LOUD AND CLEAR: Examining Protest Strategies Throughout History

November 19, 2003

LOUD AND CLEAR:
Examining Protest Strategies Throughout History

Grades: 6-8, 9-12

Subjects: Global History, Language Arts, Social Studies

Related New York Times Article
"Pageantry and Protests Planned as Bush Arrives in Britain, By WARREN HOGE", November 19, 2003

Overview of Lesson Plan:: In this lesson, students will brainstorm various forms of protest, examine the context for President George W. Bush's visit to Britain, and research protests throughout history. Students then use the information gathered to create informative posters and diary entries from the perspectives of people who participated in past protests.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

Explore various methods of protest.
Consider the response of antiwar supporters to President Bush's visit to England, as well as Mr. Bush's itinerary, by reading and discussing "Pageantry and Protests Planned as Bush Arrives in Britain."
In groups, research a particular method of protest in world history and create a "One-Pager" poster highlighting the type of protest and its historical significance.
Individually, write diary entries from the point of view of a participant in one of history's protest movements.

RESOURCES / MATERIALS:

student journals
pens/pencils
classroom blackboard
copies of "Pageantry and Protests Planned as Bush Arrives in Britain" (one per student)
resources about protest movements throughout history (social studies textbooks, computers with Internet access)
large pieces of poster board or construction paper (one per group)
markers (enough for students to share)

ACTIVITIES / PROCEDURES:

WARM-UP/DO-NOW: As a class, brainstorm ways people protest against ideas or events they disagree with or tactics people use to publicly convey their opinions. Write all relevant responses on the blackboard. This list will be used as a reference for the main activity. Responses might include walkouts, sit-ins, petitions, boycotts, marches, etc. As there are both legal and illegal forms of protest, you may wish to address the difference, and, for the main activity, encourage students to use legal forms.
Bottom of Form
As a class, read and discuss "Pageantry and Protests Planned as Bush Arrives in Britain," focusing on the following questions:
1. How did Prime Minister Tony Blair react to the antiwar protesters' criticism of President Bush's visit?
2. Why does Mr. Blair believe it is important to support the United States against terrorism?
3. How long ago was Mr. Bush invited to Great Britain?
4. How many people are expected to attend the protest?
5. What organization is leading the week of protests?
6. How and where will the protests be carried out, according to the article?
7. What is the significance of the 18-foot papier mache statue of President Bush?
8. During his stay in England, what kind of events will Mr. Bush be attending?
9. What are some "areas of contention" between Britain and the United States?
Divide the class into groups of three. Explain that each group will be assigned one of the protest methods discussed in the Warm-Up activity. Each group will research periods in history where this form of protest was used and create a poster illustrating the method and one specific event in history in which this type of protest was employed. Assign each group a protest method, such as walkouts, sit-ins, petitions, boycotts, marches, etc. To guide in-class research, students should consider the following questions:
- What is the definition of your protest method?
- When in history was this method used?
- What was being protested?
- Where did the protest take place?
- What was the goal or purpose of this protest?
- What were the outcomes? If there were changes, how long did they last?
- Who were the major players or leaders in this movement?
- What, if any, were there any words, phrases or slogans associated with this protest movement?
- Was this protest planned or spontaneous?
Once research is completed, students will remain in groups and create a "One-Pager" poster. On this poster, students must include:
- type of protest and definition
- reason(s) for protest
- illustrated example of this protest (students should use the historical reference they found through their research)
- words, phrases or slogans that represent this movement
- a question that could only be answered by a key player or leader of the movement
If time allows, posters may be shared in this class or a future class.
WRAP-UP/HOMEWORK: Individually, each student adopts the point of view of a participant of the protest they researched during class. From this perspective, assign students to write a series of journal entries examining particular events and the emotions, risks, and triumphs associated with those moments. Journals may be shared in a future class.

DISCUSSION QUESTIONS:

Why do protesters need permission to march?
What role, if any, does the royal family play in world politics?

EVALUATION / ASSESSMENT:
Students will be evaluated based on class discussions, thoughtful participation in group research and creation of "One-Pager" posters, and individual journal entries from the perspective of a person who participated in one of history's many protests.

VOCABULARY:
dismissed, annual, terminals, inspired, activist, stewards, wrenching, ornate

EXTENSION ACTIVITIES:

Create a report card evaluating Tony Blair's successes and failures as Prime Minister of Great Britain. Research the various movements, laws and policies that he has supported or rejected over the course of his time as prime minister.
In the article, "Pageantry and Protests Planned as Bush Arrives in Britain," Mr. Blair states that terrorism is "the security threat of the 21st century." Examine the issues and opinions surrounding this idea through an organized debate.
Mr. Bush's trip to England was expected to be a victory trip. Due to current events, the war in Iraq continues and both allied forces and Iraqis continue to suffer losses in human life. Under these conditions, what should Mr. Bush's trip to Great Britain have involved? Begin by listing the itinerary of events from the article, and decide the purpose for each stop on Mr. Bush's trip. In light of current events, decide if each event or meeting was necessary. If necessary, substitute a more appropriate event or meeting in its place. Be sure to include a brief reason for each change you make. As a starting point, you wish to read a recent Guardian editorial on President Bush's visit (http://www.guardian.co.uk/leaders/story/0,3604,1087432,00.html)
Write a profile of Stop the War Coalition, the group responsible for the week of protests in London. When were they founded? Why were they founded? Who is involved in this coalition? What are their goals?

INTERDISCIPLINARY CONNECTIONS:
Civics- Create a Venn diagram illustrating the differences between the position of Prime Minister and President as heads of state. Examine countries such as Great Britain, Israel, and India.

Current Events- Research a current issue that is being protested, such as an execution, abortion policy, or meeting of a government or world agency. What are the sides to this argument? Write a point-counterpoint essay examining the sides to the argument, and include your own opinion in the conclusion of the paper. Be sure to back up your opinion with facts from your research.

Journalism- Interview an adult who took part in a major demonstration, such as the March on Washington, Million Man March, or Montgomery Bus Boycott. What was his or her motivation for going to this demonstration? What was this experience like? What impact did this person's role have in the protest? What was the impact of the protest? Now that time has passed, was this protest effective? Why or why not? Write an article documenting your findings.

Media Studies- Watch a film that addresses the topic of serving in the Vietnam War, such as "Born on the Fourth of July." Even though the war on Iraq has not escalated to the scope of the war in Vietnam, one might make connections about the experiences of soldiers during wartime. Create a chart of experiences and treatment of soldiers in both wars.