What Is Environmental Citizenship?

Total Page:16

File Type:pdf, Size:1020Kb

What Is Environmental Citizenship? LITERACY NAVIGATOR Foundations: Comprehending Texts Level A • Student ReadeR • Table of Contents Copyright © 2012 Pearson Education, Inc., or its affiliate(s). All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458. America’s Choice, the America’s Choice A logo, Literacy Navigator, Pearson, and the Pearson Always Learning logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). ISBN: 978-0-66364-070-6 1 2 3 4 5 6 7 8 9 10 16 15 14 13 12 Table of Contents Table of Contents LESSON 1 LESSON 8 What Is Environmental Citizenship? 1 We Can Make a Difference! 35 My Plan to Make a Difference for the Climate 39 LESSON 2 What Is Good Citizenship? 3 LESSON 9 Good Citizenship and Community 5 Nine Things You Need to Know about Rights and Responsibilities T-chart 7 Global Warming: And how it’s affecting Environmental Citizenship Vocabulary 8 animals and the planet 41 LESSON 3 LESSON 10 Time to Volunteer: Cleaning up is in Review of Lessons 1–9 47 the bag for one student 11 Review of Important Learning 48 My Opinion of Samantha 13 LESSON 11 LESSON 4 What Is Groundwater? 49 Climate and Weather 15 Groundwater Diagram 52 Climate vs. Weather T-chart 17 LESSON 12 LESSON 5 Kids Can Protect Groundwater Too! 53 Climate Change: What It Is … 19 Water Protection Web 56 What’s Up with Global Warming? 21 Global Warming Questions 23 LESSON 13 Water Worries 57 LESSON 6 Ways I Use Water 58 Can We Change the Climate? 25 Be Water Wise All Week 59 My Activities That Require the Use of Fossil Fuels 28 Water Use Journal 62 LESSON 14 LESSON 7 Pollution Patrol: Children help clean So, What’s the Big Deal? 29 up polluted river near Portland, What I Have Learned about the Oregon 63 Environment and Climate Change 33 Neighborhood Nature 68 Getting Involved 69 FOUNDATIONS: COMPREHENDING TEXTS—LEVEL A | i Table of Contents LESSON 15 LESSON 25 Underground Adventure: There’s more Review of Renewable Energy 119 to soil than meets the eye 71 Renewable Energy Matrix, Part 3 120 Healthy Soil, Healthy Critters 76 Opinion Rubric 121 Best Renewable Energy for My LESSONS 16–17 Community 122 Clean Air and Dirty Air 77 Your Health and the AQI 87 LESSON 26 Reduce, Reuse, and Recycle: Three great ways you can eliminate waste LESSON 18 and protect your environment 123 What Is Renewable Energy? 89 Jigsaw Activity 132 Energy Graphic Organizer 91 LESSON 27 LESSON 19 Dirty Job, Great Rewards 133 Wind Power 93 Tracing Pronouns to Referents 137 How Wind Becomes Electricity 96 LESSON 28 LESSON 20 Tackling the Trash 139 Hydropower 97 Writing a Summary 143 Renewable Energy Matrix, Part 1 99 How Flowing Water Becomes Electricity 100 LESSON 29 Protecting Our Planet 145 LESSON 21 Venn Diagram 148 Solar Power 101 Overview of Earth Day 149 Renewable Energy Matrix, Part 2 104 LESSON 30 LESSON 22 Culminating Project 151 Sun-Powered Speed 105 Project Planning Sheet 154 Catching Some Rays: Build a solar oven 107 Opinion Rubric for Culminating Project 155 Using Solar Power: Now and Future 109 MY NOTES N1 LESSON 23 Geothermal Energy 111 CREDITS LESSON 24 Biomass Energy 115 ii | LITERACY NAVIGATOR Table of Contents Table of Contents My Notes: A Reader’s Comprehension of the Texts INTRODUCTION N1 LESSON 10 My Notes on Review of Lessons 1–9 N11 LESSON 1 My Notes on “What Is Environmental LESSON 11 Citizenship?” N2 My Notes on “What Is Groundwater?” N12 LESSON 2 LESSON 12 My Notes on “What Is Good Citizenship?” My Notes on “Kids Can Protect and “Good Citizenship and Community” N3 Groundwater Too!” N13 LESSON 3 LESSON 13 My Notes on “Time to Volunteer” N4 My Notes on “Water Worries” and “Be Water Wise All Week” N13 LESSON 4 My Notes on “Climate and Weather” N5 LESSON 14 My Notes on “Pollution Patrol” N14 LESSON 5 My Notes on “Climate Change: What LESSON 15 It Is …” and “What’s Up with Global My Notes on “Underground Adventure” N14 Warming?” N6 LESSON 16 LESSON 6 My Notes on “Clean Air and Dirty Air” N15 My Notes on “Can We Change the Climate?” N7 LESSON 17 LESSON 7 My Notes on “Clean Air and Dirty Air” N16 My Notes on “So, What’s the Big Deal?” N8 LESSON 18 LESSON 8 My Notes on “What Is Renewable Energy?” N17 My Notes on “We Can Make a Difference!” N9 LESSON 19 LESSON 9 My Notes on “Wind Power” N17 My Notes on “Nine Things You Need to Know about Global Warming” N10 FOUNDATIONS: COMPREHENDING TEXTS—LEVEL A | iii Table of Contents LESSON 20 My Notes on “Hydropower” N18 LESSON 21 My Notes on “Solar Power” N18 LESSON 22 My Notes on “Sun-Powered Speed” and “Catching Some Rays” N19 LESSON 23 My Notes on “Geothermal Energy” N19 LESSON 24 My Notes on “Biomass Energy” N20 LESSON 25 My Notes on Review of Renewable Energy N20 LESSON 26 My Notes on “Reduce, Reuse, and Recycle” N21 LESSON 27 My Notes on “Dirty Job, Great Rewards” N22 LESSON 28 My Notes on “Tackling the Trash” N22 LESSON 29 My Notes on “Protecting Our Planet” and “Overview of Earth Day” N23 LESSON 30 My Notes on the Culminating Project N24 iv | LITERACY NAVIGATOR Table of Contents Reading Passage for Lesson # Reading # Title Reading Passage for Lesson #1 ReadingWhat Is Environmental # Title Citizenship? 1 The environment is the natural world around us, including the air, water, soil, plants, and animals. Environmental citizenship is the idea that each of us is an important part of the environment in which we live, and that our future depends on acting responsibly and positively toward that environment. Sounds good, doesn’t it? But what exactly does that mean to you? 2 Environmental citizenship means learning about our environment, planet Earth. Earth is a large ecosystem—a group of living and nonliving things that work together. Plants and animals, including humans, depend on each other and the environment around them for food and shelter. If the sun, air, land, water, or any other part of the ecosystem changes, other parts are affected. When we learn about the ecosystem, we are better able to protect it from negative changes. 3 Environmental citizenship means becoming aware of the dangers to our ecosystem. We must understand the effects that our daily Photos: © iStockphoto.com/Morgan Lane Studios (left); © iStockphoto.com (above) FOUNDATIONS: COMPREHENDING TEXTS—LEVEL A | 1 What Is Environmental Citizenship? Reading Passage for1 for Lesson Lesson # 2 lives have on the environment. One of the biggest dangers to our pollution contamination of the environment is pollution—pollution caused by humans. Pollution air, land, or water that is ReadingWhat Is Good # Title Citizenship? usually caused by human threatens the water we drink, the air we breathe, and the land on carelessness which we live—all of which are essential to our survival. essential 4 Environmental citizenship means getting involved in finding important or necessary; vital solutions to the threats to our environment. We need to find ways to help reduce waste and stop pollution. We have the right to live in a healthy environment with clean air, fresh water, and unpolluted soil. As environmental citizens, we also have a responsibility to protect the environment and keep it clean for others. 5 Environmental citizenship means raising the awareness of individuals, communities, and governments so that everyone takes environmental rights and responsibilities seriously. We must talk and work together in our homes and schools, in our communities, and in our workplaces. We must take action to care for the Earth. We must share ideas and begin to work together to become good environmental citizens. 6 Environmental citizenship means making changes in our daily lives so that Earth will be a healthy place for the plants, animals, and people of tomorrow. We must embrace the challenge of reducing pollution and acting positively toward our environment. As we study environmental citizenship we will learn about the water, air, and soil. We will explore the problems facing the environment and investigate possible solutions to the problems we face. 2 | LITERACY NAVIGATOR What Is Environmental Citizenship? Reading Passage for1 for Lesson Lesson #2 2 ReadingWhat Is Good # Title Citizenship? Citizenship is man’s basic right for it is nothing less than the right to have rights … —Earl Warren, chief justice of the U.S. Supreme Court 1 As citizens, people who live in a community, city, state, or country have certain rights and responsibilities. Good citizens know their rights and understand their responsibilities. Good citizens actively participate in matters that are important to themselves, as well as to their family, friends, neighbors, community, and country. democracy 2 As a citizen living in a democracy, you have many rights. But government by the people rights also come with responsibilities. For example, you have the right to have your own beliefs. However, you also have the responsibility to respect the rights of other people.
Recommended publications
  • 2019 SSSA Program
    Social Transformations: The Role of Academia 99th Annual Meeting of the Southwestern Social Science Association October 31 – November 2, 2019 Manchester Grand Hyatt San Diego, California SOUTHWESTERN SOCIAL SCIENCE ASSOCIATION FUTURE MEETING SITES AND DATES Austin, Texas Hyatt Regency October 29-31, 2020 New Orleans, Louisiana The Monteleone April 15-17, 2021 San Antonio, Texas Hyatt Regency April 21 - 23, 2022 Fort Worth, Texas The Omni March 30 – April 1, 2023 GENERAL CONVENTION INFORMATION HEADQUARTERS: The 2019 SSSA Annual Meeting will be headquartered in the Manchester Grand Hyatt, San Diego, CA. REGISTRATION: On site registration takes place at the Registration Desk located in Coronado Foyer. The Registration Desk will be attended Wednesday, 2:00-5:00 p.m.; Thursday and Friday, 8:00 a.m. - 5:00 p.m.and on Saturday from 8:00 a.m. -12:00 p.m. BADGES: Convention name badges are to be worn by all program participants. RESOLUTIONS: Resolutions should be submitted to the Resolutions Committee Chair at the SSAA Registration desk by 9:30 a.m. Thursday, October 31, 2019. AUDIO VISUAL EQUIPMENT: SSSA has previously arranged for limited types and quantities of AV equipment. Additional needs may be met on an individual basis at your own personal expense by the onsite representative. HOTEL DINING AND BEVERAGE SERVICES: The hotels offer outstanding food and beverage facilities. Additional dining locations are available within walking distance or an inexpensive cab or ride- share away. ALL ENTRIES IN SESSIONS APPEAR AS THEY WERE ENTERED BY PARTICIPANTS. No Editing has been done. 2 SSSA Presidential Plenary 4:00 pm Coronado A & B Shaping Institutional Culture: A Neo Socio-Cultural Paradigm for Creating Wealth in Indian Country Patrice H.
    [Show full text]
  • Human Rights @ Ncss 2015
    HUMAN RIGHTS @ NCSS 2015 A guide to the sessions and events for Human Rights Educators National Council for the Social Studies 2015 Annual Conference New Orleans, LA Prepared by the Thomas J. Dodd Research Center http://thedoddcenter.uconn.edu @theDoddCenter Human Rights @ NCSS 2015 Devoted to the theme of human rights, the Thomas J. Dodd Research Center honors Thomas Dodd's service as Executive Trial Counsel in the International Military Tribunal, the first of the Nuremberg War Crimes Trials. The Thomas J. Dodd Research Center is working to make Connecticut a national model for human rights education in primary and secondary schools. Taking international standards, including the UN Universal Declaration of Human Rights (1948) and UN Declaration on Human Rights Education and Training (2011), as its inspiration and basis, the Dodd Center aims not only at integrating human rights content into classroom curricula, but also at promoting a culture of human rights in our schools, our communities, and around the world. For more information visit http://thedoddcenter.uconn.edu/k-12-education/ HUMAN RIGHTS EVENTS AND SESSIONS Friday, November 13 Time: 9:00AM-9:50AM Location: Convention Center 226 Title: Education as a Human Right: A University-Wide Approach Description: Human rights are an integral piece to education, but how do we approach human rights at the university level? In this presentation, one university's approach will be explored. Presenters: Adam Jordan, University of North Georgia, Dahlonega, GA; Lauren Johnson, University of North Georgia, Dahlonega, GA; James Badger, University of North Georgia, Dahlonega, GA Time: 9:00AM-10:55AM Location: Convention Center 229 Title: LGBTQ Rights are Human Rights: Socially Responsible Approaches for Teachers Description: Authors of a future special section of Social Education dedicated to LGBTQ issues, highlight critical guidelines for teachers K-12 related to student needs, curriculum integration, media, legal requirements, and religious perspectives.
    [Show full text]
  • 990-PF and Its Instructions Is at Www
    l efile GRAPHIC p rint - DO NOT PROCESS As Filed Data - DLN: 93491310000404 Return of Private Foundation OMB No 1545-0052 Form 990 -PF or Section 4947 ( a)(1) Trust Treated as Private Foundation 0- Do not enter Social Security numbers on this form as it may be made public. By law, the 2013 IRS cannot redact the information on the form. Department of the Treasury 0- Information about Form 990-PF and its instructions is at www. irs.gov /form990pf . Internal Revenue Service For calendar year 2013 , or tax year beginning 01 - 01-2013 , and ending 12-31-2013 Name of foundation A Employer identification number BILL & MELINDA GATES FOUNDATION 56-2618866 Number and street (or P 0 box number if mail is not delivered to street address) Room/suite U 1eiepnone number (see instructions) PO BOX 23350 (206) 709-3100 City or town, state or province, country, and ZIP or foreign postal code C If exemption application is pending, check here F SEATTLE, WA 98102 G Check all that apply r'Initial return r'Initial return of a former public charity D 1. Foreign organizations, check here F r-Final return r'Amended return 2. Foreign organizations meeting the 85% test, r Address change r'Name change check here and attach computation E If private foundation status was terminated H Check type of organization Section 501(c)(3) exempt private foundation und er section 507 ( b )( 1 )( A ), c hec k here F_ Section 4947(a)(1) nonexempt charitable trust r'Other taxable private foundation I Fair market value of all assets at end J Accounting method F Cash F Accrual F If the foundation is in a 60-month termination of year (from Part II, col.
    [Show full text]
  • Edmonds Community College Edmonds
    Edmonds Community College 2008-2010 Edmonds Community College Edmonds Community College www.edcc.edu 2008-2010 20000 68th Ave W Lynnwood, WA 98036 (425) 640-1459 Looking for a high-quality Edmonds Community College Campus college? Start here. We want you to be our student! • Begin your bachelor’s degree. • Develop job skills for a new career. • Learn from experienced, caring instructors in small classes. Find the Program Go to Enrollment Services That’s Right for You In person: Lynnwood Hall, First Floor • Online: http://getstarted.edcc.edu Each year 10,500 students take courses for credit toward a certificate Step 1: Apply for admission or degree at Edmonds Community Complete an admission form online or pick one up at Enrollment Services. You’ll College. More than 50 percent seek also need to pay the one-time admissions fee (non-refundable). After submitting transfer degrees for bachelor’s the form, you should receive information from the college on assessment and programs, 29 percent seek degrees registration within two business days. You’ll receive a student ID number, too. that lead directly to jobs, and others take continuing education classes for personal enrichment and workplace Step 2: Find out what English and math classes you’ll need skills. See Chapter 2 for information Determine if you need to take the Accuplacer assessment. If you have not had to help you choose the degree, previous college-level math or English and are seeking a degree or certificate – certificate or classes that best meet or if you are taking math or English classes – take the Accuplacer assessment to your goals.
    [Show full text]
  • Yl 220208.Pdf
    more than 500 middle school students. bers. Because there is an incredible need Conclusion On this autumn morning, the school’s for a program such as this, I collaborated Our attitudes towards ethnicity and cul- gymnasium was transformed into a with textbook publisher, McDougal ture are formed in our youth. Elementary courtroom. The school band played “The Littell. I wrote a curriculum highlighting school students have a great proclivity Star Spangled Banner,” the choir sang the naturalization process and importance to develop a positive outlook towards “America the Beautiful,” and National of practicing good citizenship skills. The diversity when appropriately guided by Junior Honor Society members passed Path to Citizenship, a 42-page curriculum teachers and school administrators.5 As out miniature U.S. flags for the new citi- for grades 5-11, allows for short- or long- we aim to create an integrated and har- zens to proudly wave after being sworn term study and culminates in a student- monious society, we need to recognize in as American citizens. To date, twelve hosted naturalization ceremony.4 that these early years are a critical period naturalization ceremonies have been held for teaching tolerance and interrupting at Three Rivers Middle School thanks to Citizenship Counts the cycle of racism and discrimination. the vision of Marney Murphy. Hosting a community-wide naturaliza- What better way to teach civics to At this ceremony, my grandmother tion ceremony requires a great deal of students—both immigrant and native shared her personal story and congratu- planning and preparation. With the help born—than to engage them in hosting a lated the immigrants on receiving their of many community leaders, my grand- naturalization ceremony? An opportunity U.S.
    [Show full text]
  • The Next Americans
    Pomona COLLEGE MAGAZINE SUMMER 2012 THE NEXT AMETRhe IImCmigAratioNn IssS ue INSIDE: FOUR PATHS FORWARD ON IMMIGRATION REFORM THE CREATOR OF PROMETHEUS AT THE U.S. BORDER THE CHINESE PEASANT WHO WON OVER THE WEST SUMMER 2012 i /home ·page / E LAW; THAT I WILL PERFORM WORK OF NATIONAL IMPORTANCE UNDER CIVILIAN DIRECTION WHEN REQUIRED BY THE LAW; AND THAT I TAKE THIS OBLIGATION FREELY WITHOUT ANY MENTAL RESERVATION OR PURPOSE OF EVASION; SO HELP ME GOD. O H T —THE UNITED STATES N OATH OF ALLEGIANCE Y I HEREBY DECLARE O B BY SALLY ANN FLECKER A D The swearing-in event seen T E H R here, held in May in Pittsburgh, I , was one of a series of natural - T U ization ceremonies Citizenship H Q A E Counts helped host around the T R country, from San Diego to I A N Dallas to Washington, D.C. B E PHOTO BY MARTHA RIAL S H O L W U T S E E L T Y A A T N S D D E E T N I T N I R U E L E Y H R T E HOTO BY RWIN HOMPSON P I T N F O O PHOTO BY MARTHA RIAL U S N E C C R E David Adeyemi at his naturalization A O F N ceremony in Dallas in March. D D PHOTO BY IRWIN THOMPSON E A B M J R U A R E E A H L T L Most A N I American stories L L E E G C I start in other places.
    [Show full text]
  • Judicial Self Denial and Judicial Activism - the Personality of the Original Jurisdiction of the Federal District Courts
    Cleveland State Law Review Volume 3 Issue 2 Article 4 1954 Judicial Self Denial and Judicial Activism - the Personality of the Original Jurisdiction of the Federal District Courts Oliver Morse Follow this and additional works at: https://engagedscholarship.csuohio.edu/clevstlrev Part of the Jurisdiction Commons How does access to this work benefit ou?y Let us know! Recommended Citation Oliver Morse, Judicial Self Denial and Judicial Activism - the Personality of the Original Jurisdiction of the Federal District Courts, 3 Clev.-Marshall L. Rev. 101 (1954) This Article is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Cleveland State Law Review by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. Judicial Self Denial and Judicial Activism.. the Personality of the OriginalJurisdiction of the Federal District Courts by Oliver Morse, Assistant Professor of Law, Southern University (First of Two Parts) M ORE THAN OFTEN, I have heard the legal pun wherein the judge sitting on the federal district bench asks of the plain- tiff's attorney how he got to the court, whereupon the attorney informs the judge quite seriously that he made use of the sub- way. The judge, of course, is referring to the plaintiff's claim, and whether or not it is properly before the district court; whether or not the case falls within the jurisdiction of the district court. The answer given by the attorney to the district judge is indicative of the lack of consideration given to the jurisdictional aspects of a claim brought into the federal court, especially in the case of general practitioners.
    [Show full text]
  • Prisoners in 2018 E
    U.S. Department of Justice Office of Justice Programs Bureau of Justice Statistics April 2020, NCJ 253516 Bulletin Prisoners in 2018 E. Ann Carson, Ph.D., BJS Statistician rom the end of 2017 to the end of 2018, FIGURE 1 the total prison population in the United Combined state and federal imprisonment rate States declined from 1,489,200 to 1,465,200, per 100,000 U.S. residents of a given race or Fa decrease of 24,000 prisoners. Tis was a 1.6% ethnicity, 2008-2018 decline in the prison population and marked the 2 000 fourth consecutive annual decrease of at least 1%. , Black Te combined federal and state imprisonment rate, 1,500 based on sentenced prisoners (those sentenced to more than one year), fell 2.4% from 2017 to 2018, declining from 441 to 431 prisoners per 100,000 1,000 Hispanic U.S. residents. Across a decade, the imprisonment Total* rate—the proportion of U.S. residents who are in 500 prison—fell 15%, from 506 sentenced prisoners White in 2008 to 431 in 2018 per 100,000 U.S. residents 0 (fgure 1). During that time, the imprisonment ’08 ’09 ’10 ’11 ’12 ’13 ’14 ’15 ’16 ’17 ’18 rate dropped 28% among black residents, 21% Note: Rates are based on prisoners sentenced to serve more among Hispanic residents, and 13% among white than one year in state or federal prison. See table 5 for rates from 2008 to 2018. residents. It also dropped among both men (down *Includes all races, including those not shown separately in 15%) and women (down 9%).
    [Show full text]
  • Adult Prison Population Summary
    MINNESOTA DEPARTMENT OF CORRECTIONS ADULT PRISON POPULATION SUMMARY AS OF 01/01/2019 (unless noted) Section Contents Section 1. Adult Prison Population Summary as of 01-01-2019 ........................................................................ Pages 1 to 3 Section 2. Admissions and Releases for CY18 (01/01/2018 to 12/31/2018) ................................................ Page 4 Minnesota Department of Corrections 1450 Energy Park Drive, Suite 200 St. Paul, MN 55108-5219 (651) 361-7200 TTY (800) 627-3529 January 1, 2019 Section 1. Adult Prison Population Summary as of 01/01/2019 Section 1. Adult Prison Population Summary as of 01/01/2019 POPULATION: Males 8,830 93.2% Females 649 6.9% Total 9,479 OFFENSES (top six total 6,847): Drugs 1,691 17.8% Criminal Sexual Conduct 1,631 17.2% Homicide 1,451 15.3% Assault 824 8.7% Weapons 720 7.6% Robbery 530 5.6% Note: Percentages are based on the total population of 9,479. TYPE OF OFFENSES: Person 5,131 54.1% Drug 1,691 17.8% Property 919 9.7% Weapons 720 7.6% Other 498 5.3% DWI 491 5.2% PSI Holds 29 0.3% Total 9,479 NUMBER OF LIFERS: 610 (644 including Non-Minnesota) Note: Of the 610 Minnesota lifers: 140 have a sentence of life without parole; and 86 were not incarcerated in a Minnesota correctional facility. AVERAGE AGE (in years): 37.9 CURRENT INMATES AGE 50 OR OLDER: 1,478 CURRENT INMATES UNDER AGE 18: 5 AVERAGE POPULATION CY2018: 9,687 INMATES CERTIFIED AS ADULTS AT SENTENCING: 256 MINNCOR INDUSTRY – INMATES EMPLOYED: 1,633 Page 1 of 4 Section 1.
    [Show full text]
  • Gerda Weissmann Klein 48 Arizona Women
    GERDA WEISSMANN KLEIN CULTURAL DEVELOPMENT / SOCIAL CHANGE Gerda began writing and speaking about her experiences Klein’s life as a young woman in Europe during World War II during the Holocaust. is documented in her autobiography, “All But My Life.” The title describes what she lost under the brutal rule of the Nazi After Kurt retired in 1985, they moved to Arizona to be regime – her home, her freedom, her family and best friend. closer to their daughter, son-in-law and grandchildren in the Phoenix area. The book is the foundation for “One Survivor Remembers,” an HBO documentary that won Oscar and Emmy awards. She has dedicated more than six decades of her life to crusading for tolerance and other social causes. Klein was 15 when German troops invaded the town in Poland where she lived with her parents and brother. The “All But My Life” is in its 66th edition and is used in middle family was forced to live in the basement of their home for and high school classes throughout the world. The film three years. “Testimony,” based on her story, is on permanent exhibit at the U.S. Holocaust Museum in the nation’s capitol. Later separated from her parents, she was imprisoned for the next three years in slave-labor and concentration camps. She has spoken in schools and to community groups in all 50 states. Her portrait is featured on the cover of the textbook As the American Army and their allied forces overtook the “The Americans,” along with photographs of Franklin Nazis, Klein was among 2,000 women forced on a four-month, Delano Roosevelt, Martin Luther King Jr., Ronald Reagan 350-mile death march through bitter cold, during and Norman Schwarzkopf.
    [Show full text]
  • Prisoners in 2019 E
    U.S. Department of Justice Office of Justice Programs Bureau of Justice Statistics October 2020, NCJ 255115 Bulletin Prisoners in 2019 E. Ann Carson, Ph.D., BJS Statistician he combined state and federal FIGURE 1 imprisonment rate for 2019 (419 per Combined state and federal imprisonment rates 100,000 U.S. residents), based on per 100,000 U.S. residents, 1989-2019 Tsentenced prisoners (those sentenced to more than one year), decreased 3% from 2018 (432 700 per 100,000 U.S. residents) (figure 1). This was 600 Age 18 or older the lowest imprisonment rate in 24 years, dating back to 1995. Since 2009, the imprisonment 500 rate—the portion of U.S. residents who are in All ages 400 prison—has dropped 17% overall, including 29% among black residents, 24% among Hispanic 300 residents, and 12% among white residents. At 200 year-end 2019, there were 1,096 black prisoners per 100,000 black residents, 525 Hispanic 100 prisoners per 100,000 Hispanic residents, and 0 214 white prisoners per 100,000 white residents ’89 ’94 ’99 ’04 ’09 ’14 ’19 in the United States. Note: Rates are based on prisoners sentenced to serve more The total prison population in the U.S. declined than one year in state or federal prison. See appendix table 1 from 1,464,400 at year-end 2018 to 1,430,800 at for rates. year-end 2019, a decrease of 33,600 prisoners. Source: Bureau of Justice Statistics, National Prisoner Statistics, 1989-2019; and U.S. Census Bureau, post-censal resident This was the largest absolute population decline population estimates for January 1 of the following since year-end 2015.
    [Show full text]
  • ILYA SOMIN Professor of Law George Mason University ______3301 Fairfax Dr., Arlington, VA 22201; Ph: 703-993-8069; Fax: 703-993-8124; E-Mail: [email protected]
    Page 1 of 31 ILYA SOMIN Professor of Law George Mason University __________________________________________________________________________________________ 3301 Fairfax Dr., Arlington, VA 22201; ph: 703-993-8069; fax: 703-993-8124; e-mail: [email protected] EDUCATION Yale Law School, J.D., February 2001 Harvard University, M.A., Political Science, 1997. Amherst College, B.A., Summa Cum Laude, in Political Science and History, 1995 PUBLICATIONS BOOKS • THE LAW OF TAKINGS (under contract, Oxford University Press) (with David A. Dana) (tentative title). • FREE TO MOVE: FOOT VOTING, MIGRATION, AND POLITICAL FREEDOM (Oxford University Press, 2020) (revised edition, under contract) • EMINENT DOMAIN: A COMPARATIVE PERSPECTIVE, (Cambridge University Press, 2017) (co-edited with Iljoong Kim and Hojun Lee). • DEMOCRACY AND POLITICAL IGNORANCE: WHY SMALLER GOVERNMENT IS SMARTER, (Stanford University Press, 2016) (extensively revised and expanded second edition that covers several important new issues). • THE GRASPING HAND: KELO V. CITY OF NEW LONDON AND THE LIMITS OF EMINENT DOMAIN, (University of Chicago Press, 2015, revised paperback edition, 2016). • DEMOCRACY AND POLITICAL IGNORANCE: WHY SMALLER GOVERNMENT IS SMARTER, (Stanford University Press, 2013) (published in Italian translation by the Istituto Bruno Leoni in 2015; published in Japanese translation by Shinzansha in 2016). • A CONSPIRACY AGAINST OBAMACARE: THE VOLOKH CONSPIRACY AND THE HEALTH CARE CASE, (Palgrave Macmillan, 2013) (with Jonathan Adler, Randy Barnett, David Bernstein, Orin Kerr, and David Kopel). • STILL-BORN CRUSADE: THE TRAGIC FAILURE OF WESTERN INTERVENTION IN THE RUSSIAN CIVIL WAR (Transaction Publishers, 1996) (book based on undergraduate thesis). ARTICLES • The Normality of Knick: A Response to Sterk and Pollack, FLORIDA LAW REVIEW (forthcoming). • Rejoinder to Paul Graham and Stephen Davies, ECONOMIC AFFAIRS (forthcoming).
    [Show full text]