Students view Vietnam War protest photos and videos and give their views on the protests. Then, they consider the effects of the anti-war movement on American history and popular culture. Finally, they learn the reasons for passage of the 26th Amendment and discuss its impact.
Students are introduced to the Vietnam War as a deeply divisive conflict at home and to key terms such as anti-war protests, peace movement, counterculture, and flower power. They read about how protest culture, especially music, shaped and reflected opposition to the war. Students read about the song “War” using Time’s Top 10 Protest Songs, then select and examine lyrics from a Vietnam-era protest song using Anti-war protest songs of the '60s and '70s. They post several lines from their chosen song on a collaborative wall and describe how those lines make them feel toward the Vietnam War.
Teacher MovesPresent the lesson overview and objectives, then prompt students to connect past and present by asking them to name contemporary songs that could be considered protest songs. Use student posts about song lyrics to surface initial attitudes toward the war and protest culture.
Students examine an image of mounted police overseeing an anti-war protest and read about differing views of the protests—as threats to law and order versus expressions of democratic participation. They watch Opposition to the Vietnam War in the United States to experience protest events and hear a reporter’s recollections, then read The Antiwar Movement to deepen their understanding of opposition to the war. Students answer multiple-choice questions about the “silent majority,” the Kent State shootings, and the draft, then post to a class wall explaining whether they think they would have joined anti-war protests as students during the Vietnam era, supporting their opinions with reasons.
Teacher MovesUse students’ wall responses as discussion starters, guiding conversation about motivations for and against protest. Keep the discussion focused on the Vietnam War era and avoid drifting into present-day political issues or unrelated 1960s topics.
Students view an image of Americans watching Vietnam War news on television and read about how media coverage shifted from echoing government messages to highlighting the human costs of the war, including body bags and Walter Cronkite’s televised opposition after the Tet Offensive. They learn about the “credibility gap” between government claims and public belief. Students read The Student Movement and the Antiwar Movement to explore the role of youth activism and The Election of 1968 (selected sections) to understand how the anti-war movement and media coverage affected party politics and the 1968 presidential campaign. They then write a paragraph on a class wall explaining whether they think the media and the anti-war movement played a decisive role in the course of the war, supporting their view with evidence from the readings.
Teacher MovesReview student paragraphs and share an interesting or exemplary response with the class to prompt discussion about media influence, public opinion, and political consequences during the Vietnam era.
Students examine an image of a student protester offering a flower to a military guard and read about how the anti-war movement contributed to lowering the voting age from 21 to 18, culminating in the 26th Amendment during the ongoing war. They read The 26th Amendment to learn about the amendment’s history and rationale, especially the idea that those old enough to fight and die should be able to vote. Students then post to a collaborative wall explaining how, if at all, voting by 18–21-year-olds affects the outcomes of present-day elections, using prior knowledge. They review classmates’ posts and respond to at least two with questions or positive comments to extend the discussion.
Teacher MovesHighlight an interesting or exemplary student response for whole-class discussion. Emphasize that, despite the turmoil and conflict surrounding the Vietnam War, lowering the voting age through the 26th Amendment ultimately strengthened democratic participation.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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