THOU DOST PROTEST: Analyzing Anti-American Protests Around the World

October 10, 2001
THOU DOST PROTEST
Analyzing Anti-American Protests Around the World
Grades:  6-8,9-12
Subjects:  American History, Current Events, Global History
Related New York Times Article
"In Streets of Pakistani Cities, Cries of 'Death to America!', By DOUGLAS FRANTZ", October 10, 2001
Overview of Lesson Plan:: In this lesson, students analyze recent anti-American protests around the world, using Pakistan as a starting point.
SUGGESTED TIME ALLOWANCE:  1 hour
OBJECTIVES:
Students will:
Reflect on their personal perceptions of protests, rallies, and marches; consider the distinction between "peaceable" and "violent" protests.
Think critically about anti-American sentiment and organized protests against the U.S. by reading and discussing "In Streets of Pakistani Cities, Cries of 'Death to America!'"
Analyze and compare recent anti-American protests around the world; present case studies of protests in class.
RESOURCES / MATERIALS:
student journals
pens/pencils
paper
classroom blackboard
copies of "In Streets of Pakistani Cities, Cries of 'Death to America!'" (one per student)
resource materials about recent protests around the world (periodicals, computers with Internet access)
ACTIVITIES / PROCEDURES:
WARM-UP/DO NOW: Students respond to the following questions in their journals (written on the board prior to class):
"Have you ever felt so strongly about an issue that you would participate in a protest, march, or rally addressing that issue? If so, what were the circumstances? Do you think that violence and the destruction of property are acceptable means of protest? Why or why not?" Students then share their responses.
As a class, read and discuss the article "In Streets of Pakistani Cities, Cries of 'Death to America!'" focusing on the following questions:
Against what were people in Pakistan protesting on October 8, 2001?
Why was the movie theater owner in Quetta, Pakistan upset?
What types of objects did protesters in Pakistan seek to destroy?
How many protesters were there in Quetta, and in other parts of Pakistan?
Which international organizations' buildings were the targets of protesters?
What sorts of actions were protesters taking in various cities around the country?
How did police respond to protesters around the country?
Who burned an effigy of President Bush?
What did protesters mean when they chanted "Bush is a dog! Israel is a dog! Russia is a dog!"?
According to the article, how did the young Afghan refugee, Roh Khan, respond when questioned about the protests?
Who organized the student rally in Quetta?
What do you think is meant by the quote: "If there is no peace in Afghanistan, there will be no peace anywhere in the world"?
What were some of the results of the violence?
Explain to students that the protests in Pakistan are among many recent marches, rallies, and protests around the world against the United States and/or its policies. By addressing the underlying reasons for protests, the means by which people protest, and the results of protests we seek to establish a deeper understanding of domestic and international politics and social movements. Teachers may also wish to address the distinction between "peaceable" and "violent" protests, the various methods of protest (march, rally, sit-in, etc.), and basic concepts of U.S. foreign and economic policy here as well.
Divide students into small groups. Assign each group a recent "anti-American" protest to research. Some examples include, but are not limited to: Jakarta, Indonesia (October 2001), Washington D.C., United States (September 2001), Gothenburg, Sweden (June 2001), Millau, France (September 1999). Teachers may also choose earlier examples (Gulf War protests in the 1990s and Vietnam War protests such as Kent State in 1970) for a broader historical context. Students should use all available classroom resources to research these protests, using the following criteria as a guide:
Date(s) of protests
Who the protesters were
Reasons for protest
Type of protest (violent or peaceable)
Method of protest reported (demonstration, march, rally, sit-in)
Police or government response to protest
United States response to protest
Results of protest
Students may also include copies of photographs from protests to illustrate their research.
WRAP-UP/ HOMEWORK: Once group research is complete, students type "case studies" protests using the listed criteria as a format. In a later class, groups present their case studies, followed by an open forum discussion addressing the questions below.
DISCUSSION QUESTIONS:
What are some reasons people around the world critique the United States and its policies?
Do you feel protesters against the U.S. are fair in their critiques? Why or why not?
Did you find it difficult to research anti-American protests? Why or why not?
Do you think protests are an effective means to change policy? Why or why not?
Should there be restrictions on the ways in which people express their opposition to certain ideas or policies? Why or why not?
How do you think protests outside of the U.S. against the U.S. affect conditions for Americans living abroad?
If you had to act as a representative of the United States responding to one of the protests you researched, what would your official statement be? Why?
EVALUATION / ASSESSMENT:
Students will be evaluated based on their written journal entries, participation in class discussion, group research and presentations of case studies.
VOCABULARY:
dignified, shards, populous, desecrated, ablaze, smoldering, sporadically, stick-wielding, cordoned, militia, effigy, volatile, surged, infuriated, pelted, threaded, boulevards, bazaars, billowed, hurl, armored, barrage, unison, rampaged, bystander
EXTENSION ACTIVITIES:
This article mentions the burning of an "effigy." Research the history of the effigy and cite examples of the ways in which these figures have been used throughout the ages.
Write an encyclopedic overview of Pakistan, starting with the India Independence Act of 1947 and ensuing partition.
In the article, a movie theater stood as a symbol for American culture. What are some other examples from everyday life that people from other cultures might view as "representative" of the United States? What are some examples Americans might view as cultural symbols of other countries or regions? Create a two-sided "cultural symbols" collage with pictures of your examples.
Make a "non-violent resistance and civil disobedience" timeline, starting with American Transcendentalists such as Thoreau and Emerson and continuing with Gandhi and Martin Luther King (among others).
INTERDISCIPLINARY CONNECTIONS:
Civics- Write an essay in which you compare the ways in which the First Amendment has been upheld in recent history. You may wish to research the 1989 Supreme Court decision that overturned the conviction of Gregory Lee Johnson for burning the American flag in violation of a Texas law as a starting point.

Fine Arts- Create a logo for an international human rights organization promoting forms of non-violent or "peaceable" protest.

Media Studies- Poll fellow students, friends, family, and neighbors on their knowledge of the protests you studied. Write a report based on their responses for your school newspaper.

Science- Study the environmental effects of organized protests. How do burning tires, for example, affect the air the protesters breathe? Make a chart of "potential protest hazards."
Copyright 2001
The New York Times Company