortheyarenotonlydoingajobforthemselves,butforallofAmericaandforallofmankind.”Dr.MartinLutherKing,Jr.-----------------------------------------------------“Realmendon’tputtheirchildrenonthefiringline.” MalcolmX
NorthernVirginiaSchoolsStudentsWalkOutin2ndDayOfImmigrationRightsProtestSevenAreaHighSchoolsAffected
ByTaraBahrampourandMariaGlod
WashingtonPostStaffWritersWednesday,March29,2006
Chanting,"Sí,sepuede,"("Yes,wecan")andcarrying"LatinoPower"signs,hundredsofNorthernVirginiahighschoolstudentsdemonstratedforaseconddayyesterdayagainstlegislationthatwouldcrackdownonillegalimmigrants.
InPrinceWilliamCounty,about350studentsprotestedoutsideFreedomHighSchoolinWoodbridge.InFairfaxCounty,dozensofstudentsmarchedoutofJE.B.StuartHighSchoolandintoArlingtonCounty,wheretheystoppedattwomorehighschools,addingstudentsateachstop.
Opponentsofthelegislationhavedemonstratedacrossthecountry,including500,000peopleinLosAngelesonSaturday.Thelegislation,passedbytheHouseofRepresentatives,wouldmakeitafelonytobeintheUnitedStatesillegallyandmakeitacrimetohelpillegalimmigrants.
TheFairfaxmarchstartedatStuartHighintheFallsChurchareaabout9a.m."Westartedgettingbigger,sowelefttheschool,"saidLouieMartinez,16,asophomoreatStuart,whosestudentbodyis40percentLatino."Wewerelike,'We'lljustkeepwalking.'We'reshowingthegovernmentwe'rebig."
ThegroupmarchedtoWakefieldHighSchoolandthen,followedbypolicecarsthatblockedtraffic,marchedseveralmilesupGeorgeMasonDrivetoWashington-LeeHighSchool.
AfterpolicetoldthemtheywouldbearrestediftheystrayedontotheWashington-Leecampus,theprotestersdemonstratedataparkacrossthestreet.
Theschool'sdoorswerelockedtopreventoutsidersfromentering,andatnoonPrincipalGreggRobertsonannouncedthatstudentswholeftwouldhaveunexcusedabsences.Still,about40studentslefttojointheprotest,whichswelledtoaround200people.
Schoolofficialsdidnottrytostopthem."PartoftheWashington-Leemissionistoencouragestudentstotakeanactiveroleintheircommunity,"Robertsonsaid.Aswithearlierdemonstrations,wordoftheprotestswasspreadbycellphoneandtheWebsiteMySpace.com.Somestudentssaidtheylearnedabouttheimmigrationdebatefromnewspapersorinclass.Otherssaidfriendsconvincedthemthatmanyoftheproposalswereunfair.
RaeshwanGreene,17,asenioratWakefield,whichis43.7percentLatino,said:"Halfofmyfriendscamehereafewyearsago....PeoplehaveforgottenthemeaningofAmerica."
CaitlinThomson,17,ajunioratWakefield,said:"Thesepeoplehaveworkedreallyhardtogethere.Theremightbeeconomicproblemsoradictatorship.Peoplewanttobefreeandhaveanewlife.That'swhatwelearninhistoryclass."
Somehadmorepersonalconnectionstotheissue.EphramLopez,16,asophomoreatStuart,isU.S.-born,butheworriesthathismother,abaker,couldbesentbacktohernativeGuatemala.
"Theyaretryingtodeporther,"Lopezsaid."It'sgoingtotakeherawayfrommeandmytwolittlebrothers."
Lopezsaideveryone'squalityoflifeintheWashingtonareaisimprovedbyimmigrants."Weworkatfastfoodrestaurants.Wepainthouses.Wemowlawns.Mostpeopleworkwithoutpapers."
InPrinceWilliam,inadditiontostudentsfromFreedomHighSchool,manyyoungpeoplewavingMexicanandElSalvadoranflagssaidtheywerefromC.D.Hylton,Gar-FieldandWoodbridgehighschools,allintheeasternsectionofthecounty,wheremanyLatinoslive.
ThestudentsmarcheddownRoute1toTodosSupermarket,operatedbyCarlosCastro,aSalvadoranimmigrant.
ArlingtonCountyBoardmemberWalterTejada(D),whojoinedthedemonstrationatWashington-Lee,saidthestudentshadbeen"itchingtohavetheirvoicesheard."
"Theyknowthatthisbillunfairlycutsthelegsoftheworkingimmigrantcommunity,"hesaid.
ChristianDorn,16,aSalvadoranandajunioratPotomacHighSchoolinDumfries,saidthedemonstrationshadprovedsomething.
"Itgotthewordoutthatwe'renotgoingtobequiet,"shesaid."It'ssimilartowhattheAfricanAmericansdidinthe1960s....Weshouldn'tbetreatedlikecriminals."
StaffwritersIanShapiraandJamieStockwellcontributedtothisreport.
Source:http://www.washingtonpost.com/wp-dyn/content/article/2006/03/28/AR2006032800982.html
Iran:YOUTH-ledProtestsAttainingCriticalMassEurasianetStaffWritersJune18,2009
AchainreactionofhopeinIranisfuelingyouth-ledstreetproteststhatseempoisedtobeatbackMahmoudAhmadinejad’spowergrab.Over1milliondemonstratorsgatheredforaTehranrallyonJune18,byfarthelargestanti-governmentcrowdtoassemblesincethe1979IslamicRevolution.
WhentheprotestsbeganintheaftermathofthefraudulentJune12presidentialvote,manyyoungpeoplehadalimiteddemand:countallthevotes.Butnow,withtheprotestmovementgainingmomentum,andyoungpeoplediscoveringthattechnologycansetthemfree,manyIraniansarestartingtothinkbig,envisioningalifeandpoliticalsystemwithoutreligiouscontroloversocietyandauthoritarianinstrumentsofcoercion.Fornow,thecrowdsonthestreetsupporttheaggrievedpresidentialcandidateMirHusseinMousavi.ButthatdoesnotnecessarilymeanthatIran’syoungpeoplefollowMousavi,oranyotherindividualwhowishestopreservetheIslamicRepublic.Mousavi,foryoungpeople,maymerelybeameanstowardagreaterend.
ThesixthdayofmassivestreetprotestsonJune18keptthepressureuponAhmadinejadandhischiefbacker,SupremeLeaderAyatollahAliKhamenei.ThehardlineforcesthattheycommandhavetriedeverytrickintheirbagtobullyIraniansintosubmission,strivingtostiflethemeansofcommunicationandmakingmassarrests.ButalltheoldinstrumentsofintimidationarefailingthemintheTwitterage.Theonlyoptionleftopentothemwouldappeartobemassiveforce,butitseemstheyarehavingtroublefindingRevolutionaryGuardunitstocarryoutanordertoshoot.
ArouteforcompromiseseemstobeclosedoffforAyatollahKhamenei,asduringtelevisedcommentsonJune17,hemaintainedhisstaunchsupportforAhmadinejad,referringtohimasthe"elected"president.
AbigreasonthatmanyunitsofthesecurityforcesareseeminglysittingonthesidelinesisthatIran’sclericalestablishmentisliningupagainstAhmadinejad.Forexample,onJune18,aninfluentialinstitution,theAssociationofCombatantClergy,whichhasalreadyissuedastatementcallingfortheelectionresultstobeannulledandanothervoteheld,announcedthatitwouldsponsorapro-MousavirallyonJune20.
Anestimatedtwo-thirdsofIran’spopulationisunder30,andthushasnomemoryofthepassionandthepainthatgavebirthtotheIslamicRepublic.Allthepost-revolutionarygenerationknowsisthefrustrationofnotbeingabletorealizeone’saspirations.Thisfrustration--combinedwiththefearthatAhmadinejad,ifhesucceeds,willsquelchexpectationsfordecadestocome,andthusrendermillionsoflivesmeaningless--iswhatisdrivinghundredsofthousandsofyoungpeopleintothestreets.AgrowingdeterminationistakingholdamongtheyoungtotoppleAhmadinejad.
Buttheymaynotstopthere.Unverifiableevidence,i.e.statementsrelayedviaTwitter,indicatethatsomeprotesterswishtodoawaywiththeIslamicRepublic.Thelongerthispoliticalcrisisgoeson,itseemsreasonabletoexpectthatsuchsentimentwillexpand.
"Iwantmorethanjustanewpresident,Iwantanendtothisbrutalregime,"saidonetweetpurportedlysentbyoneTehranprotester.
Anothertweetsaidthefollowing:"RememberthatMousavi/[unsuccessfulpresidentialcandidateMehdi]Karoubiisnotourideals.Wejustvotedforchange."
Inmanyrespects,theyouthofIranhavebeenforcedtolivedoublelives,andtheyaretiredofit.
Priortotheelection,EurasiaNetvisitedtheIslamicRepublicforseveralweeks,gettinganopportunitytoobservefirst-handthedailytravailsofyoungpeople.Theexistingsystemforcesmanyofthemtobreakthelawinordertofeelnormal.
Whereholdinghandsinpublicispunishable,thesightofawomansmokingiscauseforarrest,andwherebeingdifferent--whetheritissexualpreference,religion,musicaltasteorstyleofdress--isprosecuted,manyyoungpeopleareforcedtoliverepressedexistences.Behindcloseddoors,inprivate,youngpeople’srelieffromcontrollingsocialpressuresispalpable,butnevercomplete.Eveninprivate,onecanonlyhalfrelax.Youngpeopleareconstantlyfearfulofrunningintothemoralitypolice,whoseagentsroamthestreetsseekingrealorperceiveddeviants.Theseenforcersoforthodoxywaitoutsideshoppingmalls,artgalleries,parks,fast-foodrestaurantsandcafes,stadiums,andeventhebookshowonNationalBookDay.Withtheirarchaicmodesofpunishment,suchasflogging,forshowingaffectioninpublic,enjoyingstrangeartorplayingrockmusic,themoralitypolicearemuch-fearedzealots.
Despitehighliteracyrates--about80percent--andenrollmentinsecondaryschoolinthe70percentrange,youthunemploymentkeepsgrowing.Inrecentyears,over1milliongraduateshavebeenenteringtheranksoftheunemployedannually.Theseyoungpeoplewantafuture,andwitheachpassingdayitbecomesincreasinglyapparentthatiftheexistinggovernmentdoesnotrespondtotheirneeds,theywilltrytotakemattersintotheirownhandsandcreateonethatdoes.
Source:http://www.eurasianet.org/departments/insightb/articles/eav061809.shtml
“Oldenoughtofight,oldenoughtovote!”StudentActivismResultsinTwenty-sixthAmendmenttotheUnitedStatesConstitutionFromWikipediaTheTwenty-sixthAmendment(AmendmentXXVI)totheUnitedStatesConstitutionstandardizedthevotingagetoage18.ItwasadoptedinresponsetostudentactivismagainsttheVietnamWarandtopartiallyoverruletheSupremeCourt'sdecisioninOregonv.Mitchell.ItwasadoptedonJuly1,1971.In1868,theFourteenthAmendmentindicatedthatonlyindividualsovertheageoftwenty-onewereabletovote.WhilemalesagedeighteenandolderwerecalleduponorencouragedtofightintheCivilWar,WWI,WWII,Korea,andVietnam,theywereunabletovoteinnational,state,orlocalelections.AsyoungprotestorsaboundedamidsttheVietnamconflict,CongressandthestatelegislaturesfeltincreasingpressuretopasstheConstitutionalamendment.TheyoungmenfightingandriskingtheirlivesintheVietnamWar,manyofwhomwerebeingdraftedagainsttheirwill,weren’tabletocastavote.Thus,"Oldenoughtofight,oldenoughtovote,"wasacommonsloganusedbyproponentsofloweringthevotingage.OnMarch10,1971,theSenatevoted94-0infavorofproposingaConstitutionalamendmenttoguaranteethatthevotingagecouldnotbehigherthan18.OnMarch23,1971,theHouseofRepresentativesvoted401-19infavoroftheproposedamendment.WithinsevenmonthsaftertheCongresssubmittedittothestates,theamendmentwasratifiedbythree-fourthsofthestatelegislatures,theshortesttimeinwhichanyproposedamendmenthasreceivedthenumberofratificationsneededforadoption.OnJune22,1970,PresidentRichardNixonsignedalaw(notaconstitutionalamendment)whichrequiredthevotingagetobe18inallfederal,stateandlocalelections.InhisstatementonsigningtheextensionoftheVotingRightsActof1965,Nixonstated: Despitemymisgivingsabouttheconstitutionalityofthisoneprovision,Ihavesignedthe bill.IhavedirectedtheAttorneyGeneraltocooperatefullyinexpeditingaswiftcourttestoftheconstitutionalityofthe18-year-oldprovision.SubsequentlyOregonandTexaschallengedthelawincourt.InOregonv.Mitchell,400U.S.112(1970),theSupremeCourtdeclaredunconstitutionalthepartsofthelawwhichrequiredstatestoregister18-year-oldsforstateandlocalelections.However,bythistime,fourstateshadaminimumvotingagebelow21.OnJuly5,1971,duringtheamendment'ssigningceremonyintheEastRoom,PresidentRichardNixontalkedabouthisconfidenceintheyouthofAmerica: AsImeetwiththisgrouptoday,IsensethatwecanhaveconfidencethatAmerica’snew voters,America’syounggeneration,willprovidewhatAmericaneedsasweapproach our200thbirthday,notjuststrengthandnotjustwealthbutthe“Spiritof‘76’aspiritofmoralcourage,aspiritofhighidealisminwhichwebelieveintheAmericandream,butinwhichwerealizethattheAmericandreamcanneverbefulfilleduntileveryAmerican hasanequalchancetofulfillitinhisownlife.Source:http://en.wikipedia.org/wiki/Twenty-sixth_Amendment_to_the_United_States_Constitution
STUDENTHANDOUT:SamCooke’s“AChangeisGonnaCome”
IwasbornbytheriverInalittletentAndjustliketheriverI'vebeenrunningeversinceIt'sbeenalong,longtimecomingButIknowachangegonnacomeOh,yesitisIt'sbeentoohardlivingButI'mafraidtodieIdon'tknowwhat'suptherebeyondtheskyIt'sbeenalong,longtimecomingButIknowachangegonnacomeOhyesitwillThenIgotomybrotherIsaybrotherhelpmepleaseButhewindsupknockingmeBackdownonmykneesThere'sbeentimesthatIthoughtIwouldn'tlastforlongButnowIthinkI'mabletocarryonIt'sbeenalong,longtimecomingButIknowachangeisgonnacomeOh,yesitwill
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