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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 hi storical lens and relate a historical viewpoint to students and instructors. 2. Students will work collaborative to interpret the feelings, characters and vi ewpoints of historical actors through the analysis of a primary document. 3. Students will utilize historical evidence to build historical argument techni ques 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 histo rical inquiry (pose questions, collect and analyze data, make and support infere nces 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 Teacher's Goals: 1. Teacher will provide students with foundational knowledge on the violent prot ests that were sparked in the late 1960's, especially dealing with economic dispar ity, 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 crea tivity in interpreting the motivations and perspectives of historical actors. 3. Teacher will encourage students to build their own personal relationships wit h historical events by utilizing technology and primary visual sources to make h istory vivid and tangible. Time 5-7 Start of Class: 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 so cial reactions to these issues by the public. Have students share examples. Highlight the example of the Vietnam War being a major detriment to Johnson's admi nistration and sparked many student protests across the country, even in Illinoi s. 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 a ssessment. 8-10 Introduction of Lesson: 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 Johnson's Vietnam policies, Humphrey's connection with those policies, the Chicago 8 involveme

nt 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 Conv ention in Chicago: Mayor Daley Chicago police Protestors and demonstrators Humphrey and the Democratic Party Citizens of the City of Chicago 10-15 Lesson Instruction: Have students number off 1-5 in order to break them into groups and have them si t in certain areas of the classroom Once assembled, hand out Role sheets to each group with a short list of speaking p oints 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 defi nitive 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 a s well as choose one representative to voice the opinion of the group. 10-15 Assessments/Checks for Understanding: Once groups have had time to collect their thoughts and come up with their embod iment 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: What are the dangers of a single story in history? Which group/person seem most right and why not? Were the riots anyone's fault in par ticular, or just a complete mash of all factors? Do you know of any examples similar to these demonstrations happening in the pre sent day? This discussion will serve as an informal formative assessment as it will give i nsight into whether students have developed a personal knowledge of the subject/ concept.