2015 College Activism Kit

8/20/2019 2015 College Activism Kit

1/29


2/29

THANK YOUDear Pro- Life College Student,

Thank you so much for requesting a College Activism Kit from Students for Life of America(SFLA). We are so excited to be able to get free resources into your hands to help you in yourmission to abolish abortion in your school and community. Together, we can see an end to thisinjustice in our nation.

This Activism Kit includes educational material, organizational and leadership advice, activisminstructions, and available resources through SFLA. By reading though the material in this Kit, wehope to better equip you to get out and begin actively abolishing abortion in your school and inyour community! Let’s get started!

For Life,The team at Students for Life of America

P.S. - For more information about our Students for Life College program, visit college.studentsforlife.org or email Casey Tesauro at [email protected].

Table of Contents:

Step 1 – Learn about AbortionA. Abortion Facts and Statistics

B. Fetal DevelopmentC. Adoption D. Basic Apologetics: Defend Your Pro-Life Views in 5 Minutes or Less E. Watch your Rhetoric

Step 2 – Organize a GroupA. College Guidebook

B. Training Videos C. Sample Meeting Agendas

E. DBW: Don’t Be WeirdF. Letter from our Lawyers

G. Examples of Discrimination H. Rapid Response

Step 3 – Get Active!A. Events

B. Advanced Strategy HandbookC. Pregnant on Campus Initiative

D. Fundraising 101 E. Free Resources from SFLA


3/29

STEP 1:Learn About Abortion

Before you hit the ground running with pro-life activism, it is crucial that you educate

yourself about abortion. This section will help you articulate your pro-life views and give you the information that you need to back them up. You won’t know everything right offthe bat, but this will get you going in the right direction. Even after you feel like you “know

everything,” always be looking for opportunities to learn more!

*Don’t forget to check out: http://college.studentsforlife.org/get educated

for a whole lot more education on various life issues!


4/29

Abortion Facts and StatisticsHow many abortions are occurring in the United States?

• America averages about 1.1 million abortions per year, which is approximately 3,300 a day(about 2 babies each minute).

Who is having abortions?

• About 52% of U.S. abortions are obtained by women under the age of 25.• Teenagers obtain 18% of abortions in America. Young women aged 20-24 obtain 33%.• College-aged women (ages 18-24) obtain 44% of abortions in the United States.

Why are women having abortions?

• 93% of all abortions occur for a social reason (i.e. the child is unwanted or inconvenient).• 6% of abortions occur because of potential health problems involving either the mother or the

child.• Contrary to popular opinion, only 1% of abortions occur for reasons of rape or incest.

• 25% are committed between the 9th and 10thweek - The child’s body is sensitive to touch, and heor she can squint, swallow, and frown.

• 12% happen between the 11th and 12th week - Atthis point, the child can kick, turn his or her feet,curl and fan toes, make a st, move thumbs, bendwrists, and open his or her mouth.

• 4% occur between the 16th and 20th week - Bythis time, the child can grasp with his or her hands,and turn somersaults.

• 1% of all abortions (16,450/year) happen after the20th week of pregnancy - Children born after thispoint have lived outside of the womb. They can alsofeel pain.

When do abortions occur?

• 52% of all abortions occur before the 9th week of pregnancy - By this time, thechild is able to bend ngers around an object placed in the palm, and sucks herthumb. She also has ngerprints and ngernails.


5/29

Abortion Facts and StatisticsHow many abortions are women having?

• 30% of all women will have at least one abortion by the time they are 45 years old.• 50% of all abortions are performed on women who have had at least one previous abortion.

How are abortions committed?

• Dilation & Curettage (D&C) - Used through the 12th week. After dilation of the cervix, acurette is inserted into the uterus. The baby’s body is cut into pieces and extracted, often bysuction. The uterine wall is then scraped to remove the placenta and con rm that the uteempty.

• Dilation and Evacuation (D&E) - Performed up to 18 weeks. Forceps are inserted into theuterus, grabbing and twisting the baby’s body to dismember it. If the baby’s head is too large, itmust be crushed in order to remove it.

• Intracardiac Injection - Performed in late-term abortions. The chemical digoxin is injected intothe baby’s heart, causing immediate death. The dead baby’s body is then re-absorbed by themother or delivered. This method is often used as “pregnancy reduction” when a mother car-rying multiples wants fewer children.

• Prostaglandin - Performed during the 2nd half of pregnancy. A hormone-like compound is injected into the muscle of the uterus causing intense contractions and pushing out the baby. Theviolent contractions often crush the baby to death, though many babies have been born alive

using this procedure, then left to die.• RU-486 - Used through the 9th week of pregnancy, RU-486 is a synthetic steroid that blocks

the hormone progesterone. Women then take a second drug, prostaglandin to induce contrac-tions and expel the dead baby.

• Saline Injection - Usually performed during months 4 through 7. A 20% salt solution (the nor-mal salt solution is .9%) is injected through the mother’s abdomen into the baby’s amniotic

uid. The baby ingests the solution and dies of salt poisoning, dehydration, and hemorrhthe brain. The baby’s skin is burned off. A dead or dying baby is delivered. A baby born alive isusually left unattended to die, though some have survived.

• Suction Abortion - After dilation of the cervix, a suction curette (a tube with a serrated tip) isinserted into the uterus. The strong suction (29 times the power of a household vacuum clean-er) tears the baby’s body apart and sucks it through the hose into a container. This is the mostcommon method of abortion in the rst 12 weeks of pregnancy.

* Sources can be found at: http://college.studentsforlife.org/abortion-facts-2/


6/29

Fetal DevelopmentFirst Trimester:

• 18-22 Days (3 weeks): Heart begins to beat.

• 28 Days (4 weeks): Arms and legs are budding.*Most women don’t realize they’re pregnant until the baby is approximately 4 weeks (28

days).

• 42 Days (6 weeks): Skeleton is formed; brain coordinates movement of muscles and organs.Brainwaves are detectable by 6 weeks and 2 days.

• 8 1Ž2 weeks: Eyelids and palms of hands are sensitive to touch.

• 9 weeks: Child will bend ngers around an object placed in the palm; thumb sucking oc

ngernails are now forming• 10 weeks: Body is sensitive to touch; child squints, swallows, puckers up brow, and frowns.

Unique ngerprints appear and ngerprints begin growing.

• 12 weeks: Child can kick, turn feet, curl and fan toes, make a st, move thumbs, bend wturn head, open mouth, and press lips tightly together.

*Most abortions are performed before and during this time.

Second Trimester:

• 4 months: Movement in the womb can be felt by the mother.

• 5 months: Sleeping habits appear; a slammed door will provoke activity; child responds tosounds in frequencies too high or low for adults to hear. The child can also feel pain.

• 6 months: Lungs produce surfactant, which is necessary for breathing. Babies born at this agehave survived.

Third Trimester:

• 7 months: Eyelids open and close, eyes look around; mother’s voice is heard and recognized.• 9 months: Child triggers labor and birth occurs. By this point, the brain has nearly all the neu-

rons it will ever have.**Women can have abortions up to and through all 9th month of pregnancy.

Sources and videos can be found at www.EHD.org and www.babycenter.com,*www.guttmacher.org **abolishabortion.com/basic-pro-life-info


7/29

AdoptionThere may be times when a mother facing an unplanned pregnancy may feel completely unequippedto parent her child. She may feel her only option is to kill her pre-born child. Pro-life individualstouch lives by helping women place their baby or child for adoption. It is important to show

women on your school that adoption can be the answer to all of her fears.When talking with parents who have fostered or adopted, no matter what circumstances were thatbrought that child into their lives, be it genetics or adoption, they love that child dearly.

Some parents who have adopted have suffered under the scrutiny of strangers. Looks of confusionwhen the skin of their child is a bit darker than their own, a blondie found among a family of redheads, or a nose that doesn’t quite look like Mom or Dad’s. Questions like, “I know she isn’t yourchild, but is she, you know, yours“? Of course she is! No matter how a child came into their family,their union should be handled with compassion and love. Families that bring-up an adopted child

should be celebrated, not scrutinized.Adoptees are some of the strongest people in the world. They not only have to push through theemotional struggle of not knowing their birth parents, but they sometimes look so different fromtheir family that they must overcome the idea that complete strangers know that they came intotheir family through adoption.

Most women who place their child for adoption faced an unplanned pregnancy and mayhave considered aborting their pre-born children. Pro-lifers should rejoice with a person whohas been adopted…that person’s very life may have been saved because of adoption!

Today, 44% of abortions are performed on high school and college aged women, which means that women in school across the country are facing unplanned pregnancies and need to hearthe message of adoption. Here are some ways you can take action in your school:

• Invite a member of the adoption triad to speak (birthmother, parent, adoptee)• Promote/raise money for adoption ministries and advocacy groups• Watch and promote pro-adoption movies such as: Bella, Juno, Penny Serenade, Meet the Robin-

sons, and August Rush• Promote adoption songs such as: Temporary Home by Carrie Underwood; Everything to Me by

Mark Shultz; and When Love Takes You In by Steven Curtis Chapman• Organize an adoption yer campaign! (Sample yers on the SFLA website!)• Contact SFLA about hosting Catelynn & Tyler, the birthparents on MTV’s 16 & Pregnant• Chalk facts about adoptions on your school sidewalks• Volunteer with your local Pregnancy Help Center

*Go to http://highschool.studentsforlife.org/adoption-another-option/ for yers and sources.** If someone you know is considering adoption, check out www.ichooseadoption.org.

AdoptionThere may be times when a mother facing an unplanned pregnancy may feel completely unequippedto parent her child. She may feel her only option is to kill her pre-born child. Pro-life individualstouch lives by helping women place their baby or child for adoption. It is important to show

women on your school that adoption can be the answer to all of her fears.When talking with parents who have fostered or adopted, no matter what circumstances were thatbrought that child into their lives, be it genetics or adoption, they love that child dearly.

Some parents who have adopted have suffered under the scrutiny of strangers. Looks of confusionwhen the skin of their child is a bit darker than their own, a blondie found among a family of redheads, or a nose that doesn’t quite look like Mom or Dad’s. Questions like, “I know she isn’t yourchild, but is she, you know, yours“? Of course she is! No matter how a child came into their family,their union should be handled with compassion and love. Families that bring-up an adopted child

should be celebrated, not scrutinized.Adoptees are some of the strongest people in the world. They not only have to push through theemotional struggle of not knowing their birth parents, but they sometimes look so different fromtheir family that they must overcome the idea that complete strangers know that they came intotheir family through adoption.

Most women who place their child for adoption faced an unplanned pregnancy and mayhave considered aborting their pre-born children. Pro-lifers should rejoice with a person whohas been adopted…that person’s very life may have been saved because of adoption!

Today, 44% of abortions are performed on high school and college aged women, which means that women in school across the country are facing unplanned pregnancies and need to hearthe message of adoption. Here are some ways you can take action in your school:

• Invite a member of the adoption triad to speak (birthmother, parent, adoptee)• Promote/raise money for adoption ministries and advocacy groups• Watch and promote pro-adoption movies such as: Bella, Juno, Penny Serenade, Meet the Robin-

sons, and August Rush• Promote adoption songs such as: Temporary Home by Carrie Underwood; Everything to Me by

Mark Shultz; and When Love Takes You In by Steven Curtis Chapman• Organize an adoption yer campaign! (Sample yers on the SFLA website!)• Contact SFLA about hosting Catelynn & Tyler, the birthparents on MTV’s 16 & Pregnant• Chalk facts about adoptions on your school sidewalks• Volunteer with your local Pregnancy Help Center

*Go to http://highschool.studentsforlife.org/adoption-another-option/ for yers and sources.** If someone you know is considering adoption, check out www.ichooseadoption.org.


8/29

Defend Your Pro-lifeViews in 5 Minutes or Less

By Scott Klusendorf

Suppose that you have just ve minutes to graciously defend your pro-life beliefs with frieclassmates. Can you do it with rational arguments? What should you say? And how can you sim-plify the abortion issue for those who think it’s hopelessly complex?

Here’s how to succeed in three easy steps:

FIRST: Clarify the issue. Pro-life advocates contend that elective abortion unjustly takes the life ofa defenseless human being. This simpli es the abortion controversy by focusing public att

just one question: Is the unborn a member of the human family? If so, killing him or her toothers is a serious moral wrong. It treats the distinct human being, with his or her own inherentmoral worth, as nothing more than a disposable instrument. Conversely, if the unborn are not hu-man, killing them for any reason requires no more justi cation than having a tooth pulled.

In other words, arguments based on “choice” or “privacy” miss the point entirely. Would anyonethat you know support a mother killing her toddler in the name of “choice and who decides?”Clearly, if the unborn are human, like toddlers, we shouldn’t kill them in the name of choice anymore than we would a toddler. Again, this debate is about just one question: What is the unborn?At this point, some may object that your comparisons are not fair—that killing a fetus is morallydifferent than killing a toddler. Ah, but that’s the issue, isn’t it? Are the unborn, like toddlers, mem-bers of the human family? That is the one issue that matters. (See the “Toddler Tactics” article formore on this.)

Remind your critics that you are vigorously “pro-choice” when it comes to women choosing anumber of moral goods. You support a woman’s right to choose her own doctor, to choose herown husband, to choose her own job, and to choose her own religion, to name a few. These areamong the many choices that you fully support for women. But some choices are wrong, like kill-ing innocent human beings simply because they are in the way and cannot defend themselves.1 No,we shouldn’t be allowed to choose that.

SECOND: Defend your pro-life position with science and philosophy. Scienti cally, we kn

from the earliest stages of development, the unborn are distinct, living, and whole human beings.Leading embryology books con rm this.2 For example, Keith L. Moore & T.V.N. Persaud wzygote is the beginning of a new human being. Human development begins at fertilization, theprocess during which a male gamete or sperm ... unites with a female gamete or oocyte ... to forma single cell called a zygote. This highly specialized, totipotent cell marks the beginning of each of usas a unique individual.”3


9/29


Prior to his abortion advocacy, former Planned Parenthood President Dr. Alan Guttmacher was per-plexed that anyone, much less a medical doctor, would question this. “This all seems so simple andevident that it is dif cult to picture a time when it wasn’t part of the common knowledge,” hin his book Life in the Making.4

Philosophically, we can say that embryos are less developed than newborns (or, for that matter,toddlers) but this difference is not morally signi cant in the way abortion advocates need itConsider the claim that the immediate capacity for self-awareness bestows value on human beings.Notice that this is not an argument, but an arbitrary assertion. Why is some development needed?And why is this particular degree of development (i.e., higher brain function) decisive rather thananother? These are questions that abortion advocates do not adequately address.

As Stephen Schwarz points out, there is no morally signi cant difference between the embryou once were and the adult that you are today. Differences of size, level of development, environ-ment, and degree of dependency are not relevant such that we can say that you had no rights asan embryo but you do have rights today. Think of the acronym SLED as a helpful reminder of thesenon-essential differences:5

Size: True, embryos are smaller than newborns and adults, but why is that relevant? Do we reallywant to say that large people are more human than small ones? Men are generally larger than wom-en, but that doesn’t mean that they deserve more rights. Size doesn’t equal value.

Level of development: True, embryos and fetuses are less developed than the adults they’ll one daybecome. But again, why is this relevant? Four year-old girls are less developed than 14 year-old ones.Should older children have more rights than their younger siblings? Some people say that self-aware-ness makes one human. But if that is true, newborns do not qualify as valuable human beings. Six-week old infants lack the immediate capacity for performing human mental functions, as do thereversibly comatose, the sleeping, and those with Alzheimer’s Disease.

Environment: Where you are has no bearing on who you are. Does your value change when youcross the street or roll over in bed? If not, how can a journey of eight inches down the birth-canalsuddenly change the essential nature of the unborn from non-human to human? If the unborn arenot already human, merely changing their location can’t make them valuable.

Degree of Dependency: If viability makes us human, then all those who depend on insulin or kidneymedication are not valuable and we may kill them. Conjoined twins who share blood type and bodilysystems also have no right to life.

In short, it’s far more reasonable to argue that although humans differ immensely with respect to tal-ents, accomplishments, and degrees of development, they are nonetheless equal because they share acommon human nature


10/29


THIRD: Challenge your listeners to be intellectually honest. Ask the tough questions. When criticssay that birth makes the unborn human, ask, “How does a mere change of location from inside the wombto outside the womb change the essential nature of the unborn?” If they say that brain development orself-awareness makes us human, ask if they would agree with Joseph Fletcher that those with an IQ below20 or perhaps 40 should be declared non- persons? If not, why not? True, some people will ignore thescienti c and philosophic case you present for the pro-life view and argue for abortion based on s-est. That is the lazy way out. Remind your critics that if we care about truth, we will courageously followthe facts wherever they lead, no matter what the cost to our own self-interest.

Notes:1. Gregory Koukl, Precious Unborn Human Persons (Lomita: STR Press, 1999) p. 11.

2. See also, T.W. Sadler, Langman’s Embryology, 5th ed. (Philadelphia: W.B. Saunders, 1993) p. 3; Ronand O’Rahilly &Pabiola Muller, Human Embryology and Teratology, 2nd ed. (New York: Wiley-Liss, 1996) pp. 8, 29.

3. Keith L. Moore and T.V.N. Persaud, The Developing Human: Clinically Oriented Embryology (Philadelphia: W.B.

Saunders Company, 1998) p.2.

4. A. Guttmacher, Life in the Making: The Story of Human Procreation (New York: Viking Press, 1933) p. 3.

5. Stephen Schwarz, The Moral Question of Abortion (Chicago: Loyola University Press, 1990) p. 18.

* Taken from www.prolifetraining.com/FiveMinute1.asp** For more in-depth pro-life apologetics training, read “The Case for Life” by Scott Klusendorf


11/29

Watch Your RhetoricThe battle for words IS the battle for hearts and minds

These words are IN

Pre-bornAbortion facility

AbortionistCommits abortions

Placed with an adoptive familyPRC or Pregnancy Resource Center

Abortion advocates

Abortion lobbyAbortion industry

These words are OUT

Unborn/fetusAbortion clinic

Abortion doctor or abortion providerPerforms abortions

Given up for adoptionCPC or Crisis Pregnancy Center

Abortion rights


12/29

STEP 2:Organize A StudentGroup

Now that you’ve read up a little on abortion, what should you do?Start a pro-life student group at your school! You are a key part of winning the pro-life

ght in our nation. More than half of the women obtaining abortions in America arecollege and high school aged women. You are on the front lines of this battle, and youare ghting to protect these young women. By starting a student group, you can begin tochange the culture of your school. A student group will outlast your years in college and

continue to educate other students on abortion and save lives, even after you graduate!


13/29

Activism GuidebookBefore you keep reading through these materials, pause and head to the Students for Life

College Guidebook that came included in your kit.

This guidebook is a step-by-step guide on how to begin and sustain a pro-life group on yourcampus. It covers everything grom your rst meeting to events, budgets, and more! Also

in the guidebook is a sample constitution and mission statement.


14/29

VideosSick of all of this reading?

Check out these short Students for Life of America training videos on online. For morehelpful videos, visit www.youtube.com/user/studentsforlife

Educational Videos

Planned Parenthood’s Business Cyclehttp://www.plannedparenthoodproject.com

Inspiration: The Tide is Turning Videohttp://highschool.studentsforlife.org/success-stories

Inspiration: Megan and Jessica Videohttp://www.youtibe.com/watch?v=fkrB7Bb94

Training Videos

Plan Your Year Video and Guidehttp://highschool.studentsforlife.org/plan-your-year

Recruiting New Membershttp://highschool.studentsforlife.org/recruit-members

Running Effective Meetingshttp://highschool.studentsforlife.org/have-more-effective-meetings


15/29

Sample Meeting AgendasTo run an effective meeting, it’s important to plan ahead. Here are some sample meeting

agendas you can use to be organized and on task for your group meetings

Students for Life Sample Introductory Meeting

Introduction• Introduction of group leaders• Sign-up sheet• Icebreaker

Why your school needs a student pro-life group• Introduction of temporary mission statement

What kinds of activities our group can do• Develop a Cemetery of the Innocents Display• Hold a Diaper Drive• Organize a Candlelight Vigil• Participate in Sidewalk Counseling• Host Speakers/Debates• Attend Protests - National March for Life, every January in Washington, D.C.• Attend Conferences - Students for Life of America National Conference, every January in Washington, D.C. - Regional Leadership Summits hosted by SFLA

Our First Event• Poll Table - Make signs and practice dialogue

Election of Of cers• Nominations/Appointments

• Election

Conclusion• Details of next meeting

Networking• Meet members after the meeting while enjoying refreshments


16/29

Sample Meeting AgendasStudents for Life Sample Of cers Meeting

Discuss why this group is important for your school

Write a Constitution/Mission Statement to present to the group atnext meeting• Use samples from SFLA

Establish Committees that are needed• Publicity• Fundraising

• Political• and any others you think your group needs

Outline the roles of the of cers and committee heads

Determine what events the group should focus on for the rst fewmonths

Determine what the rst fundraiser should be

• Car wash?• Bake sale?• Donations from local Pro-life groups?• Write letters to potential supporters?

Conclusion• When should of cers meet again?• Weekly before general meetings?• Bi-weekly?


17/29

DBW: Don’t Be WeirdWhen we say DBW, what do we really mean? We mean: Don’t. Be. Weird. In your mannerisms, dress,and interactions, try to compose yourself in a way that will attract other people. Now, we aren’tasking you to change who you are and act fake, but we are asking you to look at how you may viewedby a stranger. Would you want to associate with you? Here are a few check points for you. The SFLA

team has actually encountered all of these situations:

Respect personal space• Don’t get to close to people’s faces when talking.• Don’t touch people (i.e. grabbing an arm, rubbing back, etc.) Many people don’t feel comfortable

with it.• Give a rm handshake, not so hard to hurt them, but nd a middle ground.• Control our dgeting. Don’t distract there with your random movements.

Volume control

• Don’t talk so LOUD. You are not a megaphone, especially when talking to people about a personalstory or life experience.• Don’t talk so quiet that people can’t hear you. We want students to be bold for life, but no shouting

and no whispering.• Tone: Speak with con dence and enthusiasm. Try not to be monotone; voice uctuation is a

thing.

Dress appropriately for the occasion• Men: If it is a tabling event, jeans, sneakers, and a clean t-shirt are good. For a more formal event, a

button-down shirt, tie, and slacks.• Women: Don’t wear shirts too tight. Cover the three B’ (Boobs, butts, and belly) Be aware that

your shorts/skirts are of appropriately lengths.

Keep up personal hygiene• Brush your teeth everyday• Shower• Smell nice, wear deodorant• Brush your hair• Wear appropriate amounts of make-up ladies

Remember: Not everyone is religious• Not everyone is comfortable with discussing religion/faith right off the bat.• Don’t lead the conversation with your faith. Lead the conversation with the humanity of the pre-

born.• Don’t get into denominational arguments with your club or other students. This will drive students

away from you.• Have an open mind about having inter-religious groups within your pro-life group

Other students are looking for reasons to dismiss you as crazy. Don’t give them that opportunity! Wehave the truth on our side, and we can’t let the conversation be distracted from that.


18/29


19/29

If you are facing any of the above situations, or you suspect you are being discriminated

against, contact Students for Life of America immediately at [email protected]. We have legal counsel readily available for students to ensure your rst amendmentrights at your public college or university.

Discrimination can include:

Denying approval of your club on any grounds, including but not limited to:• It’s too “offensive”• It’s “religious”

• It will “disrupt the learning environment”

Forcing your group to be a committee in a religious or conservative club instead of its ownindependent club.

Making your club undergo more approval requirements than other clubs.

Prohibiting your club to participate in the same activities as other clubs, including• Flyering• Tabling• Literature distribution• Hosting speakers• On campus displays• Fundraising• Silent Day

Restricting you from accessing student

activities funds that are available to other student groups

Examples of Discrimination


20/29

Rapid ResponseIf you are experiencing discrimination, please follow the directions below:

Document EVERYTHING!• Keep logs of every conversation you have had with your school of cials concerning your

Include the date, who was present, and the outcome of the meeting.• Keep any emails sent to you from your administration concerning your club• Photocopy all documents you turn into your administration.• Use a personal email address, not one provided by the school

Always attend meetings with your administration in pairs

• You can take a fellow member or your adviser, but always have at least two people representingyour club in every meeting.

• If you do not have someone to attend the meetings with you, reschedule.

Ask for the denial in writing • Whether it is for starting your club, hosting an event, or yering, have the administration g

their denial in writing. This can be a letter or an email. You can send them a letter or email askingfor permission once again and place a time constraint on the reply. For example:

Dear Mr. Smith, I have recently inquired about starting a Students for Life club at Jones University. After some research,I believe it is well within my rst amendment rights to start and facilitate a pro-life club at our publicuniversity. Please, reply in writing to grant or deny our club’s ability to function as an of cial student group at

Jones University by August 1st at 3pm. If no reply is given by this date, it will be considered a denial. Thank you for your time.

Sincerely, John Doe.

Remember, if you are experiencing discrimination from your public school of cials,contact Students for Life of America immediately at [email protected].


21/29

STEP 3:Get Active!

You did it!You now have a successful college pro-life group! It’s time to get

active in your community by hosting an event! It’s important that youreach beyond the four walls of your meeting room and engage withthe people around you. Organizing an event can be intimidating, butStudents for Life of America will be with you every step of the way!


22/29

EventsAs a new group, it is important to start engaging your school immediately. Don't wait! The purposeof your club is to educate your peers and ultimately abolish abortion. You need to visible on at yourschool from the get-go a start dialogues about abortion. Here are a few event ideas (listed in theorder we recommend for new groups to have them) that are simple and easy that will help your group

gain momentum:

Flyering campaign - post yers around your school on a speci c theme. For example, basicabortion statistics, fetal development, or Planned Parenthood's' abortion business. Visit highschool.studentforlife.org/ yers for pre-made, downloadable yers you can use! Be sure to add yourcontact information at the bottom!

Host an Apologetics Training - Ask your Regional Coordinator or a local pro-life leader to comeand teach your group dialoguing skills. It is crucial that your members are comfortable talking to otherstudents about abortion and they feel prepared to answer the hard questions.

“When Does Life Begin?”Display - Use a bulletin board, hang a large sheet of paper in a hightraf c area on campus, or set up a display during lunch. Draw a line representing fetal develoand ll in descriptions of the baby's growth in the appropriate places. Have a member standithe display between classes and during the lunch period. Ask students to put a post-it note by thestage where they think life begins. Based on their answer, your members can start a dialogue aboutthe humanity of the pre-born. You can also request SFLA’s new Fetal Development Topic Cards todistribute during this display!

Prayer Vigil/Memorial Service at Local Abortion Facility - Pick a date and time that isconvenient for majority of your members. Drive to the nearest abortion facility and spend a set aboutof time in prayer or silent re ection. Use inclusive language so that all members, regardless af liations, can participate.

Cupcakes and Trivia - Let's face it, everyone loves cupcakes! Set up a table during the lunch andprovide free cupcakes to everyone who can answers a question about abortion correctly. Be sure tohave a sign-up sheet and information about your club at the table as well.

Chalking - Find a public sidewalk and write life-af rming messages on them! This is a fun away to get students active! Be sure to write contact information for your local pregnancy center orpost-abortive recovery counseling centers.

Volunteer at Your Local Pregnancy Resource Center - Call your local Pregnancy ResourceCenter and ask if you can bring a group of students by for a volunteer day. This can include yard work,of ce duties, or babysitting!

For more advanced groups, host events like a Cemetery of the Innocents, movie night,baby shower, diaper drive, and a day of silence! Be sure to attend your local SFLA

Regional Leadership Summit and National Students for Life Conference!


23/29

Advanced Strategy HandbookOnce your group has got into the swing of things and wants to further extend their reach, read

through Students for Life of America’s Advanced StrategyHandbook for more ideas and helpful tips!


24/29

Pregnant On Campus InitiativeIt is no secret that the abortion industry targets college students. In May 2012, Students forLife of America found that 79% of Planned Parenthood facilities are located within 5 miles of acollege campus, posing a direct threat to the welfare of young woman and to the lives of their

preborn children.

However, it is not simply presence of abortion facilities that pose a threat to our student par-ents. On college campuses nationwide, there is a widespread preception that pregnancy andparenthood present overwhelming - and potentially impossible - burdens for students wishingto continue their education. Students fear the inability to achieve both education and parentingdue to a perceived lack of resources. Therefore, they choose abortion.

However, you can change that by having your pro-life group join SFLA’s Pregnant onCampus Initiative! Through this initiative, your group can bring hope and help to pregnantand parenthing students on your campus by identifying, improving, and expanding resources.

Why you should commit to the Pregnant on Campus Initiative?

• Transform your pro-life, pro-woman values into action! You have moved beyond simply say-ing that you care about women - born and preborn. Now, you are engaging in activities thatactively support and aid women in crisis pregnancies.

• Your peers need you! All too often, students are unaware of the resources available tothem, and they make decisions based upon this lack of information. You can be the voicethat provides hope and help to your peers so that they make well-informed decisions.

• You will save lives. The projects and activities that your group sponsors will be the toolsthat will help your peers ake informed decisions about parenting and adoption opportuni-ties and resources.

By joining the Pregnant on Campus Initiative, your campus group will receive the following:

• Guidance and FREE trainings from your SFLA Regional Coordinator and the SFLA Pregnant

on Campus Coordinator• Access to free yers, resources, and activities on how to make your campus more friento pregnant and parenting students

• Media coverage for success stories and projects• Leadership growth within your group and a higher rate of successful projects that will im-

pact the lives of pregnant and parenting students for decades to come!

Learn more by visiting http://pregnantoncampus.studentsforlife.org/get-involved/ oremail [email protected]


25/29

Fundraising 101Does the idea of fundraising frighten you?

If you answered “Yes,” that’s ok and trust us --- you are not alone. The important thing to remember

is that fundraising isn’t nearly as daunting as it seems and truly is a key part of your work to abolishabortion. You aren’t begging people for money. You are giving them the opportunity to

work alongside you in the greatest human rights struggle our world has ever known.

There is no sure- re blueprint to fundraising that says, “If you do A, B, and C, then you will r$XXX.” As mentioned in the SFLA Advanced Strategy Handbook, there are plenty of ways youcan engage in fundraising. Regardless of the type of fundraising you choose to do, the most importantthing you can do is understand and appreciate your donor.

Understanding Donors and Building a Relationship

One thing that makes should make fundraising easier for you is the fact that you aren’t raising moneyfor yourself but for an important mission --- to abolish abortion in our lifetime. And, unless yourdonor or prospective donor is a family member, the cause is more than likely what is going to getyou that donation.

The good news is that people who care about ending abortion are usually pretty passionate, so it’snot too dif cult to convince them/sell them on why your group needs money. However, youror failure all comes down to how well you make the “ask.” And how well you make the “ask”ultimately comes from how well you know and understand the particular donor you are asking. Forexample, asking your school for funding is going to be a lot different than speaking at a church andasking members to donate.

Everyone you meet is a potential donor. Have a short 1 minute “sales pitch” that you cangive to anyone who is interested in your group and mission. In this “sales pitch,” you should be ableto clearly state why your group is needed at your school (majority of abortions are committed onwomen your age, the abortion industry targets this generation, etc), what you are trying to do (besure to note one success you have had - a peer who converted to pro-life, baby saved, etc), what youhave planned for the upcoming year, and how supporters can help. You need to show that you areorganized/have a plan and can be trusted with money. In addition, you should also have a businesscard or something else that you can give to people with basic information about your group andhow to contact you.

When you do nd new potential donors or receive a gift from a new donor, put theminto some kind of list. Excel (or a similar spreadsheet program) works the best – so you can keeptrack of donor contact information, notes about how they became involved with your group, anddonation history. You should note every interaction you have with a donor or donor prospect.


26/29

Fundraising 101One Simple Way to Fundraise: A Calling Campaign

Every member of your group should start by collecting the names, phone numbers,e-mail addresses and mailing addresses of family and friends. A good place to start is withyour parents’ Christmas card list. Enter all that information into a spreadsheet and then add twomore columns. In the rst additional column, write what you think that person could give to group. Double that projection for the second column.

Take time each day over a 3-4 week period to call a few people on your list to ask for adonation. Write a simple script that you can follow. The purpose of these calls is to ask for money,so be careful to not get sidetracked too much.

Start by explaining what your group does, why you are important in your school, andyour up-coming event that you need help funding. Then ask for them to donate in the amountof your doubled projection for that person. Then stop talking! Don’t say anything until the personyou just asked responds. If they say “Yes,” great. Get their information (how would they like to give- via mail or credit card right away) and move on to your next call. If he or she is unable to makethat donation, ask if they would be able to contribute your original projection. If they say “Yes,” great.Get their information and move on. If he or she is unable to do that, thank them for their time andsay you will call again later. Maybe the next time you do a fundraising campaign, they will be able todonate.

Be prepared to take someone’s credit card information , so they can donate online right away.

SFLA can set up a free online donation page for your group, just email us at [email protected] have a follow-up package ready to send to the person’s home with a thank you letterand self-addressed, stamped return envelope -reminding them of your call and their pledge to give$XXX. You want to make things as easy as possible for people to donate.

Record the results of each phone call in your spreadsheet. For example, if someone tells you hecan’t donate because his dog is sick (or whatever reason), write that down. Next time you call, askhim how his dog is. This will help build that personal relationship with the donor. It may also behelpful for each group member to send their pledge totals every night to your grouptreasurer or fundraiser leader, so he or she can keep track of the campaign totals and

continue to motivate the group - showing what you all are accomplishing together.

Be sure to follow up in the same fundraising cycle with people who don’t answer or can’t give youan answer the rst time you call, but don’t call people again who have told you at-out that tunable to donate.

Repeat this process with your whole group 3 or 4 times each year. This may be intimidatingat rst, but it truly is the most effective way for your group to fundraise. The more you practicbetter and more comfortable you will become.


27/29

Following-Up and Staying in Touch

Following up with donors, those who have pledged to donate, and potential donors iscrucial in building your relationship and increasing your chances of future donations.If you meet someone at an event and get their information, send them an e-mail this next day justto say it was nice to meet them. If a person pledges to donate during your calling campaign, makesure to get the follow-up packet in the mail in the next day. When someone donates to yourgroup, make sure that you thank them within a few days of receiving the donation. The size of thegift and your relationship with that donor should dictate whether your follow up is a phone call,handwritten note, or e-mail thank you.

Add all donors to an e-mail list and send them regular updates, so they can see theimpact your group is making with their investment.

Conclusion

Students for Life of America can help you fundraise by providing sample fundraising letters, callingcampaign scripts, setting up an online donation page for your group, and general advice. Pleasedon’t hesitate to contact us at anytime by e-mailing [email protected].

Fundraising 101


28/29

Free Resources for You!At Students for Life of America, we know that you are busy students, and we want to make it as easyas possible for you to become active pro-life leaders and groups in your schools. Besides this ActivismKit, we provide all of the following resources to you for FREE!

TrainingsYou can request a FREE in-person or Skype training from one of the Students for Life team members

at http://college.studentsforlife.org/request-a-training-meeting/. Below are some of the topicsyou can request!

• Apologetics: Dialoguing with Abortion Advocates• Developing Your Leaders• Pro-Life Activism

• How to Talk about Abstinence• Embracing the Controversy of Abortion• Fundraising for Your Group• Recruiting and Retaining Members• Planning Your Year• Planned Parenthood’s Abortion Business

Topic Cards (Samples of each card can be found in this Activism Kit.)

We have cards for all the tough topics, and the best part is that you can request any number of themto hand out at your events, counter demonstrations, use for tabling, etc. Simply e-mail SFLA at [email protected] to order as many as you need!

• What about the Life and Health of the Mother?• What about Rape and Incest?• What does Planned Parenthood Have Planned for You?• Can You Really Have “Safe-Sex?”• Does Overpopulation Justify Abortion• Has Legal Abortion Really Helped Women?

Order an Event-in-a-Box!Each month during the school year, SFLA releases a new box for the month, along with resou-ers, event and speaker suggestions, talking points, and other marketing materials) that your group candownload and use at your school. The monthly “boxes” are announced in an easy-to-access blogpost atcollege.studentsforlife.org/event-in-a-box.


29/29

Free Resources for You!Download, Customize, and Print Flyers for your Events!

SFLA offers many yers that your group can customize and print out to t your needs. Vcollege.studentsforlife.org/ yers and click on the yers for an enlarged image. Please pri

these out and use them at your school! (If there are any yers that you would like us to cresend us your suggestions to [email protected]. )

Get one-on-one support from the SFLA Team!Students for Life of America has a dedicated team of professionals to help students in any region.Our team is available for you. We are here to help you by offering one-on-one support for yourgroup. Check out our Team Page to nd an SFLA team member nearest you and e-mail themhttp://college.studentsforlife.org/where-our-team-is-located.

Attend SFLA’s Regional Leadership Summits and National and West Coast Conferences!

A Regional Leadership Summit is a great opportunity to network with pro-life students and toconnect with other pro-life leaders. SFLA can provide highly specialized training for your groupleaders and all pro-life students for everything that you face at school. Our goal is to bring asmany leaders (and future leaders) as possible together for trainings and to strategize on how togrow the pro-life student movement in your area. For more information, visit http://college.studentsforlife.org/students-for-life-regional-conferences/

Our National and West Coast Conferences are held every year around the time of theanniversary of Roe v. Wade. If you and your group are traveling to Washington D.C. to attend theMarch for Life or San Francisco, CA, to attend the Walk for Life, be sure to include the Nationaland West Coast Conference in your travel agenda! For more information, visit s alive.org.

Participate in SFLA’s William Wilberforce Leadership Fellowship!The SFLA William Wilberforce Leadership Fellowship has been developed to raise up the nextgeneration of pro-life leaders. We want to help college students become the best leaders andactivists in their school and communities. Simply put, the SFLA William Wilberforce LeadershipFellowship is the training you need for a future in the pro-life movement. For more information,visit college.studentsforlife.org/wilberforce-leadership-fellowship.

E-mail the Students for Life team anytime with your needs!We are here to serve [email protected]

Documents

2015 College Activism Kit