Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revisionPrevious revision
Next revision		Previous revision
trtl:education:team:presentations:abortion [2023/01/02 13:45] – old revision restored (2023/01/01 03:02) 95.217.109.26trtl:education:team:presentations:abortion [2024/02/08 14:12] (current) – fixed syntax error balleyne
Line 137: Line 137:
       * "First, you're a zygote, then a blastocyst, then an embryo until about 8 weeks, then a fetus from 8 weeks until birth, then a newborn until a month after birth, then an infant, until you're a toddler, and so on until you're a teenager, until you're an adult."       * "First, you're a zygote, then a blastocyst, then an embryo until about 8 weeks, then a fetus from 8 weeks until birth, then a newborn until a month after birth, then an infant, until you're a toddler, and so on until you're a teenager, until you're an adult."
       * **"Age-range terms like fetus or embryo don't tell us //what// species someone is, but //how old// someone is."**       * **"Age-range terms like fetus or embryo don't tell us //what// species someone is, but //how old// someone is."**
-      * **next step** Let's go back to fetal Noah at a much earlier stage in the 1st trimester when most abortions happen.+      * Let's go back to fetal Noah at a much earlier stage in the 1st trimester when most abortions happen.
       * At 3 weeks is when the heart starts to beat and around 5 weeks is when brain activity can be detected with an EKG scanner. Where did fetal Noah come from? Did he magically appear in his mother’s womb? We know he grew and matured from an earlier version of himself namely, the embryo.       * At 3 weeks is when the heart starts to beat and around 5 weeks is when brain activity can be detected with an EKG scanner. Where did fetal Noah come from? Did he magically appear in his mother’s womb? We know he grew and matured from an earlier version of himself namely, the embryo.
-      * **next step** And we know that the embryo came to be as a result of the sperm fertilizing the egg, creating the zygote. And whereas the sperm and egg–by themselves–will never develop into a toddler or teenager, won't that single-celled human zygote develop into a toddler and teenager? Tiny as he is, Noah is a human whole who will self-direct his own growth. It is at fertilization when human life begins.+      * And we know that the embryo came to be as a result of the sperm fertilizing the egg. And whereas the sperm and egg–by themselves–will never develop into a toddler or teenager, won't that single-celled human zygote develop into a toddler and teenager? Tiny as he is, Noah is a human whole who will self-direct his own growth. It is at fertilization when human life begins.
  
 **Transition: immediate** **Transition: immediate**
Line 146: Line 146:
 <note>**Objective [18:00-20:00]**: //Assert the scientific fact that fertilization is the beginning of a new individual organism of the species.//</note> <note>**Objective [18:00-20:00]**: //Assert the scientific fact that fertilization is the beginning of a new individual organism of the species.//</note>
  
-  * **next step** "Now, let's look at the definition of fertilization from the bio textbook used at the University of Toronto in a 3rd year course, called Developmental Biology course. I also encourage you to look at other biology textbooks."+  * **next step: zygote** "Actually, it's not controversial. We already know when life begins! Life begins at the beginning. A clump of crlls doesn't magically turn into a human. A human being starts at the beginning, at the first cell -- at fertilization." 
 +    * "Your one homework assignment from this presentation: check your bio textbook!" 
 +    * **Next step: bio text** "Here's an example from the bio textbook used at the University of Toronto in CSB327, the Developmental Biology course"
       * //(paraphrase highlighted words)//       * //(paraphrase highlighted words)//
         * "The very //title// of the chapter on fertilization is 'Fertilization: Beginning a New Organism'"         * "The very //title// of the chapter on fertilization is 'Fertilization: Beginning a New Organism'"
Line 157: Line 159:
           * [life: if something is growing, isn't it alive? if the child isn't alive, then what do you need an abortion for?]           * [life: if something is growing, isn't it alive? if the child isn't alive, then what do you need an abortion for?]
         * "At fertilization, you have your complete, unique DNA that will be with you for the rest of your life, and the process begins the rapid cell development and growth that will continue all the way until you are an adult."         * "At fertilization, you have your complete, unique DNA that will be with you for the rest of your life, and the process begins the rapid cell development and growth that will continue all the way until you are an adult."
 +  * **Next step: gametes** "Maybe you're thinking, okay, but what about sperm or egg cells? Does every sperm cell have a right to life?"
 +    * //(illustrate the difference)// FIXME optional? Does this work?
 +      * //(men)// "I have sperm cells in my body. I'm not worried that I'm going to give birth in 9 months."
 +      * //(women)// "Guys have sperm cells in your body. Are any of you worried that you're going to give birth in 9 months?"
 +      * "Here's one way to think about it."
 +        * "If you take a sperm cell, and give it what it needs to live -- nutrition, safety, a natural environment -- and wait 1 year, or 15 years, what will happen?" //(pause)// "You'll still have a sperm cell."
 +        * "If you take an egg cell, and give it what it needs to live -- nutrition, safety, a natural environment -- and wait 1 year, or 15 years, what will happen?" //(pause)// "You'll still have a sperm cell."
 +        * "If you take a zygote, and give her what she needs to live -- nutrition, safety, a natural environment -- and wait 1 year, or 15 years, what will happen?" //(pause)// "You'll have an infant, a teenager"
 +    * "A gamete has 23 chromosomes, a zygote has a complete set of DNA. A gamete stays a gamete until the transformation of fertilization. A zygote continues to grow older, into a blastocyst, an embryo, a fetus, a newborn, an infant, a toddler, etc. **We know the difference between a human part and a human whole**
  
 **Transition:** //(restate conclusion)// **We know that life begins at fertilization.** **Transition:** //(restate conclusion)// **We know that life begins at fertilization.**
Line 187: Line 198:
     * Living beings, organisms, we're not constructed, we //grow//((our growth is directed internally)) -- we just need the right conditions to thrive     * Living beings, organisms, we're not constructed, we //grow//((our growth is directed internally)) -- we just need the right conditions to thrive
  
-**Transition:** //(restate development line)// FIXME Add human development timeline photo "Everything is captured in an instant at the moment of fertilization, we just need time to grow from a zygote to an embryo, to a fetus, to a newborn and so on and so forth." //(short pause)//+**Transition:** //(restate development line)// "Everything is captured in an instant at the moment of fertilization, we just need time to grow." //(short pause)//
  
 ==== Prenatal Development Video ==== ==== Prenatal Development Video ====
Line 200: Line 211:
 ==== SLED ==== ==== SLED ====
 <note>**Objective [24:00-29:00]:** //Use the concept of SLED to show that differences between pre-born and born humans are not morally relevant, continue before/after birth, and are all a function of age.//</note> <note>**Objective [24:00-29:00]:** //Use the concept of SLED to show that differences between pre-born and born humans are not morally relevant, continue before/after birth, and are all a function of age.//</note>
- 
-FIXME Add photos 
  
   * "Okay, so, we know that human life begins at fertilization, but maybe you're still thinking..." **next step** "but... they're different!"   * "Okay, so, we know that human life begins at fertilization, but maybe you're still thinking..." **next step** "but... they're different!"
Line 215: Line 224:
         * **Next step: Degree of Dependency**         * **Next step: Degree of Dependency**
     * "Let's ask two things:"     * "Let's ask two things:"
-      - "Yes, these differences do exist between PRE-born & BORN human beings, but don’t these same differences also exist among BORN human beings? Between you and I?”+      - "Are the differences there just before birth, or do they continue //after// birth too?"
       - "Do any of these things determine whether or not we should get basic human rights, like the right to life?"       - "Do any of these things determine whether or not we should get basic human rights, like the right to life?"
   * //(walk through SLED categories)//   * //(walk through SLED categories)//
Line 252: Line 261:
  
   * "Maybe you're still thinking, okay, but, a fetus still just isn't a person! Well, what's a person?" //(ask the audience, collect a few answers if offered)//   * "Maybe you're still thinking, okay, but, a fetus still just isn't a person! Well, what's a person?" //(ask the audience, collect a few answers if offered)//
-  * //(frame the concept 'human + x')// "//Any// definition of a person that doesn't include //all// human beings is a grave violation of human rights." **Next step: human + x** "Whenever we say that, to be a person, to get your basic human rights, you have to be a 'human being plus x, plus something else, like a certain train, ability, colour, etc', that just being a human being isn't good enough, that's the formula for injustice, a formula for a grave human rights violation."+  * //(frame the concept 'human + x')// "//Any// definition of a person that doesn't include //all// human beings is a grave violation of human rights." **Next step: human + x** "Whenever we say that, to be a person, to get your basic human rights, you have to be a 'human being plus x', that just being a human being isn't good enough, that's the formula for injustice, a formula for a grave human rights violation."
   * "We can see this throughout history, that every time we've said that to be a person, you need to be a "human + x", it's been a catastrophic moral mistake..."   * "We can see this throughout history, that every time we've said that to be a person, you need to be a "human + x", it's been a catastrophic moral mistake..."
     * **Next step: Virginia Supreme Court** //(read it)// "To be a person, you had to be a human being plus white skin"     * **Next step: Virginia Supreme Court** //(read it)// "To be a person, you had to be a human being plus white skin"
Line 268: Line 277:
       * "We know this today as anti-semitism"       * "We know this today as anti-semitism"
     * **Next step: Canadian Supreme Court** "Yet our own Supreme Court says that..." //(read it)//     * **Next step: Canadian Supreme Court** "Yet our own Supreme Court says that..." //(read it)//
-      * "To be a person in Canada, you have to be a human being //plus a certain age.// Some Canadians define the word person as someone who can think or feel. And since the pre-born cannot think or feel yet at early stages, thus they are not considered a person. But why can’t the pre-born think or feel yet? Isn’t it because as we mentioned earlier, they are less developed. In order to develop those abilities, they need time. And time is reflected on our age. In our country today, the pre-born are denied basic human rights because of their age. Isn’t that simply ageism?+      * "To be a person in Canada, you have to be a human being //plus a certain age//"
       * "This is //ageism//, age-based discrimination" :!:       * "This is //ageism//, age-based discrimination" :!:
     * **Next step: human being + x = human rights violation** "//Whenver// we see this pattern, that to be a person you need to be a 'human being + x', it's the //pattern of a grave human rights violation//"     * **Next step: human being + x = human rights violation** "//Whenver// we see this pattern, that to be a person you need to be a 'human being + x', it's the //pattern of a grave human rights violation//"
Line 279: Line 288:
 <note>**Objective [33:00-38:00]: To make the victims of abortion visible, and show the reality of abortion** </note> <note>**Objective [33:00-38:00]: To make the victims of abortion visible, and show the reality of abortion** </note>
 Options: Options:
-  - __Video:__  +  - __Video:__ "I'm going to show you a video. This video includes footage of abortions, and of abortion victims. It's not easy to watch, but I think that you have a right to know the truth about abortion. You can close your eyes or look away, but if you can, I encourage you to watch -- We need to understand the consequences when we deny human beings the right to life, and what's at stake with abortion."
-  - "We can keep talking about the abortion issue with a lot of abstract words like "my body, my choice," reproductive rights, freedom to choose, on the other hand, pro-life, human rights, the right to life, but we need to know the reality of what abortion really is to truly understand the issue." +
-  - "I'm going to show you a video. This video includes footage of abortions, and of abortion victims. It's not easy to watch, but I think that you have a right to know the truth about abortion. You can close your eyes or look away, but if you can, I encourage you to watch -- We need to understand the consequences when we deny human beings the right to life, and what's at stake with abortion."+
     * **Next step: video**      * **Next step: video** 
  
 ==== Unmasking Choice ==== ==== Unmasking Choice ====
 +FIXME Michelle
  
-**Transition:** //(pause for 3-5 seconds after video ends, count it out)//  +**Transition:** //(pause for 3-5 seconds after video ends, count it out)// "What you just saw does not unrape a rape victim. It does not make a poor woman right. And it doesn't prevent two people from becoming parents -- it just makes them the parents of a dead child.
-"What you just saw does not unrape a rape victim. It does not make a poor woman rich. And it doesn't prevent two people from becoming parents -- it just makes them the parents of a dead child.+
  
-When we keep silent about the issue, when we ignore facts, the reality is children die. About 300 pre-born children die every day in Canada. Abortion is allowed until 9 months. We’re talking about innocent lives here that are at stake, broken bodies that are discarded, with no identity, not even a name. This is not just a charitable cause, this is an emergency. +FIXME insert here attack on moral relativism: 
- +  * Choice? 
-**next step: Don't force your view on other people!**  +  * dismantle: "my body, my choice" 
-  * Someone might say, “Don’t force your view on others. It’s their life, it’s their choice.” What I’ve presented to you so far is the truth behind abortion based on science and human rights. This is not just my view; this is the reality. +  * candy analogy? 
-  * And when we recognize that someone’s choice hurts/harms somebody else, shouldn’t we take action? (Give example here, drinking & driving, child abuse, rape) What if you find out that your neighbour next door is abusing their child? Can we simply say, “that’s their life, that’s their choice?” Shouldn’t we do something to stop it? When an action harms an innocent human being, we need to speak up.+  * "don't force your views" child abuse, rape
  
 ==== Wounded Culture ==== ==== Wounded Culture ====
 <note>**Objective [38:00-40:00]:** Convey a message of hope and healing, that while we must condemn the action of abortion, there is always hope for people who have had abortions.</note> <note>**Objective [38:00-40:00]:** Convey a message of hope and healing, that while we must condemn the action of abortion, there is always hope for people who have had abortions.</note>
  
-  * "100,000 abortions happen every year in Canada. That number also tells us that that many women are wounded by abortion. And who are those women? Maybe they're our moms, our sisters, our friends, our teachers. Maybe they're even us. And it's important to remember that while we have to condemn the action of abortion, we need to show love and compassion to those who have been wounded by it because only love can heal a wounded heart.” +FIXME //(pause)// We need //strong minds// to condemn the action of abortion, but we need //soft hearts//." 
-  * “People usually think that because I’m against abortion, I hate women who made the decision to get one, but the thing is I don’t. As I mentioned earlier, I have friends who have faced unplanned pregnancies and have had abortions. You might be asking, “how could you possibly be that kind of person?” But wouldn’t you agree that we can love people past their weaknesses and flaws? Rather than hating them, we should help them learn from their mistakes. We all make mistakes and these mistakes teach us a lesson to be a better person.” FIXME instead of mistakes, should we say "bad decisions" instead? + 
-  * “Loving someone also means being truthful to them. Love and truth always go together even when the truth is hard to hear, hard to see and hard to accept. //Share Angelina’s story:// My friend Angelina was a rape victim and had an abortion when she was younger. She said that when she faced the difficult truth of what happened to her 1st child was the only time her wounds started to heal. With the help of her friends and Silent No More, Debbie shares her testimony to prevent others not go through the same experience and to show them that there is hope and healing after abortion.”+  * "With 100,000 abortions every year in Canada, almost 300 every day, and over 3 million since its legalization...  that's a lot of women who are //hurting//." 
 +    * "And who are those women? Maybe they're our moms, our sisters, our friends, our teachers. Maybe they're even us. And it's important to remember that while we have to condemn the action of abortion, that there is //always// hope for people who have had abortions."
       * //(if you know someone personally who has had an abortion, share this briefly)//       * //(if you know someone personally who has had an abortion, share this briefly)//
 +  * Catholic humanitarian Jean Vanier, when speaking of the anguish a woman faces in choosing abortion, says that he would not condemn her. Rather, he says, "I would like to walk with her - maybe cry with her."((http://www.theglobeandmail.com/news/national/after-morgentaler-jean-vanier-kept-his-order-of-canada-why/article20390793/?page=all via http://www.prowomanprolife.org/2008/12/02/jean-vanier-and-making-room-for-the-unwanted/))
 +  * FIXME offer resources/website? Or refer to resource on handout? transition?
  
 **Transition:** "We have a deeply wounded culture. //Your voice// is needed more than ever to reach out to the wounded, and to stand up for the pre-born." **Transition:** "We have a deeply wounded culture. //Your voice// is needed more than ever to reach out to the wounded, and to stand up for the pre-born."
Line 308: Line 318:
 <note>**Objective [40:00-45:00]**: To show how local, student action is important to change the culture, and pitch Student Life Link</note> <note>**Objective [40:00-45:00]**: To show how local, student action is important to change the culture, and pitch Student Life Link</note>
  
-  * "Children are dying, women and men are hurting from abortion. We need to share the truth in love and share the message of hope today.But how do we do this?  +FIXME need to rework this 
-  * "Some people think we need to change the law in order to bring change. How many people follow copyright laws or underage drinking? If people don’t respect the law, they won’t follow it. And that’s why it is important that we change the culture first." +  * Many people think, what are we supposed to do? How can we stop abortion? 
-  * "This happens conversation by conversation, city by city. Students I know, who are just like you, are already doing this in Toronto. We present the truth in love to our family, friends and neighbours. I’m here to ask you to be the voice for the voiceless. If you are interested in hearing more on how you can get involved, please fill-in the youth program card in front of you.”+    * Abortion is legal through all 9 months of pregnancy in Canada -- we have //no law// on abortion 
 +    * But we need to change the culture before we can change the law. 
 +      * How many people follow copyright law? Or laws about pot or underage drinking? If people don't respect the law, they won't follow it. 
 +  * First, we need to change the //culture// 
 +    * This happens conversation by conversations, friend by friend, school by school, neighbourhood by neighbourhood, city by city 
 +    * Pro-life students are already doing this already in Toronto and across the country by... 
 +      - presenting compelling evidence 
 +      - having effective conversations about abortion 
 +    * These are projects you can do this and help you to do this in your school, in your church, in your neighbourhood 
 +      * FIXME concrete Student Life Link examples and photos -- specific projects, specific people 
 +      * FIXME Student Life Link sign up / contact card pitch 
 + 
 +FIXME motivation to do something, e.g. Winton/swim, Thomas Clarkson 
 + 
 +FIXME :!: :!: idea: "These are projects that you can run in your school, or your church, synagogue, temple, mosque, or your neighbourhood this year" (transition to "don't force your opinion" 
 + 
 +FIXME should SLL pitch be linked to beINSPIRED at the end? 
 + 
 + 
 +===== Conclusion ===== 
 +<note>Objective [45:00-50:00]</note> 
 +  * **Next step: don't force your views** But maybe you're //still// thinking, "okay, you've raised some good points, but I can't just force my views on someone else" 
 +    * Remember: the pro-life case is based on science and human rights 
 +    * This is not a religious issue. This is not a matter of opinion or preference. When a choice hurts someone //else//, it's not enough to just be personally opposed 
 +      * Would it makes sense to say, "I'm personally against rape, but I don't want to force my views on other people?" 
 +    * When an action harms another innocent human being, we need to speak up! It's a matter of human rights, saving lives, and standing up for the voiceless. If we do nothing, more innocent human beings will continue to be killed every day.
   * **Next step: my mom's gonna kill me** "Maybe you still think that abortion is acceptable out of fear."   * **Next step: my mom's gonna kill me** "Maybe you still think that abortion is acceptable out of fear."
     * "A pregnant teenager is pictured here with the caption, "my mom's gonna kill me""     * "A pregnant teenager is pictured here with the caption, "my mom's gonna kill me""