Vietnam Protest Lesson

Name: Nick Rossi Class/Subject: Modern U.S. History (12th Grade) Date: 11/8/12 Student Objectives/Student Outcomes: 1. Students will demonstrate an ability to interpret events through their own historical lens and relate a historical viewpoint to students and instructors. 2. Students will work collaborative to interpret the feelings, characters and viewpoints of historical actors through the analysis of a primary document. 3. Students will utilize historical evidence to build historical argument techniques and think critically about historical events. Content Standards: 14.D.5. Interpret a variety of public policies and issues from the perspectives of different individuals and groups. 16.A.5a. Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). 16.B.5b (US). Analyze how United States political history has been influenced by the nation's economic, social and environmental history. Materials/Resources/Technology: Computer Projector Smartboard Internet access Roles Handouts

Teachers Goals: 1. Teacher will provide students with foundational knowledge on the violent protests that were sparked in the late 1960s, especially dealing with economic disparity, Civil Rights conflicts and anti-Vietnam sentiment. 2. Teacher will facilitate group and class activities that help give clarity to historical events and perspectives as well as allow for a certain amount of creativity in interpreting the motivations and perspectives of historical actors. 3. Teacher will encourage students to build their own personal relationships with historical events by utilizing technology and primary visual sources to make history vivid and tangible.

Time Start of Class (5-7 min): Open up class by having a quick write about any social/political/economic issues discussed/addressed/mentioned in recent periods as well as if there were any social reactions to these issues by the public. Have students share examples. Highlight the example of the Vietnam War being a major detriment to Johnsons administration and sparked many student protests across the country, even in Illinois. Show Chicago Convention The Whole World is Watching from Youtube and ask students to take notes on what they see during the video to be turned in as a formative assessment.

Introduction of Lesson (8-10 min): Using the primary source video as a starting point, give a short lecture on the origins of the violence seen in the video. Basic outline for the lecture would mention the growing discontent with Johnsons Vietnam policies, Humphreys connection with those policies, the Chicago 8 involvement in protests, role of Chicago police as well as the influence of Mayor Richard Daley on the event. Introduce an activity in which students are divided into groups to represent one of the following groups in a discussion about the 1968 Democratic National Convention in Chicago: 1. Mayor Daley 2. Chicago police 3. Protestors and demonstrators 4. Humphrey and the Democratic Party 5. Citizens of the City of Chicago

Lesson Instruction (10-15 min): Have students number off 1-5 in order to break them into groups and have them sit in certain areas of the classroom Once assembled, hand out Role sheets to each group with a short list of speaking points on the protests that they will use to build their side of the discussion Explain to all groups that they are tasked with using the sheets to build a definitive character for the group they are representing Have them write down specific notes about their perspective, how they think they would have reacted to/spoken about the Convention and the surrounding turmoil as well as choose one representative to voice the opinion of the group.

Assessments/Checks for Understanding (10-15 min):

Once groups have had time to collect their thoughts and come up with their embodiment of their side of the issue based on the video, information sheet and prior knowledge, have them present their perspective in character for the class. When all groups have presented their perspective, come together as a full class again. Discuss

the following questions: 1. What are the dangers of a single story in history? 2. Which group/person seem most right and why not? Were the riots anyones fault in particular, or just a complete mash of all factors? 3. Do you know of any examples similar to these demonstrations happening in the present day? This discussion will serve as an informal formative assessment as it will give insight into whether students have developed a personal knowledge of the subject/concept. Teacher Self-Assessment: Did this lesson help meet the standard while providing students with content knowledge? How can this lesson be made more vibrant or applicable to students modern lives? Are there any modern examples of this type of protest that should be highlighted? Was this topic controversial? If so, how did I handle controversial topics in the classroom?