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