TOPIC/TITLE:
The Vietnam Anti-War Movement/The Turbulent 60s

QUESTION THIS LESSON WILL ANSWER:
What made the 1960s such a turbulent decade?

PURPOSE/RATIONALE/GOALS OF THE DAY'S LESSON:
The purpose of this lesson is to have students learn about the anti-war movement occurring in the United States during the 1960s.  This period is one of the most turbulent in American history.  Besides the anti-war movement, the civil rights movement is occurring at the same time.  The goal for this lesson is to better understand what was occurring on the home front during the Vietnam War.

OBJECTIVES:
SWBAT:

• Construct a list of reasons for the turmoil during the 1960s;
• Hypothesis reasons for people to protest the war;
• Editorialize the war movement from the standpoint of a hawk or a dove.

• Communist containment policies in Vietnam.

• Assist learners in identifying and analyzing examples of tensions between hawks and doves during the 1960s;
• Ask learners to describe and examine the belief systems of those persons taking part in the anti-war movement;
• Assist learners as they explain and apply ideas and modes of question that draws upon behavioral science and social theory in the examination of the anti-war movement.

• Antiwar Movement---The political protest against United States policy in Vietnam during the war years.
• Amnesty---A pardon for political offenses against a government.
• Civil Disobedience---The nonviolent opposition to a government policy or law by refusing to comply with it on the grounds of conscience.
• Dove---A person whom is against the war in Vietnam.
• Guerrilla Warfare---A type of combat in which rebels who specialize in sudden, hit-and-run attacks make surprise raids on their enemies.
• Hawk---A person whom is for the war in Vietnam.
• Pacifist---A person who rejects the use of force, violence, or war.
• Sit-in---A method of protesting the policy of a government, business, etc., in which demonstrators sit in, and refuse to leave, a public place, thus blocking traffic, disrupting operations, etc.
• Vietcong---A guerilla force led from Hanoi, which sought to overthrow the South Vietnamese government (1954-1975).
• Vietnamization---President Richard Nixon's plan for gradually withdrawing American troops from Vietnam and letting the Vietnamese do most of the fighting.
• War Powers Act---The act passed by Congress in 1973 that required a President who sent United States troops to a foreign country to explain the action to Congress within forty-eight hours.

• THINK-PAIR-SHARE
• Hypothesis some reasons why people were protesting the Vietnam War.
• When you finish, pair up with the person sitting next to you.
• Go over what you hypothesized with your partner and come up with a list of the 3 best.
• Share your results with the class.
• Give approximately 10 minutes for this activity.

• Use pictures to illustrate the antiwar movement.
• Place the pictures up on the overhead, one at a time.
• Ask students to interpret what is occurring in the pictures.
• Have them write down their opinions in their notebooks.
• Allow 15 minutes for this activity.
• Have the students count off by twos, splitting the class in half.
• One half of the class is going to represent doves while the other half represents hawks.
• Engage the class in a debate using the information gathered through the pictures.
• Allow 20 minutes for the debate.  (Note:  let the class continue to debate after 20 minutes if it is still productive)

• Come up with three things that you learned or found interesting about the day's lesson.
• Share them with the class.

• For homework, write an editorial to a 1960's newspaper.  Write the editorial from the standpoint of a hawk or a dove.  Make sure to support your statements with facts from the book or other sources.  Since it is an editorial, this assignment should not exceed 1 page in length.