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Administrative documentation describing the information collection, reporting requirements, legal basis, and estimated reporting burden associated with IRS Form 5713 and its schedules used to report participation in or cooperation with international boycotts and calculate related reductions in U.S. tax benefits.
Year: 2018
Country: United States
Agency: Internal Revenue Service (IRS)
Department: U.S. Department of the Treasury
Document Type: Supporting statement for information collection
Form: Form 5713
Schedules: Schedule A – International Boycott Factor; Schedule B – Specifically Attributable Taxes and Income; Schedule C – Tax Effect of the International Boycott Provisions
OMB Control Number: 1545-0216
Legal Basis: Internal Revenue Code Section 999; 26 U.S.C. 6103; 26 U.S.C. 6109
Related Systems: Business Master File (BMF); Customer Account Data Engine (CADE)
Subject: Reporting requirements related to participation in or cooperation with international boycotts
Reporting Requirement: Entities with operations in or related to a boycotting country must file Form 5713
Purpose of Data Collection: Determination of tax benefit reductions and reporting to Congress
Estimated Respondents: 5,632
Estimated Total Annual Responses: 5,632
Estimated Total Annual Burden Hours: 143,498
Confidentiality Provision: Tax return information confidentiality under 26 U.S.C. 6103
Federal Register Notice: March 28, 2018 (83 FR 13348)
Price: 8 / 10 USD
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Statement from Association for Contemporary Iberian Studies on Palestine, Academic Solidarity, Boycott, and Sanctuary
Year: 2025
Region / city: Gaza, Israel
Subject: Academic Freedom, Human Rights, International Law, Education
Document type: Statement
Organization: Association for Contemporary Iberian Studies
Author: ACIS Executive Committee
Target audience: Scholars, students, educators, academic institutions
Period of validity: Ongoing
Approval date: 25 June 2025
Date of amendments: -
Rosa Parks and the Montgomery Bus Boycott: A Turning Point in the Civil Rights Movement
Year: 1955
Region / City: Montgomery, Alabama
Topic: Civil Rights Movement, African American History, Rosa Parks
Document Type: Historical Narrative
Organization / Institution: NAACP
Author: Douglas Brinkley
Target Audience: General public, educators, historians
Period of Action: December 1, 1955
Approval Date: N/A
Date of Changes: N/A
Note: Context
Definitions Relating to Boycott of Israel
Jurisdiction: State of Arizona
Statute Section: 35-393
Article: Definitions
Subject: Boycott and investment restrictions
Entities Defined: Boycott; Company; Direct holdings; Indirect holdings; Public entity; Public fund; Restricted companies; Retirement system
Referenced Body: Arizona Board of Regents
Scope: State government, political subdivisions, public universities, community college districts, state treasurer, retirement systems
Israel and a sports boycott: Antisemitic? Anti-Zionist?
Journal: International Review for the Sociology of Sport
DOI: 10.1177/1012690215583482
Author: Jon Dart
Affiliation: Leeds Beckett University, UK
Year: 2015
Keywords: boycott, disinvestment and sanctions, human rights, Jewish, Palestine, politics, sanctions, Zionism
Topic: Israel-Palestine conflict in international sport
Document type: Academic article
Abstract available: Yes
Period covered: 2005–2015
Primary sources cited: News media, NGOs, governmental reports
Fact Sheet: The Boycott, Divestment, and Sanctions (BDS) Movement and Its Activities on U.S. College Campuses in the 2013–2016 Academic Period
Year: 2015–2016 academic period
Region / Country: United States
Topic: Boycott, Divestment, and Sanctions (BDS) movement and anti-Israel activism
Document Type: Fact sheet
Organization: EMET – Endowment for Middle East Truth
Author: Not specified
Related Organizations: BDS National Committee; Palestinian Campaign for the Academic and Cultural Boycott of Israel (PACBI); Students for Justice in Palestine (SJP); American Studies Association (ASA)
Geographical Focus: Israel; United States college campuses
Key Individuals Mentioned: Omar Barghouti; Carlos Curbelo; Peter Roskam; Juan Vargas; Ed Royce; Eliot Engel; Daniel Birnbaum
Primary Audience: Policymakers, academics, and the public
Events Referenced: Congressional initiatives against BDS; campus divestment votes in U.S. universities
Period Covered: 2005–2016
Contact Organization: EMET – Endowment for Middle East Truth
Contact Information: p.202.601.7422; [email protected]
Website: www.emetonline.org
How the Russia boycott has changed corporate issue activism forever
Year: 2022
Region / City: Global
Topic: Corporate activism, Boycotts, Russia-Ukraine conflict
Document type: Opinion article
Organization: Smart Company
Author: Tony Jaques
Target audience: Business professionals, Corporate leaders
Period of validity: N/A
Date of approval: March 16, 2022
Date of changes: N/A
Unit 5: Crisis of Authority, Part B. Domestic29.1 – Taking on SegregationHow had migration of African Americans after the Civil War and the World Wars affected civil rights in different regions of the U.S.? (p. 907-08)Describe the role of the NAACP in the Brown v. Board of Education case and Little Rock crisis. What was the outcome? (p. 908-10, 914-15)How did the Montgomery bus boycott affect the lives of those who participated? (p. 911)Who were the significant influences on MLK’s “soul force” philosophy? (p. 911)Who led the Greensboro sit-ins? How affective were they? (p. 912-13) 29.2 – The Triumphs of a CrusadeWho were the Freedom Riders? How did the government respond to their efforts? (p. 916-17)Why did the riots in Birmingham cause such a public outcry? What was the outcome? (p. 918-20)How did Civil Rights leaders respond to the bill JFK sent to Congress? Were they successful? (p. 920)Describe the Freedom Summer and the Selma Campaign. (p. 921-22)What were the effects of the Voting Rights Act of 1965? (p. 922) 29.3 – Challenges and Changes in the MovementWhy did some African Americans in the northern cities turn to violence? (p. 924-25)Compare and contrast the beliefs and methods of Malcolm X and the Black Panthers. (p. 925-27)Describe the change in the SNCC and CORE strategy in 1966. (p. 926)What were two effects of the assassination of MLK? (p. 927-28)Identify the major gains and limitations of the Civil Rights movement. (p. 928-29) 28.3 – The Great SocietyWhy was LBJ considered a “New Dealer”? What role did he play in the Civil Rights movement? (p. 893-94, box on p. 896)Explain the War on Poverty. (p. 894)Identify the other major reforms of the Great Society. (p. 895-97)What do these Supreme Court cases have in common: Baker v. Carr, Mapp v. Ohio, and Gideon v. Wainwright? (p. 897-98)Why could it be argued that one of the greatest casualties of the Vietnam War was the Great Society? (p. 899, 947) 31.1 – Latinos and Native Americans Seek EqualityIn addition to Mexican Americans, what other Latino groups live in the United States? What conditions in their home countries caused them to immigrate? (p. 974-75)What affect did César Chávez have on the Latino community? (p. 976)Identify an action taken by Congress in 1968 to help improve conditions for Latinos? (p. 976)What conditions led to the rise of the American Indian Movement? What strategies did they use to protest? (p. 977)How did Congress and the federal courts respond to requests by Native American groups? (p. 978-79)31.2 – Women Fight for EqualityAccording to Betty Friedan, what is the “problem with no name”? (p. 982)What types of inequality did women face in the workforce and the political arena? How did the National Organization of Women work to address these issues? (p. 983-84)What was the effect of Roe v. Wade? (p. 985, 1046)Why did the Equal Rights Amendment (ERA) fail? (p. 985-86)Identify three gains made by the women’s movement in the 1970s. (p. 986) 32.1 – The Nixon AdministrationHow was Nixon’s New Federalism a response to LBJ’s Great Society? In what ways did Nixon both work with and against the Democratic-controlled Congress? (p. 1000-02)Explain the reason for and effect of Nixon’s Southern strategy. (p. 1003-04) 32.2 – Watergate: Nixon’s DownfallWhy do some historians say the presidency had become too powerful? (p. 1008-09)Describe the Watergate burglary and cover-up. (p. 1009-11)Explain the battle over the Nixon Tapes. What was the Supreme Court’s decision in U.S. v. Nixon? (p. 1011-13)At what point did Nixon resign, and why? (p. 1012-13)How did Ford become VP, and then President? (p. 1011, 1013) 32.3 – The Ford and Carter YearsWhy did Ford choose to pardon Nixon? (p. 1016-17)Explain the WIN program, including its goals and effects. (p. 1017)How well did the “tight money” policy work? (p. 1017)
Year: 1960s-1970s
Region: United States
Topic: Civil Rights Movement, Social Reforms, Political History
Document Type: Educational Textbook Chapter
Author: Unspecified (Educational Textbook)
Target Audience: Students, Educators
Period of Validity: Historical context, relevant for 1960s-1970s
Approval Date: Not specified
Amendment Date: Not specified
Topics: 5713 1545-0216 Boycott