Social Studies Lesson Plan

Overview:Marchers in Washington, D.C. and other cities across the U.S. demonstrated over the weekend before the March 20, 2007 fourth anniversary of the invasion of Iraq. Those in the nation’s capital, also commemorated the 40th anniversary of a march along the same route to oppose the Vietnam War. What rights do the protesters have? Why do they think this will make a difference? How do these protests compare with those in the 1960s and 1970s?

Suggested time allotment: One week to explore the situation, the rights protesters have and the impact protesters had during the Vietnam War. Three days to plan a group presentation to the class.

Objectives

Students will:

1. Read news articles/television reports about the D.C. protests and other similar war protests.
2. Investigate the laws that relate to such protests: Where does freedom of expression collide with safety and other issues? What do your local law enforcement officials and legal experts say?
3. Present their findings to the class, either through reports, multi-media, a debate, or the like.

Curriculum Standards from the National Council for the Social Studies: Thematic Strands, from “Expectations of Excellence: Curriculum Standards for Social Studies.”
• V — Individuals, groups and institutions. Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions…. High school students must understand the paradigms and traditions that undergird social and political institutions. They should be provided opportunities to examine, use, and add to the body of knowledge related to the behavioral sciences and social theory as it relates to the ways people and groups organize themselves around common needs, beliefs, and interests.
• VI — Power, authority and governance. Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance…. High school students develop their abilities in the use of abstract principles. They study the various systems that have been developed over the centuries to allocate and employ power and authority in the governing process. At every level, learners should have opportunities to apply their knowledge and skills to and participate in the workings of the various levels of power, authority, and governance.

Resources and materials:
Web sites with information:
• The New York Times carried an article March 18, 2007, headlined: In March, Protesters Recall War Anniversaries,” by David D. Kirkpatrick and Sarah Abruzzese.
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• To get a more universal view, also read Reuter’s version: “Thousands march to protest Iraq war,” by Caren Bohan.
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• The Badger Herald campus newspaper at the University of Wisconsin covered a January march from a student perspective. One angle here: The possibility of students being drafted: “students join D.C. war protest,” by Nick Penzenstadler.
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• The Los Angeles chapter of the National Lawyers Guild has downloadable PDFs about with such titles as “Your Right to Demonstrate and Protest” and “Dealing with Police: General Guidelines for Activists.”
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• The American Civil Liberties Union has information about protester rights. In particular, a complete analysis of the February 2003 protests and the New York chapter’s advice is available in a downloadable pdf at
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