Ken Kurt
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Western Dubuque
Summer 2009
Echoes of Dissent: A Comparison of Wartime Opposition
Ken Kurt
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Western Dubuque
Summer 2009
A Black man is hanged and
burned by a mob during
The Draft Riots of 1863
This lesson plan looks at several different student protests that occurred on the University of Iowa campus in 1967 and compares that opposition to the Vietnam War and subsequent draft to the Draft Riots that occurred in New York in 1863.
Overview/ Materials/Historical
Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
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Objectives |
Students will: · Compare/Contrast two different forms of protests. · Demonstrate their understanding of the two events and their connection through writing. |
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Recommended time frame |
One to two class periods |
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Grade level |
11th grade |
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Curriculum fit |
American Studies |
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Handouts for each tier are needed for the students. Students must also have access to computers for research and for typing their paper. |
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Standard 1 – Students gather, organize, and synthesize information. Benchmark .03 – uses primary and secondary sources. Benchmark .06 – Uses MLA style guide for district-required writing assignments. Standard 2 – Students engage in the writing process. Benchmark .01 – Draws conclusions, makes inferences, and deduces meaning. |
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The lesson looks at the protest movement that springs from descent over the Vietnam War. Before beginning this lesson, students should have at least a cursory understanding of America’s involvement in Vietnam. Day One: ·
Opening question: What do you know about
the protest of the Vietnam War? Teacher
will field suggestions from the class and write down verbal responses on the
whiteboard. The teacher will briefly
address the collection of ideas that were presented by the class. ·
Statement of today’s objective – Today we are going to each look at one
specific protest during this time. We
will identify the source of the protestor’s objection to the Vietnam War,
evaluate the justification for that protest, and analyze the effectiveness of
that protest. ·
Students
will be divided by tiers. Tier 3 is
for lower/remedial readers. Tier 2 is
for proficient students, and Tier 1 is for advanced students. The teacher can assign students to a tier
using their standardized testing data or by having students select their
level by themselves. Tier 3 deals with Steve Smith’s protest of the draft. Tier 2 deals with the Nov. 1st
protest of the Marine Recruiters on the University of Iowa campus. Tier 1 deals with the Dec. 5th
protest of Dow Chemical Recruiters on the University of Iowa campus. ·
In
each tier the students will be expected to answer the following questions in
formal writing. ·
1st
step – Describe the source of the protestor(s) objection to an aspect of the
Vietnam War. Students should describe
what the protestor(s) specific objection is.
Do not just say that the group is protesting the war. ·
2nd
step – Analyze the justification of the protest. Determine whether or not the protestor(s)
have a legitimate complaint. Explain
whether or not the students should have protested. Give ample explanation for your
analysis. Do not merely say “yes, the
protestors were justified.” ·
3rd
step – Analyze how effective the protest was.
Determine whether or not the protest had an impact on the awareness of
others. Did the protest increase
awareness and support for their cause, or did the protest detract from the
actual source of the objection to the Vietnam War? Was there a way to improve the
effectiveness of the protest? Day Two The teacher should
ask the class if they have any questions/concerns about the first part of the
assignment. After offering
clarification, the teacher will describe the 2nd part of the
assignment. After establishing
an understanding of one specific protest on the University of Iowa campus,
the students will compare that event to the Draft Riots of 1863. Students are to avoid obvious differences
(one was in Iowa City, the other in New York). For an understanding of the Draft Riots of 1863, the
following four sites must be used. http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d2278700)).
This site
highlights a letter sent to President Lincoln months before the riots begin,
warning him of the growing dissent with the draft. http://memory.loc.gov/cgi-bin/query/r?ammem/ncpm:@field(DOCID+@lit(ULA17059459)). This site provides a description of the four days of rioting in New York in 1863. (Pages 136–141). http://vm.uconn.edu/~pbaldwin/rabble.html. This site provides newspaper accounts of the draft riots. http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d2485600)) This site shows a letter describing New York after
two days of rioting. These sites are recommended for further understanding
of the Great Draft Riots. http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d2478300)). This brief letter was written to the president to
inform him of the riots. http://memory.loc.gov/cgi-bin/query/r?ammem/ncpm:@field(DOCID+@lit(ULA17059460)). This book chronicles the role of the police during
the riots of 1863. http://memory.loc.gov/cgi-bin/query/r?ammem/rbaapcbib:@field(NUMBER+@od1(rbaapc+21000)). This pamphlet chronicles efforts after the riots to
address the treatment of blacks in New York. http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d2487000)). This letter chronicles the actions of one
businessman at the beginning of the rioting. |
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The final product will be a two-page document that includes the description of the objection of the Vietnam protestor(s), analysis of the justification for protest, analysis of effectiveness of the protest, and comparison to the Draft Riots of 1863. This paper will be in proper MLA format with a Works Cited page. *Tiers 1 and 2 will have an additional/separate half-page paper comparing images from the different time periods. Rubric 20 points will be awarded for demonstrating an understanding of the source of the original objection to the Vietnam War. Students who earn full credit will have specific and accurate understanding of the source of the protest. 50 points will be awarded for demonstrating sophisticated analysis of the Vietnam protest and the connections that can be made to the Draft Riots of 1863. Students who earn full credit will go beyond basic connections to provide in-depth analysis of their subject(s). Analysis should demonstrate a thorough understanding of the protest/riot. 20 points will be awarded for the quality of the writing. Students who earn full credit will avoid spelling/grammar mistakes and have fluid sentences. The student should also demonstrate proper paragraphing. 10 Points will be awarded for using proper MLA format and for the completion of a proper Works Cited page. |
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Before the teacher uses this lesson plan, the students should have a cursory understanding of the Vietnam War and protests at home. The idea of this lesson plan is to enhance the students’ understanding of the protest movement. Most students have a glossed-over understanding of protestors. This lesson aims to sharpen the understanding of the student by having them examine one specific protest and forcing them to consider the merits of that particular protest. The student will then take that understanding of their protest and compare it to the protests that resulted in 1863 in New York. This comparison will enhance the students’ understanding of reactions to wars/drafts and show an understanding of public reaction over the course of history. The students should also have a cursory understanding of the Civil War. We cover the Civil War as a review in the first two weeks of class; as a result they will know the background but will have little to no understanding of the Draft Riots.
Primary
Resources from the Library of Congress
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Image |
Description |
Citation |
URL |
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General Correspondence. 1833–1916. |
Shook, Sheridan.
General Correspondence. 15 July 1863, Letter. General Correspondence
1833–1916. The Abraham Lincoln Papers
at the Library of Congress. 30 July
2009 <http://memory.loc.gov/mss/mal/mal1 |
http://memory.loc.gov/mss/mal/mal1 transcription:
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field |
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Report of the Committee of Merchants for the Relief of Colored People, Suffering from the Late Riots in the City of New York. |
Whitehorne, George A. “Report of
the Committee of Merchants for the Relief of Colored People, Suffering from
the Late Riots in the City of New York.” Steam Press: New York, 1863. From Slavery to Freedom: The African
American Pamphlet Collection, 1824–1909.
< http://memory.loc.gov/cgi-bin/query/r?ammem/rbaapcbib:@field |
http://memory.loc.gov/cgi-bin/query/r?ammem/rbaapcbib:@field |
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A description of the four days of rioting in New York in 1863 can be found on pages 136–141. |
Headly, Joel Tyler. The Great Riots of New York. New York:
Eb Trust, 1873. The 19th Century in
Print: Books. 30 July 2009 < http://memory.loc.gov/cgi-bin/query/r?ammem/ncpm:@field |
http://memory.loc.gov/cgi-bin/query/r?ammem/ncpm:@field |
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A book that focuses on the role of the police during the rioting in 1863. |
Barnes, David M. The
Metropolitan Police: Their Service During Riot Week. New York, Baker and
Godwin. The 19th Century in
Print: Books. 30 July 2009
< http://memory.loc.gov/cgi-bin/query/r?ammem/ncpm:@field |
http://memory.loc.gov/cgi-bin/query/r?ammem/ncpm:@field |
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Letter from John Jay informing the president of the draft riots in New York. |
Jay, John to Abraham Lincoln, Monday, July 13, 1863.
Telegram. Abraham Lincoln Papers at the Library of Congress. Transcribed and
Annotated by the Lincoln Studies Center, Knox College. Galesburg, Illinois.
30, July 2009 < http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field |
http://memory.loc.gov/cgi-bin/query/ |
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Newspaper accounts of the days of rioting. |
Excerpts from New York Times coverage of the Draft Riot. No copyright available. 30 July 2009 <http://vm.uconn.edu/~pbaldwin/rabble.html>. |
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Letter to Lincoln warning him of the growing dissent regarding the conscription more than two months prior to the actual riot. |
James W. White to Abraham Lincoln, Thursday, April 02,
1863 (Draft resistance in |
http://memory.loc.gov/cgi-bin/query/ |
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William Hall describes the scene in New York after two days of rioting and leaves his recommendations for Blair. |
Hall, William to Montgomery Blair, Wednesday, July 15,
1863 (New York draft riot) Abraham Lincoln Papers at the Library of Congress.
Transcribed and Annotated by the Lincoln Studies Center, Knox College.
Galesburg, Illinois. 31 July 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/mal: |
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field |
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Illustration of the riots. |
“Images and Artifacts related to the Civil War.” Authentic History Center. 2008. 31 July 2009 <http://www.authentichistory.com/1860-1865/images/1863_Draft_Riots_01.html>. |
http://www.authentichistory.com/1860-1865/images/1863_Draft_Riots_01.html |
Resource Table
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Image |
Description |
Citation |
URL |
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This engraving, featured in the Illustrated London News, depicts the burning of the Black Orphanage. |
“Draft Riots 1863 – Colored Orphan Asylum.” Cuny Education. No copyright available. 31 July 2009 <http://www.vny.cuny.edu/Search/ |
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Image of a black man being hanged and burned by a mob during the riots. |
“Irish Property
Obsession, British Landlordism and Myths.”
Finfacts Ireland. 2008. 31
July 2009 <http://www.finfacts.ie/finfactsblo |
http://www.finfacts.ie/finfactsblo |
Other resources shown at bottom
Understanding of the Student Protest – 20 Points
A perfect score will be awarded to students who explain the specific objection to the Vietnam War. The student must identify how the students expressed their opposition to that specific portion of the war. Generalities will result in a deduction in points. Any misconceptions will lead to a loss of significant points.
Analysis of Protests – 50 points
A perfect score will be awarded to students who provide sophisticated analysis of both protest situations. The student must compare and contrast the details of each event to create a deeper understanding of the events. Students will lose points for merely providing the facts of both events and not providing any insight into the key distinctions between the two events. Students will also lose points if they base their analysis on inaccurate information.
Strength of Writing – 20 points
A perfect score would indicate that the student avoided mechanical mistakes. The paper must also include a thesis statement, sentence fluency, and proper paragraphing. Students will not lose points for every grammar mistake, but the number of mistakes will determine the loss of points.
MLA – Works Cited — 10 points
A perfect score would indicate that the student properly listed all of their sources on the Works Cited page. The paper should also be formatted in proper MLA format. The student does not lose points for every mistake on the Works Cited page, but the number of mistakes will determine the loss of points.
Other Resources
LUCK_1967 11 01 PA94 Protester being dragged away U of I Campus Iowa City
LUCK_1967 11 01 PA94 Student being dragged away smoking cig U of I Campus Iowa City:
LUCK_1967 11 01 PA94 Students looking from parking ramp U of I Campus Iowa City
LUCK_1967 12 05 PA94 Students Confronting police U of I Campus Iowa City
LUCK_1969 04 00 PA94 Student Protest Booklet Napalm made by Dow U of I Campus Iowa City
LUCK_1969 04 01a PA94 Student Protest Booklet Napalm made by Dow U of I Campus Iowa City
